WorldWideScience

Sample records for science netlinks students

  1. Science Careers and Disabled Students.

    Science.gov (United States)

    Jagoda, Sue; Cremer, Bob

    1981-01-01

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

  2. Science Olympiad students' nature of science understandings

    Science.gov (United States)

    Philpot, Cindy J.

    2007-12-01

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

  3. Science Education and ESL Students

    Science.gov (United States)

    Allen, Heather; Park, Soonhye

    2011-01-01

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

  4. Student science enrichment training program

    Energy Technology Data Exchange (ETDEWEB)

    Sandhu, S.S.

    1994-08-01

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

  5. 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'…

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

    Science.gov (United States)

    Lancor, Rachael; Schiebel, Amy

    2018-01-01

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

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

    Science.gov (United States)

    Mkimbili, Selina Thomas; Ødegaard, Marianne

    2017-12-01

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

  8. Students' Psychosocial Perception of Science Laboratory ...

    African Journals Online (AJOL)

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

  9. Secondary School Students' Predictors of Science Attitudes

    Science.gov (United States)

    Tosun, Cemal; Genç, Murat

    2016-01-01

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

  10. ethiopian students' achievement challenges in science education

    African Journals Online (AJOL)

    IICBA01

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

  11. The Science Standards and Students of Color

    Science.gov (United States)

    Strachan, Samantha L.

    2017-01-01

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

  12. Introducing Science to undergraduate students

    Directory of Open Access Journals (Sweden)

    P. Avila Jr

    2006-07-01

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

  13. Reaching Nonscience Students through Science Fiction

    Science.gov (United States)

    Smith, Donald A.

    2009-01-01

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

  14. 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.

  15. Radiologic science students' perceptions of parental involvement.

    Science.gov (United States)

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

    2014-01-01

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

  16. Internet Use Among Science Undergraduate Students: A ...

    African Journals Online (AJOL)

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

  17. University Students' Perceptions of Their Science Classrooms

    Science.gov (United States)

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

    2004-01-01

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

  18. The Student/Library Computer Science Collaborative

    Science.gov (United States)

    Hahn, Jim

    2015-01-01

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

  19. Moral Perceptions of College Science Students

    Science.gov (United States)

    Nolan, Eric

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

  20. Who am I? ~ Undergraduate Computer Science Student

    OpenAIRE

    Ferris, Jane

    2012-01-01

    As part of a school review process a survey of the students was designed to gain insight into who the students of the school were. The survey was a voluntary anonymous online survey. Students were able to skip questions and select more than one option in some questions. This was to reduce frustration with participation in the survey and ensure that the survey was completed. This conference details the average undergraduate Computer Science student of a large third level institute.

  1. The self-concept of chiropractic students as science students

    Science.gov (United States)

    Shields, Robert F.

    2005-01-01

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

  2. Finding science in students' talk

    Science.gov (United States)

    Yeo, Jennifer

    2009-12-01

    What does it mean to understand science? This commentary extends Brown and Kloser's argument on the role of native language for science learning by exploring the meaning of understanding in school science and discusses the extent that science educators could tolerate adulterated forms of scientific knowledge. Taking the perspective of social semiotics, this commentary looks at the extent that school science can be represented with other discourse practices. It also offers an example to illustrate how everyday language can present potential hindrance to school science learning.

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

    Directory of Open Access Journals (Sweden)

    Aarti Raja

    2016-05-01

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

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

    Science.gov (United States)

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

    2016-05-01

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

  5. Science Students and the Social Sciences: Strange Bedfellows?

    Science.gov (United States)

    Yeong, Foong May

    2014-01-01

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

  6. Understanding adolescent student perceptions of science education

    Science.gov (United States)

    Ebert, Ellen Kress

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

  7. 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…

  8. Students build glovebox at Space Science Center

    Science.gov (United States)

    2001-01-01

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

  9. Practical science communication strategies for graduate students.

    Science.gov (United States)

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

    2014-10-01

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

  10. Student leadership in small group science inquiry

    Science.gov (United States)

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

    2014-09-01

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

  11. How do we interest students in science?

    Science.gov (United States)

    Murray, L.

    2016-02-01

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

  12. Attitudes and achievement of Bruneian science students

    Science.gov (United States)

    Dhindsa, Harkirat S.; Chung, Gilbert

    2003-08-01

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

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

    Science.gov (United States)

    Whittington, Kayla Lee

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

  14. Preparing Graduate Students as Science Communicators

    Science.gov (United States)

    Knudson, K.; Gutstein, J.

    2012-12-01

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

  15. Asian students excel in science testing

    Science.gov (United States)

    Showstack, Randy

    Asian countries claimed four of the five top spots in science achievement for eighth grade students, according to a December 5 report on the Third International Mathematics and Science Study - Repeat (TIMSS-R). The top five are: Chinese Taipei, Singapore, Hungary, Japan, and the Republic of Korea.In mathematics, Asian countries scored a clean sweep. The top five are: Singapore, the Republic of Korea, Chinese Taipei, Hong Kong SAR,and Japan.

  16. Elementary student teachers' science content representations

    Science.gov (United States)

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

    2002-08-01

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

  17. Science Teaching Methods Preferred by Grade 9 Students in Finland

    Science.gov (United States)

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

    2010-01-01

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

  18. Uncovering student ideas in physical science

    CERN Document Server

    Keeley, Page

    2014-01-01

    If you and your students can't get enough of a good thing, Volume 2 of Uncovering Student Ideas in Physical Science is just what you need. The book offers 39 new formative assessment probes, this time with a focus on electric charge, electric current, and magnets and electromagnetism. It can help you do everything from demystify electromagnetic fields to explain the real reason balloons stick to the wall after you rub them on your hair.

  19. Individual Difference Predictors of Creativity in Art and Science Students

    Science.gov (United States)

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

    2011-01-01

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

  20. 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…

  1. Teaching science students to identify entrepreneurial opportunities

    NARCIS (Netherlands)

    Nab, J.

    2015-01-01

    This dissertation describes a research project on teaching science students to identify entrepreneurial opportunities, which is a core competence for entrepreneurs that should be emphasized in education. This research consists of four studies. The first case study aims at finding design strategies

  2. Student Leadership in Small Group Science Inquiry

    Science.gov (United States)

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

    2014-01-01

    Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of…

  3. Infuriating Tensions: Science and the Medical Student.

    Science.gov (United States)

    Bishop, J. Michael

    1984-01-01

    Contemporary medical students, it is suggested, view science in particular and the intellect in general as difficult allies at best. What emerges are physicians without inquiring minds, physicians who bring to the bedside not curiosity and a desire to understand but a set of reflexes. (MLW)

  4. Science Education for Students with Special Needs

    Science.gov (United States)

    Villanueva, Mary Grace; Taylor, Jonte; Therrien, William; Hand, Brian

    2012-01-01

    Students with special needs tend to show significantly lower achievement in science than their peers. Reasons for this include severe difficulties with academic skills (i.e. reading, math and writing), behaviour problems and limited prior understanding of core concepts background knowledge. Despite this bleak picture, much is known on how to…

  5. How Can Science Education Foster Students' Rooting?

    Science.gov (United States)

    Østergaard, Edvin

    2015-01-01

    The question of how to foster rooting in science education points towards a double challenge; efforts to "prevent" (further) uprooting and efforts to "promote" rooting/re-rooting. Wolff-Michael Roth's paper discusses the uprooting/rooting pair of concepts, students' feeling of alienation and loss of fundamental sense of the…

  6. Work Values of Mortuary Science Students

    Science.gov (United States)

    Shaw, Thomas; Duys, David K.

    2005-01-01

    This article describes a descriptive study in an area significantly lacking validation. The focus of the study was the work values held by mortuary science students from 3 educational programs in the Midwest. The Values Scale (D. Nevill & D. Super, 1989) was used to measure the career-related values of a sample group of 116. According to…

  7. Meteorology and Climate Inspire Secondary Science Students

    Science.gov (United States)

    Charlton-Perez, Andrew; Dacre, Helen; Maskell, Kathy; Reynolds, Ross; South, Rachel; Wood, Curtis

    2010-01-01

    As part of its National Science and Engineering Week activities in 2009 and 2010, the University of Reading organised two open days for 60 local key stage 4 pupils. The theme of both open days was "How do we predict weather and climate?" Making use of the students' familiarity with weather and climate, several concepts of relevance to secondary…

  8. Students of Tehran Universities of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Ghezelbash Sima

    2015-07-01

    Full Text Available Introduction: Social anxiety is an important factor in peoples’ mental health. Good mental health while studying in university makes students able to deal effectively with numerous stressors that they experience. The purpose of this study was to determine and compare the social anxiety of nursing students in grades one to four of medical universities in Tehran. Methods: In this analytic cross-sectional study, 400 students from universities of medical sciences in Tehran were recruited by stratified sampling with proportional allocation. Data were collected during the first semester in 2010. Students completed a two-part questionnaire including the Liebowitz social anxiety questionnaire and a demographic information form. Data were analyzed using descriptive statistics methods and an analytical test by SPSS statistical software. Results: There was no statistically significant difference in the total scores of social anxiety of first- to fourth-year students. The mean score of the avoidance of social interaction dimension in fourth-year students was significantly lower than in first year students (p<0.05. Conclusion: In regard to the relationship between social anxiety and interpersonal communication as an associated part of nursing care, decrease of social anxiety of students could play an important role in their mental health. According to the results of this study, it seems that the placement of students in the nursing education system does not produce any changes in their social anxiety.

  9. Students Inspiring Students: An Online Tool for Science Fair Participants

    Science.gov (United States)

    Seeman, Jeffrey I.; Lawrence, Tom

    2011-01-01

    One goal of 21st-century education is to develop mature citizens who can identify issues, solve problems, and communicate solutions. What better way for students to learn these skills than by participating in a science and engineering fair? Fair participants face the same challenges as professional scientists and engineers, even Nobel laureates.…

  10. Improving Student Achievement in Math and Science

    Science.gov (United States)

    Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

    1998-01-01

    As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

  11. Forensic Science Curriculum for High School Students

    Science.gov (United States)

    Burgess, Christiana J.

    Over the last several decades, forensic science---the application of science to civil and criminal legal matters---has become of increasing popularity with the public. The range of disciplines within the field is immense, offering individuals the potential for a unique career, regardless of their specific interests or expertise. In response to this growth, many organizations, both public and private, have recognized the need to create forensic science programs that strive to maintain and enhance the quality of forensic science education. Unfortunately, most of the emphasis placed on developing these materials relates to post-secondary education, and creates a significant lack of forensic science educational materials available in the U.S., especially in Oklahoma. The purpose of this project was to create a high school curriculum that provides the foundation for building a broad, yet comprehensive, overview of the field of forensic science and its associated disciplines. The overall goal was to create and provide course materials to high school teachers in order to increase their knowledge of forensic science such that they are able to teach its disciplines effectively and with accuracy. The Forensic Science Curriculum for High School Students includes sample lesson plans, PowerPoint presentations, and lab activities with step-by-step instructions.

  12. Student memories: Insights for science reform

    Science.gov (United States)

    Chaillie, Jane Hall

    The purpose of this study was to examine the recollections pre-service teachers majoring in elementary education have of their science experiences during their elementary years and to explore the recollections in the context of science education reform efforts. At the beginning of science methods course work, pre-service elementary teachers reflected on their memories of their own elementary education experiences. Themes from 102 reflective essays collected in two settings and time periods were identified and compared. The themes remained consistent over both settings and time frames studied and fall into three general categories: curriculum and instruction, teacher traits, and student traits. The pre-service teachers expressed difficulty in recalling elementary science experiences and attributed their limited memories to what they perceived as a low priority of science content in the elementary curriculum. Teaching strategies played a prominent role in the memories reported. Hands-on and active learning strategies produced positive memories, while lectures, reading textbooks, and completing worksheets resulted in more negative memories. Furthermore, pre-service teacher essays often failed to connect the learning activities with concept development or understanding. Pre-service teachers were split nearly equally between those who liked and those who disliked elementary science. The attributes of elementary teachers received the least attention in the categories and focused primarily on passion for teaching science. Implications for science reform leaders, teacher education preparation programs, and school administrators and curriculum directors are identified.

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

    Science.gov (United States)

    Hellgren, Jenny M.; Lindberg, Stina

    2017-01-01

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

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

    Science.gov (United States)

    Upadhyay, Bhaskar; DeFranco, Cristina

    2008-01-01

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

  15. Common Core Science Standards: Implications for Students with Learning Disabilities

    Science.gov (United States)

    Scruggs, Thomas E.; Brigham, Frederick J.; Mastropieri, Margo A.

    2013-01-01

    The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various…

  16. Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification

    Science.gov (United States)

    Danielson, Kathryn I.; Tanner, Kimberly D.

    2015-01-01

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

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

    Science.gov (United States)

    Efe, Rifat

    2011-01-01

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

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

    Dhingra, Koshi

    2003-02-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  1. The Impact of Science Fiction Films on Student Interest in Science

    Science.gov (United States)

    Laprise, Shari; Winrich, Chuck

    2010-01-01

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

  2. Teaching Graduate Students The Art of Science

    Science.gov (United States)

    Snieder, Roel; Larner, Ken; Boyd, Tom

    2012-08-01

    Graduate students traditionally learn the trade of research by working under the supervision of an advisor, much as in the medieval practice of apprenticeship. In practice, however, this model generally falls short in teaching students the broad professional skills needed to be a well-rounded researcher. While a large majority of graduate students considers professional training to be of great relevance, most graduate programs focus exclusively on disciplinary training as opposed to skills such as written and oral communication, conflict resolution, leadership, performing literature searches, teamwork, ethics, and client-interaction. Over the past decade, we have developed and taught the graduate course "The Art of Science", which addresses such topics; we summarize the topics covered in the course here. In order to coordinate development of professional training, the Center for Professional Education has been founded at the Colorado School of Mines. After giving an overview of the Center's program, we sketch the challenges and opportunities in offering professional education to graduate students. Offering professional education helps create better-prepared graduates. We owe it to our students to provide them with such preparation.

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

    Science.gov (United States)

    Kapici, Hasan Özgür; Akçay, Hakan

    2016-01-01

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

  4. Popular Science Writing Bringing New Perspectives into Science Students' Theses

    Science.gov (United States)

    Pelger, Susanne

    2018-01-01

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

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

    Science.gov (United States)

    Impey, C.; Buxner, S.

    2015-11-01

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

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

    Science.gov (United States)

    Grabau, Larry J.

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

  7. Digital Geological Mapping for Earth Science Students

    Science.gov (United States)

    England, Richard; Smith, Sally; Tate, Nick; Jordan, Colm

    2010-05-01

    This SPLINT (SPatial Literacy IN Teaching) supported project is developing pedagogies for the introduction of teaching of digital geological mapping to Earth Science students. Traditionally students are taught to make geological maps on a paper basemap with a notebook to record their observations. Learning to use a tablet pc with GIS based software for mapping and data recording requires emphasis on training staff and students in specific GIS and IT skills and beneficial adjustments to the way in which geological data is recorded in the field. A set of learning and teaching materials are under development to support this learning process. Following the release of the British Geological Survey's Sigma software we have been developing generic methodologies for the introduction of digital geological mapping to students that already have experience of mapping by traditional means. The teaching materials introduce the software to the students through a series of structured exercises. The students learn the operation of the software in the laboratory by entering existing observations, preferably data that they have collected. Through this the students benefit from being able to reflect on their previous work, consider how it might be improved and plan new work. Following this they begin fieldwork in small groups using both methods simultaneously. They are able to practise what they have learnt in the classroom and review the differences, advantages and disadvantages of the two methods, while adding to the work that has already been completed. Once the field exercises are completed students use the data that they have collected in the production of high quality map products and are introduced to the use of integrated digital databases which they learn to search and extract information from. The relatively recent development of the technologies which underpin digital mapping also means that many academic staff also require training before they are able to deliver the

  8. Next Generation Science Standards: All Standards, All Students

    Science.gov (United States)

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

    2014-01-01

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

  9. Science Learning Motivation as Correlate of Students' Academic Performances

    Science.gov (United States)

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

    2016-01-01

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

  10. Students' Regulation of Their Emotions in a Science Classroom

    Science.gov (United States)

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

    2016-01-01

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

  11. Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

    Science.gov (United States)

    Atan, Tülin

    2016-01-01

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

  12. High School Students' Implicit Theories of What Facilitates Science Learning

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2016-08-01

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

  14. Nursing students' attitudes toward science in the nursing curricula

    Science.gov (United States)

    Maroo, Jill Deanne

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

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

    Science.gov (United States)

    Wang, Ya-Ling; Tsai, Chin-Chung

    2016-01-01

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

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

    Science.gov (United States)

    Craddock, Jennifer Lovejoy

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

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

    Science.gov (United States)

    Kastrup, Helge

    2016-02-01

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

  18. Eliciting physics students mental models via science fiction stories

    International Nuclear Information System (INIS)

    Acar, H.

    2005-01-01

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

  19. Grade six students' understanding of the nature of science

    Science.gov (United States)

    Cochrane, Donald Brian

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

  20. Hookah pipe smoking among health sciences students | van der ...

    African Journals Online (AJOL)

    , especially among South African youth. The extent of this practice among health sciences students, and their knowledge regarding the health risks, are unknown. This is important, as these students will become future health professionals ...

  1. Nuclear science summer school for high scholl students

    International Nuclear Information System (INIS)

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

    1997-01-01

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

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

    Science.gov (United States)

    Gomez, Kimberley

    2007-01-01

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

  3. 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…

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

    Science.gov (United States)

    Suprapto, Nadi; Ku, Chih-Hsiung

    2016-01-01

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

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

    NARCIS (Netherlands)

    van der Valk, Ton

    2014-01-01

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

  6. An Investigation of Students' Personality Traits and Attitudes toward Science

    Science.gov (United States)

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

    2011-05-01

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

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

    Science.gov (United States)

    Goodale, T. A.

    2016-02-01

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

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

    Science.gov (United States)

    Akcay, Behiye; Akcay, Hakan

    2015-01-01

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

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

    Science.gov (United States)

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

    2005-01-01

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

  10. High School Physics Students' Personal Epistemologies and School Science Practice

    Science.gov (United States)

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

    2017-11-01

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

  11. The Impact of Science Fiction Film on Student Understanding of Science

    Science.gov (United States)

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

    2006-04-01

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

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

    African Journals Online (AJOL)

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

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

    African Journals Online (AJOL)

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

  14. Female distance education students overtaking males in science ...

    African Journals Online (AJOL)

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

  15. Assessment of Student Memo Assignments in Management Science

    Science.gov (United States)

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

    2015-01-01

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

  16. Study Skills of Arts and Science College Students

    Science.gov (United States)

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

    2015-01-01

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

  17. Students Designing Video Games about Immunology: Insights for Science Learning

    Science.gov (United States)

    Khalili, Neda; Sheridan, Kimberly; Williams, Asia; Clark, Kevin; Stegman, Melanie

    2011-01-01

    Exposing American K-12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a…

  18. Student Science Teachers' Ideas of the Digestive System

    Science.gov (United States)

    Cardak, Osman

    2015-01-01

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

  19. Evaluation of Students' Energy Conception in Environmental Science

    Science.gov (United States)

    Park, Mihwa; Johnson, Joseph A.

    2016-01-01

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

  20. Best practices for measuring students' attitudes toward learning science.

    Science.gov (United States)

    Lovelace, Matthew; Brickman, Peggy

    2013-01-01

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

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

    Science.gov (United States)

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

    2018-06-01

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

  2. High school students' implicit theories of what facilitates science learning

    Science.gov (United States)

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

    2011-11-01

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

  3. The Sensitive, Imaginative, Articulate Art Student and Conservative, Cool, Numerate Science Student: Individual Differences in Art and Science Students

    Science.gov (United States)

    Furnham, Adrian; Crump, John

    2013-01-01

    In all 794 young people aged around 30 yrs completed three intelligence (Raven's Progressive matrices: GMA Numerical and GMA Verbal) and one personality inventory (16PF). They were all graduates and 173 were identified clearly as Arts graduates and 518 as Science students. There were various sex differences on all measures. All seven hypotheses…

  4. The 6th International Earth Science Olympiad: A Student Perspective

    Science.gov (United States)

    Barlett, Luke; Cathro, Darcy; Mellow, Maddi; Tate, Clara

    2014-01-01

    In October 2012, two students from the Australian Science and Mathematics School and two from Yankalilla Area School were selected to travel to Olavarria, Argentina in order to compete in the 6th International Earth Science Olympiad (IESO). It was an opportunity for individuals with a passion for Earth science to come together from 17 countries to…

  5. A Financial Technology Entrepreneurship Program for Computer Science Students

    Science.gov (United States)

    Lawler, James P.; Joseph, Anthony

    2011-01-01

    Education in entrepreneurship is becoming a critical area of curricula for computer science students. Few schools of computer science have a concentration in entrepreneurship in the computing curricula. The paper presents Technology Entrepreneurship in the curricula at a leading school of computer science and information systems, in which students…

  6. Science Motivation of University Students: Achievement Goals as a Predictor

    Science.gov (United States)

    Arslan, Serhat; Akcaalan, Mehmet; Yurdakul, Cengiz

    2017-01-01

    The objective of this investigation is to make a study of the relationship between achievement goals and science motivation. Research data were collected from 295 university students. Achievement goals and science motivation scales were utilized as measure tools. The link between achievement goals orientation and science motivation was…

  7. Teachers' and Students' Conceptions of Good Science Teaching

    Science.gov (United States)

    Yung, Benny Hin Wai; Zhu, Yan; Wong, Siu Ling; Cheng, Man Wai; Lo, Fei Yin

    2013-01-01

    Capitalizing on the comments made by teachers on videos of exemplary science teaching, a video-based survey instrument on the topic of "Density" was developed and used to investigate the conceptions of good science teaching held by 110 teachers and 4,024 year 7 students in Hong Kong. Six dimensions of good science teaching are identified…

  8. Research Experiences for Science Teachers: The Impact On Their Students

    Science.gov (United States)

    Dubner, J.

    2005-12-01

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

  9. Predictors of student success in entry-level science courses

    Science.gov (United States)

    Singh, Mamta K.

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

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

    Science.gov (United States)

    Livingston, David

    2005-07-01

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

  11. Basic training in mathematics a fitness program for science students

    CERN Document Server

    Shankar, R

    1995-01-01

    Based on course material used by the author at Yale University, this practical text addresses the widening gap found between the mathematics required for upper-level courses in the physical sciences and the knowledge of incoming students This superb book offers students an excellent opportunity to strengthen their mathematical skills by solving various problems in differential calculus By covering material in its simplest form, students can look forward to a smooth entry into any course in the physical sciences

  12. Structure of Black Male Students Academic Achievement in Science

    Science.gov (United States)

    Rascoe, Barbara

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

  13. Original Science-Based Music and Student Learning

    Science.gov (United States)

    Smolinski, Keith

    2010-01-01

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

  14. Students' Preconceptions and Perceptions of Science-Oriented Studies

    NARCIS (Netherlands)

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

    2013-01-01

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

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

    African Journals Online (AJOL)

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

  16. Attitudes toward Information Competency of University Students in Social Sciences

    Science.gov (United States)

    Pinto, María; Fernández-Pascual, Rosaura; Gómez-Hernández, José A.; Cuevas, Aurora; Granell, Ximo; Puertas, Susana; Guerrero, David; Gómez, Carmen; Palomares, Rocío

    2016-01-01

    This paper examines students' self-assessment of their information literacy, presenting a study involving 1,575 social science students at five Spanish universities. Data were collected and analyzed through a validated instrument that measures the variables of (1) the students' belief in the importance of information literacy skills; (2)…

  17. Mathematics education giving meaning to Social Science students

    DEFF Research Database (Denmark)

    Andersson, Annica; Valero, Paola

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

  18. Effects of Different Student Response Modes on Science Learning

    Science.gov (United States)

    Kho, Lee Sze; Chen, Chwen Jen

    2017-01-01

    Student response systems (SRSs) are wireless answering devices that enable students to provide simple real-time feedback to instructors. This study aims to evaluate the effects of different SRS interaction modes on elementary school students' science learning. Three interaction modes which include SRS Individual, SRS Collaborative, and Classroom…

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

    African Journals Online (AJOL)

    The study investigated the relationship between students self-concept andtheir academic performance in Basic Science. It further examines genderdifference in students performance. The study adopted ex-post factorresearch design and made use of 300 students all from Public Schools. Theadapted Version of ...

  20. Citizen science projects for non-science astronomy students

    OpenAIRE

    Barmby, Pauline; Gallagher, S. C.; Cami, J.

    2014-01-01

    A poster from the 2011 Western Conference on Science Education, describing the use of citizen science project Galaxy Zoo in a non-majors astronomy course. Lots more on this topic at https://www.zooniverse.org/education  

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

    Science.gov (United States)

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

    2016-09-01

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

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

    Science.gov (United States)

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

    2015-08-01

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

  3. Ninth Grade Student Responses to Authentic Science Instruction

    Science.gov (United States)

    Ellison, Michael Steven

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

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

    International Nuclear Information System (INIS)

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

    1992-01-01

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

  5. Attitudes and Views of Medical Students toward Science and Pseudoscience.

    Science.gov (United States)

    Peña, Adolfo; Paco, Ofelia

    2004-12-01

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

  6. Student teachers' views: what is an interesting life sciences curriculum?

    OpenAIRE

    Rian de Villiers

    2011-01-01

    In South Africa, the Grade 12 'classes of 2008 and 2009' were the first to write examinations under the revised Life Sciences (Biology) curriculum which focuses on outcomes-based education (OBE). This paper presents an exploration of what students (as learners) considered to be difficult and interesting in Grades 10-12 Life Sciences curricula in the Further Education and Training (FET) phase. A sample of 125 first year, pre-service Life Sciences and Natural Sciences teachers from a university...

  7. Science Literacy and Prior Knowledge of Astronomy MOOC Students

    Science.gov (United States)

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

    2018-01-01

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

  8. Bringing Science to Life for Students, Teachers and the Community

    Science.gov (United States)

    Pratt, K.

    2012-04-01

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

  9. Teacher in Residence: Bringing Science to Students

    CERN Multimedia

    Daisy Yuhas

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

  10. Understanding the Views of the Nature of Science of Undergraduate Science, Technology, Engineering, and Mathematics Students

    Science.gov (United States)

    Hypolite, Karen L.

    2012-01-01

    Much of the nature of science research has been focused on high school students. High school students are primarily the target of such research to aid and to guide them in making informed decisions about possible career choices in the sciences (Bell, Blair, Crawford, & Lederman, 2002). Moreover, during review of the literature, little to no…

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

    Science.gov (United States)

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

    2014-01-01

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

  12. An Analysis of Science Student Teachers' Epistemological Beliefs and Metacognitive Perceptions about the Nature of Science

    Science.gov (United States)

    Yenice, Nilgün

    2015-01-01

    This study has been carried out to identify the relationship between the epistemological beliefs of student teachers and their metacognitive perceptions about the nature of science. The participants of the study totaled 336 student teachers enrolled in the elementary science education division of the department of elementary education at the…

  13. 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…

  14. High school students presenting science: An interactional sociolinguistic analysis

    Science.gov (United States)

    Bleicher, Robert

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

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

    Science.gov (United States)

    Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

    2017-05-01

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

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

    Science.gov (United States)

    Poderoso, Charie

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

  17. Graduate students teaching elementary earth science through interactive classroom lessons

    Science.gov (United States)

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

    2014-12-01

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

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

    Directory of Open Access Journals (Sweden)

    Mico Tatalovic

    2008-09-01

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

  19. Students-exhibits interaction at a science center

    Science.gov (United States)

    Botelho, Agostinho; Morais, Ana M.

    2006-12-01

    In this study we investigate students' learning during their interaction with two exhibits at a science center. Specifically, we analyze both students' procedures when interacting with exhibits and their understanding of the scientific concepts presented therein. Bernstein's theory of pedagogic discourse (1990, 2000) provided the sociological foundation to assess the exhibit-student interaction and allowed analysis of the influence of the characteristics of students, exhibits, and interactions on students' learning. Eight students (ages 12ndash;13 years of age) with distinct sociological characteristics participated in the study. Several findings emerged from the results. First, the characteristics of the students, exhibits, and interactions appeared to influence student learning. Second, to most students, what they did interactively (procedures) seems not to have had any direct consequence on what they learned (concept understanding). Third, the data analysis suggest an important role for designers and teachers in overcoming the limitations of exhibit-student interaction.

  20. History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science

    Science.gov (United States)

    Kim, Sun Young; Irving, Karen E.

    2010-01-01

    This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in…

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

    Science.gov (United States)

    Nair, Sarita

    2003-01-01

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

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

    Science.gov (United States)

    Wiggins, Felita

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

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

    Science.gov (United States)

    Logan, Marianne R.; Skamp, Keith R.

    2013-01-01

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

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

    Science.gov (United States)

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

    2014-08-01

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

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

    Science.gov (United States)

    Crotty, Ann

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

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

    Science.gov (United States)

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

    2011-01-01

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

  7. 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.

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

    Science.gov (United States)

    del Carmen Gomez, María

    2018-03-01

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

  9. Pharmacy students' perceptions of natural science and mathematics subjects.

    Science.gov (United States)

    Prescott, Julie; Wilson, Sarah Ellen; Wan, Kai-Wai

    2014-08-15

    To determine the level of importance pharmacy students placed on science and mathematics subjects for pursuing a career in pharmacy. Two hundred fifty-four students completed a survey instrument developed to investigate students' perceptions of the relevance of science and mathematics subjects to a career in pharmacy. Pharmacy students in all 4 years of a master of pharmacy (MPharm) degree program were invited to complete the survey instrument. Students viewed chemistry-based and biology-based subjects as relevant to a pharmacy career, whereas mathematics subjects such as physics, logarithms, statistics, and algebra were not viewed important to a career in pharmacy. Students' experience in pharmacy and year of study influenced their perceptions of subjects relevant to a pharmacy career. Pharmacy educators need to consider how they can help students recognize the importance of scientific knowledge earlier in the pharmacy curriculum.

  10. Students Explaining Science--Assessment of Science Communication Competence

    Science.gov (United States)

    Kulgemeyer, Christoph; Schecker, Horst

    2013-01-01

    Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is…

  11. The CSI Academy: Encouraging Diverse Students to Consider Science Careers and Science Teaching

    Science.gov (United States)

    Kaye, Karen; Turner, John F.; Emigh, James

    2011-01-01

    The CSI academies employed a multi-layered, collaborative approach to encourage diverse students to consider STEM careers, including science teaching. The academies recruited a diverse group of high school students. This was due, in large part, to the creation of a unique selection process that identified students with unrealized potential. The…

  12. Original science-based music and student learning

    Science.gov (United States)

    Smolinski, Keith

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

  13. Information visualization courses for students with a computer science background.

    Science.gov (United States)

    Kerren, Andreas

    2013-01-01

    Linnaeus University offers two master's courses in information visualization for computer science students with programming experience. This article briefly describes the syllabi, exercises, and practices developed for these courses.

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

    Science.gov (United States)

    Chu, Man-Wai; Fung, Karen

    2018-04-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  16. Incorporating Indonesian Students' "Funds of Knowledge" into Teaching Science to Sustain Their Interest in Science

    Directory of Open Access Journals (Sweden)

    A.N. Md Zain

    2011-12-01

    Full Text Available The purpose of this study was to examine the effect of incorporating students’ funds of knowledge in the teaching of science in sustaining Indonesian students’ interest in science. The researchers employed mixed method approach in this study. This study took place within two suburban secondary schools in Indonesia. Two teachers and a total of 173 students (94 males and 79 females participated in this study. The findings revealed that initially, most students expected that the teaching process would mainly include science experiments or other hands-on activities. Their preferences revealed a critical problem related to science learning: a lack of meaningful science-related activities in the classroom. The findings showed that incorporating students’ funds of knowledge into science learning processes -and thus establishing students’ culture as an important and valued aspect of science learning was effective in not only sustaining but also improving students’ attitudes and increasing their interest in science.

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

    Science.gov (United States)

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

    2016-11-01

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

  18. Achievement of Serbian eighth grade students in science

    Directory of Open Access Journals (Sweden)

    Antonijević Radovan

    2006-01-01

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

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

    Science.gov (United States)

    Bybee, Rodger; McCrae, Barry

    2011-01-01

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

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

    Science.gov (United States)

    Sikes, Suzanne S; Schwartz-Bloom, Rochelle D

    2009-03-01

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

  1. Learning style preferences of Australian health science students.

    Science.gov (United States)

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

    2010-01-01

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

  2. Sources of student engagement in Introductory Physics for Life Sciences

    Science.gov (United States)

    Geller, Benjamin D.; Turpen, Chandra; Crouch, Catherine H.

    2018-06-01

    We explore the sources of student engagement with curricular content in an Introductory Physics for Life Science (IPLS) course at Swarthmore College. Do IPLS students find some life-science contexts more interesting than others, and, if so, what are the sources of these differences? We draw on three sources of student data to answer this question: (1) quantitative survey data illustrating how interested students were in particular contexts from the curriculum, (2) qualitative survey data in which students describe the source of their interest in these particular contexts, and (3) interview data in which students reflect on the contexts that were and were not of interest to them. We find that examples that make interdisciplinary connections with students' other coursework in biology and chemistry, and examples that make connections to what students perceive to be the "real world," are particularly effective at fostering interest. More generally, students describe being deeply engaged with contexts that foster a sense of coherence or have personal meaning to them. We identify various "engagement pathways" by which different life-science students engage with IPLS content, and suggest that a curriculum needs to be flexible enough to facilitate these different pathways.

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

    Science.gov (United States)

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

    2018-03-01

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

  4. Russian Bilingual Science Learning: Perspectives from Secondary Students.

    Science.gov (United States)

    Lemberger, Nancy; Vinogradova, Olga

    2002-01-01

    Describes one secondary Russian/English bilingual science teacher's practice and her literate students' experiences as they learn science and adapt to a new school. Discusses the notion of whether literacy skills in the native language are transferable to a second language. (Author/VWL)

  5. What Do Students "Construct" According to Constructivism in Science Education?

    Science.gov (United States)

    Bächtold, Manuel

    2013-01-01

    This paper aims at shedding light on what students can "construct" when they learn science and how this construction process may be supported. Constructivism is a pluralist theory of science education. As a consequence, I support, there are several points of view concerning this construction process. Firstly, I stress that constructivism…

  6. Distance learning approach to train health sciences students at the ...

    African Journals Online (AJOL)

    Background: The University of Nairobi (UoN) College of Health Sciences (CHS) established Partnership for Innovative Medical Education in Kenya (PRIME-K) programmeme to enhance health outcomes in Kenya through extending the reach of medical training outside Nairobi to help health sciences students enhance their ...

  7. How Constructivist-Based Teaching Influences Students Learning Science

    Science.gov (United States)

    Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John

    2012-01-01

    The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their…

  8. 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,

  9. Improving Students' Attitudes toward Science Using Instructional Congruence

    Science.gov (United States)

    Zain, Ahmad Nurulazam Md; Samsudin, Mohd Ali; Rohandi, Robertus; Jusoh, Azman

    2010-01-01

    The objective of this study was to improve students' attitudes toward science using instructional congruence. The study was conducted in Malaysia, in three low-performing secondary schools in the state of Penang. Data collected with an Attitudes in Science instrument were analysed using Rasch modeling. Qualitative data based on the reflections of…

  10. Entrepreneurial Health Informatics for Computer Science and Information Systems Students

    Science.gov (United States)

    Lawler, James; Joseph, Anthony; Narula, Stuti

    2014-01-01

    Corporate entrepreneurship is a critical area of curricula for computer science and information systems students. Few institutions of computer science and information systems have entrepreneurship in the curricula however. This paper presents entrepreneurial health informatics as a course in a concentration of Technology Entrepreneurship at a…

  11. Promising Teacher Practices: Students' Views about Their Science Learning

    Science.gov (United States)

    Moeed, Azra; Easterbrook, Matthew

    2016-01-01

    Internationally, conceptual and procedural understanding, understanding the Nature of Science, and scientific literacy are considered worthy goals of school science education in modern times. The empirical study presented here reports on promising teacher practices that in the students' views afford learning opportunities and support their science…

  12. 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…

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

    Science.gov (United States)

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

    2010-11-01

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

  14. A Survey of Current Computer Information Science (CIS) Students.

    Science.gov (United States)

    Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research.

    This document is a survey designed to be completed by current students of Computer Information Science (CIS) in the Los Rios Community College District (LRCCD), which consists of three community colleges: American River College, Cosumnes River College, and Sacramento City College. The students are asked about their educational goals and how…

  15. Chemistry Students' Challenges in Using MBL's in Science Laboratories.

    Science.gov (United States)

    Atar, Hakan Yavuz

    Understanding students' challenges about using microcomputer based laboratories (MBLs) would provide important data in understanding the appropriateness of using MBLs in high school chemistry laboratories. Identifying students' concerns about this technology will in part help educators identify the obstacles to science learning when using this…

  16. The Video Toaster Meets Science + English + At-Risk Students.

    Science.gov (United States)

    Perryess, Charlie

    1992-01-01

    Describes an experimental Science-English class for at-risk students which was team taught and used technology--particularly a Video Toaster (a videotape editing machine)--as a motivator. Discusses procedures for turning videotape taken on field trips into three- to five-minute student productions on California's water crisis. (SR)

  17. University Students' Opinions Concerning Science-Technology-Society Issues

    Science.gov (United States)

    Dolu, Gamze

    2016-01-01

    Determining what students think about science, technology, and society (STS) is of great importance. This also provides the basis for scientific literacy. As such, this study was conducted with a total of 102 senior students attending a university located in western Turkey. This study utilized the survey model as a research model and the…

  18. Students' Risk Perceptions of Nanotechnology Applications: Implications for Science Education

    Science.gov (United States)

    Gardner, Grant; Jones, Gail; Taylor, Amy; Forrester, Jennifer; Robertson, Laura

    2010-01-01

    Scientific literacy as a goal of a science education reform remains an important discourse in the research literature and is a key component of students' understanding and acceptance of emergent technologies like nanotechnology. This manuscript focuses on undergraduate engineering students' perceptions of the risks and benefits posed by…

  19. Outreach to Science Faculty and Students through Research Exhibitions

    Science.gov (United States)

    Chan, Tina; Hebblethwaite, Chris

    2014-01-01

    Penfield Library at the State University of New York at Oswego (SUNY Oswego) has a gallery exhibit space near the front entrance that is used to showcase student-faculty research and art class projects. This article features the library's outreach efforts to science faculty and students through research exhibitions. The library held an exhibition…

  20. Attending to Student Epistemological Framing in a Science Classroom

    Science.gov (United States)

    Hutchison, Paul; Hammer, David

    2010-01-01

    Studies of learning in school settings indicate that many students frame activities in science classes as the production of answers for the teacher or test, rather than as making new sense of the natural world. A case study of an episode from a class taught by the first author demonstrates what productive and unproductive student framing can look…

  1. Newspapers in Science Education: A Study Involving Sixth Grade Students

    Science.gov (United States)

    Lai, Ching-San; Wang, Yun-Fei

    2016-01-01

    The purpose of this study was to explore the learning performance of sixth grade elementary school students using newspapers in science teaching. A quasi-experimental design with a single group was used in this study. Thirty-three sixth grade elementary school students participated in this study. The research instruments consisted of three…

  2. Exploring student teachers' views of science process skills in their ...

    African Journals Online (AJOL)

    2016-08-18

    Aug 18, 2016 ... The purpose of this study was to explore the views of student teachers with regard to the importance they attach to these skills ... and purpose of practical work in science. .... students learn how to use some piece(s) of scientific.

  3. How College Science Students Engage in Note-Taking Strategies

    Science.gov (United States)

    Bonner, Janice M.; Holliday, William G.

    2006-01-01

    A composite theory of college science student note-taking strategies was derived from a periodic series of five interviews with 23 students and with other variables, including original and final versions of notes analyzed during a semester-long genetics course. This evolving composite theory was later compared with Van Meter, Yokoi, and Pressley's…

  4. Designing English for Specific Purposes Course for Computer Science Students

    Science.gov (United States)

    Irshad, Isra; Anwar, Behzad

    2018-01-01

    The aim of this study was to design English for Academic Purposes (EAP) course for University students enrolled in the Computer Science Department. For this purpose, academic English language needs of the students were analyzed by using a 5 point Likert scale questionnaire. Additionally, interviews were also conducted with four faculty members of…

  5. Social Networking among Library and Information Science Undergraduate Students

    Science.gov (United States)

    Alakpodia, Onome Norah

    2015-01-01

    The purpose of this study was to examine social networking use among Library and Information Science students of the Delta State University, Abraka. In this study, students completed a questionnaire which assessed their familiarity with social networking sites, the purpose for which they use social networking site and their most preferred sites to…

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

    Science.gov (United States)

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

    2017-06-01

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

  7. Teaching Graduate Students How To Do Informal Science Education

    Science.gov (United States)

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

    2011-12-01

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

  8. The Evaluation of Burnout Levels of Sports Sciences Faculty Students

    Science.gov (United States)

    Kocaeksi, Serdar

    2016-01-01

    The aim of this research is to evaluate the burnout levels of sports sciences faculty students in terms of some other variables. 46 Female (Age, M: 20.88 ± 1.86) and 107 male (Age, M: 22.15 ± 2.15) in total 153 students participated in this research. Maslach Burnout Inventory-Student Form (MBI-SF) was used for data collection. Descriptive…

  9. Current Students | College of Engineering & Applied Science

    Science.gov (United States)

    Electrical Engineering Instructional Laboratories Student Resources Industrial & Manufacturing Engineering Industrial & Manufacturing Engineering Academic Programs Industrial & Manufacturing Engineering Major Industrial & Manufacturing Engineering Minor Industrial & Manufacturing Engineering

  10. Student Organizations | College of Engineering & Applied Science

    Science.gov (United States)

    Electrical Engineering Instructional Laboratories Student Resources Industrial & Manufacturing Engineering Industrial & Manufacturing Engineering Academic Programs Industrial & Manufacturing Engineering Major Industrial & Manufacturing Engineering Minor Industrial & Manufacturing Engineering

  11. Transfer Students | College of Engineering & Applied Science

    Science.gov (United States)

    Electrical Engineering Instructional Laboratories Student Resources Industrial & Manufacturing Engineering Industrial & Manufacturing Engineering Academic Programs Industrial & Manufacturing Engineering Major Industrial & Manufacturing Engineering Minor Industrial & Manufacturing Engineering

  12. Teacher and student reflections on ICT-rich science inquiry

    DEFF Research Database (Denmark)

    Williams, John; Otrel-Cass, Kathrin

    2017-01-01

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

  13. Impacting university physics students through participation in informal science

    Science.gov (United States)

    Hinko, Kathleen; Finkelstein, Noah D.

    2013-01-01

    Informal education programs organized by university physics departments are a popular means of reaching out to communities and satisfying grant requirements. The outcomes of these programs are often described in terms of broader impacts on the community. Comparatively little attention, however, has been paid to the influence of such programs on those students facilitating the informal science programs. Through Partnerships for Informal Science Education in the Community (PISEC) at the University of Colorado Boulder, undergraduate and graduate physics students coach elementary and middle school children during an inquiry-based science afterschool program. As part of their participation in PISEC, university students complete preparation in pedagogy, communication and diversity, engage with children on a weekly basis and provide regular feedback about the program. We present findings that indicate these experiences improve the ability of university students to communicate in everyday language and positively influence their perspectives on teaching and learning.

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

    Science.gov (United States)

    Donnelly, Lisa A.

    2007-12-01

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

  15. Interteach and Student Engagement in Political Science

    Science.gov (United States)

    Slagter, Tracy H.; Scribner, Druscilla L.

    2014-01-01

    "Interteach" is a method of guided discussion and feedback developed by Thomas Boyce and Philip Hineline in 2002. This method, primarily used in the psychology classroom, encourages greater student engagement and responsibility for learning by requiring extensive student preparation, peer-to-peer instruction, and peer evaluation. How can…

  16. Improving middle and high school students' comprehension of science texts

    Directory of Open Access Journals (Sweden)

    Brandi E. JOHNSON

    2011-11-01

    Full Text Available Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.

  17. Improving middle and high school students' comprehension of science texts

    Directory of Open Access Journals (Sweden)

    Brandi E. Johnson

    2011-10-01

    Full Text Available Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.

  18. Quality Science Teacher Professional Development and Student Achievement

    Science.gov (United States)

    Dubner, J.

    2007-12-01

    Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

  19. Engaging Students In The Science Of Climate Change

    Science.gov (United States)

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

    2013-12-01

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

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

    Science.gov (United States)

    Welsh, Cynthia Ann

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

  1. Future Students | College of Engineering & Applied Science

    Science.gov (United States)

    race car with the Society of Automotive Engineers. Members of the American Society of Mechanical . icons_100x100_Engage Over 20 engineering and computer science organizations await! Race a Baja car or concrete canoe

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

    Science.gov (United States)

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

    2012-12-01

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

  3. Secondary School Students' Understanding of Science and Their Socioscientific Reasoning

    Science.gov (United States)

    Karahan, Engin; Roehrig, Gillian

    2017-08-01

    Research in socioscientific issue (SSI)-based interventions is relatively new (Sadler in Journal of Research in Science Teaching 41:513-536, 2004; Zeidler et al. in Journal of Research in Science Teaching 46:74-101, 2009), and there is a need for understanding more about the effects of SSI-based learning environments (Sadler in Journal of Research in Science Teaching 41:513-536, 2004). Lee and Witz (International Journal of Science Education 31:931-960, 2009) highlighted the need for detailed case studies that would focus on how students respond to teachers' practices of teaching SSI. This study presents case studies that investigated the development of secondary school students' science understanding and their socioscientific reasoning within SSI-based learning environments. A multiple case study with embedded units of analysis was implemented for this research because of the contextual differences for each case. The findings of the study revealed that students' understanding of science, including scientific method, social and cultural influences on science, and scientific bias, was strongly influenced by their experiences in SSI-based learning environments. Furthermore, multidimensional SSI-based science classes resulted in students having multiple reasoning modes, such as ethical and economic reasoning, compared to data-driven SSI-based science classes. In addition to portraying how participants presented complexity, perspectives, inquiry, and skepticism as aspects of socioscientific reasoning (Sadler et al. in Research in Science Education 37:371-391, 2007), this study proposes the inclusion of three additional aspects for the socioscientific reasoning theoretical construct: (1) identification of social domains affecting the SSI, (2) using cost and benefit analysis for evaluation of claims, and (3) understanding that SSIs and scientific studies around them are context-bound.

  4. Engaging College Students by Singing the Science

    Directory of Open Access Journals (Sweden)

    Richard H. Heineman

    2017-05-01

    Full Text Available Setting scientific ideas to music can increase student engagement and help with memorization. However, some instructors may be intimidated by the thought of performing educational music for their STEM students, or concerned that it is frivolous. To address this issue, I spell out step by step protocols for either writing one’s own parody songs to teach specific concepts, or finding songs online (which can be used directly or modified. I also discuss presentation techniques that help students, such as showing lyrics and adding annotations that clarify or emphasize ideas. A survey suggests that this approach is appreciated and effective.

  5. Moon 101: Introducing Students to Lunar Science and Exploration

    Science.gov (United States)

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

    2011-12-01

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

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

    Science.gov (United States)

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

    2018-04-01

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

  7. Physics for students of science and engineering

    CERN Document Server

    Resnick, Robert

    1960-01-01

    A classic that is still in publication, this textbook stress principles rather than scientific procedures, conditioning students to the atmosphere of scientific change they are likely to encounter during their careers.

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

    Science.gov (United States)

    Dubetz, Terry A.; Wilson, Jo Ann

    2013-01-01

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

  9. The Effects of Motivation on Student Performance on Science Assessments

    Science.gov (United States)

    Glenn, Tina Heard

    Academic achievement of public school students in the United States has significantly fallen behind other countries. Students' lack of knowledge of, or interest in, basic science and math has led to fewer graduates of science, technology, engineering, and math-related fields (STEM), a factor that may affect their career success and will certainly affect the numbers in the workforce who are prepared for some STEM jobs. Drawing from self-determination theory and achievement theory, the purpose of this correlational study was to determine whether there were significant relationships between high school academic performance in science classes, motivations (self-efficacy, self-regulation, and intrinsic and extrinsic goal orientation), and academic performance in an introductory online college biology class. Data were obtained at 2 points in time from a convenience multiethnic sample of adult male ( n =16) and female (n = 49) community college students in the southeast United States. Correlational analyses indicated no statistically significant relationships for intrinsic or extrinsic goal orientation, self-efficacy, or self-regulation with high school science mean-GPA nor college biology final course grade. However, high school academic performance in science classes significantly predicted college performance in an entry-level online biology class. The implications of positive social change include knowledge useful for educational institutions to explore additional factors that may motivate students to enroll in science courses, potentially leading to an increase in scientific knowledge and STEM careers.

  10. Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

    Science.gov (United States)

    Dimick, Alexandra Schindel

    2012-01-01

    Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

  11. Offering a Forensic Science Camp to Introduce and Engage High School Students in Interdisciplinary Science Topics

    Science.gov (United States)

    Ahrenkiel, Linda; Worm-Leonhard, Martin

    2014-01-01

    In this article, we present details of a one-week interdisciplinary science camp for high school students in Denmark, "Criminal Camp". We describe the use of forensic science and simulated crimes as a common foundation for teaching the theory and practice of concepts in chemistry, physics, and medicine or biology. The main goal of the…

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

    NARCIS (Netherlands)

    Taconis, R.; Kessels, U.

    2009-01-01

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

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

    Science.gov (United States)

    Taconis, Ruurd; Kessels, Ursula

    2009-01-01

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

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

    Science.gov (United States)

    del Carmen Gomez, María

    2018-01-01

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

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  16. Offering a Forensic Science Camp To Introduce and Engage High School Students in Interdisciplinary Science Topics

    DEFF Research Database (Denmark)

    Ahrenkiel, Linda; Worm-Leonhard, Martin

    2014-01-01

    In this article, we present details of a one-week interdisciplinary science camp for high school students in Denmark, “Criminal Camp”. We describe the use of forensic science and simulated crimes as a common foundation for teaching the theory and practice of concepts in chemistry, physics...... of the subjects taught and scientific literacy in general....

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

    Science.gov (United States)

    Mullinnix, Debra Lynn

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

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

    Science.gov (United States)

    Szymanski, D. W.

    2017-12-01

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

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

    Science.gov (United States)

    Walter, Karen

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

  20. Astro 101 Students' Perceptions of Science: Results from the "Thinking about Science Survey Instrument"

    Science.gov (United States)

    Wallace, Colin S.; Prather, Edward E.; Mendelsohn, Benjamin M.

    2013-01-01

    What are the underlying worldviews and beliefs about the role of science in society held by students enrolled in a college-level, general education, introductory astronomy course (Astro 101)--and are those beliefs affected by active engagement instruction shown to significantly increase students' conceptual knowledge and reasoning abilities…

  1. Science Teachers' and Senior Secondary Schools Students' Perceptions of Earth and Environmental Science Topics

    Science.gov (United States)

    Dawson, Vaille; Carson, Katherine

    2013-01-01

    This article presents an evaluation of a new upper secondary Earth and Environmental Science (EES) course in Western Australia. Twenty-seven EES teachers were interviewed and 243 students were surveyed about the degree of difficulty, relevance and interest of EES topics in the course. The impact of the course on students' views about EES topics…

  2. Correlation of Students' Brain Types to Their Conceptions of Learning Science and Approaches to Learning Science

    Science.gov (United States)

    Park, Jiyeon; Jeon, Dongryul

    2015-01-01

    The systemizing and empathizing brain type represent two contrasted students' characteristics. The present study investigated differences in the conceptions and approaches to learning science between the systemizing and empathizing brain type students. The instruments are questionnaires on the systematizing and empathizing, questionnaires on the…

  3. Students' Science Attitudes, Beliefs, and Context: Associations with Science and Chemistry Aspirations

    Science.gov (United States)

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

    2018-01-01

    There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students' background and home context, their own attitudes and beliefs, and their experiences of particular…

  4. Student questions in urban middle school science communities of practice

    Science.gov (United States)

    Groome, Meghan

    This dissertation examines student questions within three Communities of Practice (CoP), all urban middle school science environments. The study analyzed student questions from a sociocultural perspective and used ethnographic research techniques to detail how the CoP's shaped questions in the classroom. In the first study, two case study girls attempted to navigate questioning events that required them to negotiation participation. Their access to participation was blocked by participation frameworks that elevated some students as "gatekeepers" while suppressing the participation of others. The next two studies detail the introduction of written questioning opportunities, one into a public middle school classroom and the other into an informal classroom. In both studies, students responded to the interventions differently, most notable the adoption of the opportunity by female students who do not participate orally. Dissertation-wide findings indicate all students were able to ask questions, but varied in level of cognitive complexity, and the diagnostic interventions were able to identify students who were not known to be "target students", students who asked a high number of questions and were considered "interested in science". Some students' roles were as "gatekeepers" to participation of their peers. Two out of three teachers in the studies reported major shifts in their teaching practice due to the focus on questions and the methods used here have been found to be effective in producing educational research as well as supporting high-need classrooms in prior research. In conclusion, these studies indicate that social factors, including participation frameworks, gender dynamics, and the availability of alternative participation methods, play an important role in how students ask science-related questions. It is recommended that researchers continue to examine social factors that reduce student questions and modify their teaching strategies to facilitate

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

    Science.gov (United States)

    George, Anna Ray Bayless

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

  6. Psychological Morbidity in Students of Medical College and Science and Art College Students - A Comparative Study

    Directory of Open Access Journals (Sweden)

    Priyanka Mahawar

    2011-07-01

    Full Text Available Considering the importance of quality of life in medical students we have conducted a cross sectional & descriptive study on screening of mental illness of 60 medical students of prefinal year and comparing it with 60 students of third year of Science and Art College. Students were selected via random sampling. GHQ-12 was used as a screening tool and after obtaining scores students were graded in 3 categories - individuals screened positive for psychological morbidity were of Grades 2 and 3 and individuals screened negative for psychological morbidity were of Grade 1 and they were compared according to college, gender & residence. Students screened positive for psychological morbidity as per GHQ-12 were found higher in medical college (87% as compared to Science and Art College (45% and a statistically significant association was found between psychological morbidity and medical students. Psychological morbidity was not significantly associated with residence and gender.

  7. Ciencias 3. (Science 3). Student Book.

    Science.gov (United States)

    Raposo, Lucilia

    This grade 3 textbook, the third in a series of elementary science textbooks written in Portuguese, consists of readings, activities, and review exercises on biological, physical, geological, and nutrition/health concepts. The book is organized into nine sections. Among the topic areas included in these sections are: (1) solar energy, electricity,…

  8. Undergraduate Biotechnology Students' Views of Science Communication

    Science.gov (United States)

    Edmondston, Joanne Elisabeth; Dawson, Vaille; Schibeci, Renato

    2010-01-01

    Despite rapid growth of the biotechnology industry worldwide, a number of public concerns about the application of biotechnology and its regulation remain. In response to these concerns, greater emphasis has been placed on promoting biotechnologists' public engagement. As tertiary science degree programmes form the foundation of the biotechnology…

  9. Facilitating Creativity in Science Students' through Teacher ...

    African Journals Online (AJOL)

    The study ascertained how teachers facilitate the creativity skills of the Pupils as an outcome of professional development. 450 primary school pupils and 50 Basic science teachers in the primary schools were sampled. The study adopted the Solomon four group design. The Torrance Test for Creative thinking (TTCT) and ...

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

    Science.gov (United States)

    Chandrasena, Wanasinghe Durayalage

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

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

    Science.gov (United States)

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

    2013-06-01

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

  12. Exploring Relationships: Teacher Characteristics and Student Learning in Physical Science

    Science.gov (United States)

    Close, Eleanor; Vokos, S.; Seeley, L.

    2006-12-01

    The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC grant, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to identify and characterize widespread productive and unproductive modes of reasoning employed by both pre-college students and teachers on foundational topics in physical science. In the first year of the grant, base-line preand post-test data were collected from a large number (N 2300) of middle and high school students. We will discuss relationships between preand post-test results, student learning gains, and student and teacher characteristics. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

  13. Engaging students in learning science through promoting creative reasoning

    Science.gov (United States)

    Waldrip, Bruce; Prain, Vaughan

    2017-10-01

    Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students' reasoning capabilities to support learning.

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

    Science.gov (United States)

    Harris, Emily Mae

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

  15. Science student teacher's perceptions of good teaching ...

    African Journals Online (AJOL)

    kofi.mereku

    process that makes the establishment of knowledge possible (Baysal, Arkan & Yildrim, 2010;. Nieman, 2004 .... Relate theory to the students everyday life experiences. 3.538 1.147. 5 .... must accept a dual responsibility for promoting a creative constructivist learning environment ... Educational psychology: a cognitive view.

  16. Veterinary Science Students, Center Changing a Reservation

    Science.gov (United States)

    Blackwater, Jasmine

    2011-01-01

    Kayenta is a rural community located in northeastern Arizona on a Navajo reservation. On the reservation, many families rely on their livestock for income, and as a result, many reservation high school students show a great interest in agricultural education. Having livestock on the reservation is not just a source of income, but also part of a…

  17. 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.

  18. Research Microcultures as Socialization Contexts for Underrepresented Science Students.

    Science.gov (United States)

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

    2017-06-01

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

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

    Science.gov (United States)

    Harvey, Robert Christopher

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

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

    Science.gov (United States)

    Holloway, A. E.

    2016-02-01

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

  1. Lifestyle of health sciences students at Majmaah University, Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Fahad Alfhaid

    2017-02-01

    Full Text Available Background We all want to live a long, happy and healthy life with an abundance of energy and vitality to perform well both mentally and physically. A healthy lifestyle is a valuable resource for reducing the incidence and impact of health problems, enabling you better to cope with life stressors, as well as improving your quality of life. Aims The study was aimed to assess the lifestyle (eating habits and physical activity of health sciences students studying at Majmaah University. Methods This cross-sectional institutional based study was conducted from 25th November 2014-3rd May 2015. A total of 450 students (370 males and 80 females aged between 18–28 years were randomly chosen. Self-reported questionnaire was used for data collection from the College of Medicine, College of Applied Medical Sciences and College of Dentistry. Results Majority of the students, 62.4 per cent, were physically inactive. Students from the College of Medicine, 40.4 per cent, were the most physically active. The most common reason that restrained the students from being active was time limitation. In addition to that, many of the participants, 29.6 per cent, have never had breakfast at home. Also, most of the participants, 42.7 per cent, were not satisfied with their eating habits. Almost one quarter of students were consuming soft drinks more than four times a day. Conclusion There is a high prevalence of sedentary lifestyle, physical inactivity and unhealthy dietary habits among health sciences students studying at Majmaah University. There is an urgent need for arranging health education programs for promoting healthy and active living among health sciences students of Majmaah University in Saudi Arabia.

  2. Student teachers' views: what is an interesting life sciences curriculum?

    Directory of Open Access Journals (Sweden)

    Rian de Villiers

    2011-01-01

    Full Text Available In South Africa, the Grade 12 'classes of 2008 and 2009' were the first to write examinations under the revised Life Sciences (Biology curriculum which focuses on outcomes-based education (OBE. This paper presents an exploration of what students (as learners considered to be difficult and interesting in Grades 10-12 Life Sciences curricula in the Further Education and Training (FET phase. A sample of 125 first year, pre-service Life Sciences and Natural Sciences teachers from a university responded to a questionnaire in regard to their experiences with the newly implemented FET Life Sciences curricula. The responses to the questions were analysed qualitatively and/or quantitatively. Friedman tests were used to compare the mean rankings of the four different content knowledge areas within each curriculum, and to make cross-curricular comparisons of the mean rankings of the same content knowledge area for all three curricula. All four content areas of Grade 12 were considered as being more interesting than the other two grades. In terms of difficulty, the students found the Grade 10 curriculum themes the most difficult, followed by the Grade 12 and the Grade 11 curricula. Most of the students found the themes under the content area Diversity, change and continuity (Grades 10-12 more difficult to learn than the other three content areas. It is recommended that more emphasis needs to be placed on what learners are interested in, and on having this incorporated into Life Sciences curricula.

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

    Science.gov (United States)

    White, Stephen Wilson

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

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

    Science.gov (United States)

    Vartuli, Cindy A.

    2016-01-01

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

  5. How to change students' images of science and technology

    Science.gov (United States)

    Scherz, Zahava; Oren, Miri

    2006-11-01

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

  6. Teacher Tweets Improve Achievement for Eighth Grade Science Students

    Directory of Open Access Journals (Sweden)

    Carol Van Vooren

    2013-02-01

    Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

  7. Factors that Influence Community College Students' Interest in Science Coursework

    Science.gov (United States)

    Sasway, Hope

    There is a need for science education research that explores community college student, instructor, and course characteristics that influence student interest and motivation to study science. Increasing student enrollment and persistence in STEM is a national concern. Nearly half of all college graduates have passed through a community college at some point in their higher education. This study at a large, ethnically diverse, suburban community college showed that student interest tends to change over the course of a semester, and these changes are related to student, instructor, and course variables. The theoretical framework for this study was based upon Adult Learning Theory and research in motivation to learn science. Adult Learning Theory relies heavily on self-directed learning and concepts of andragogy, or the art and science of teaching adults. This explanatory sequential mixed-methods case study of student course interest utilized quantitative data from 639 pre-and post-surveys and a background and personal experience questionnaire. The four factors of the survey instrument (attention, relevance, confidence, and satisfaction) were related to motivation and interest by interviewing 12 students selected through maximum variation sampling in order to reach saturation. Qualitative data were collected and categorized by these factors with extrinsic and intrinsic themes emerging from personal and educational experiences. Analysis of covariance showed student characteristics that were significant included age and whether the student already held a post-secondary degree. Significant instructor characteristics included whether the instructor taught full- or part-time, taught high school, held a doctoral degree, and had pedagogical training. Significant course characteristics included whether the biology course was a major, elective, or service course; whether the course had a library assignment; and high attrition rate. The binary logistic regression model showed

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

    Science.gov (United States)

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

    2013-04-01

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

  9. Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

    Science.gov (United States)

    Shaw, Lawton; Kennepohl, Dietmar

    2013-01-01

    Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their…

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

    Science.gov (United States)

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

    2017-02-01

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

  11. Beyond the first "click:" Women graduate students in computer science

    Science.gov (United States)

    Sader, Jennifer L.

    This dissertation explored the ways that constructions of gender shaped the choices and expectations of women doctoral students in computer science. Women who do graduate work in computer science still operate in an environment where they are in the minority. How much of women's underrepresentation in computer science fields results from a problem of imagining women as computer scientists? As long as women in these fields are seen as exceptions, they are exceptions that prove the "rule" that computing is a man's domain. The following questions were the focus of this inquiry: What are the career aspirations of women doctoral students in computer science? How do they feel about their chances to succeed in their chosen career and field? How do women doctoral students in computer science construct womanhood? What are their constructions of what it means to be a computer scientist? In what ways, if any, do they believe their gender has affected their experience in their graduate programs? The goal was to examine how constructions of computer science and of gender---including participants' own understanding of what it meant to be a woman, as well as the messages they received from their environment---contributed to their success as graduate students in a field where women are still greatly outnumbered by men. Ten women from four different institutions of higher education were recruited to participate in this study. These women varied in demographic characteristics like age, race, and ethnicity. Still, there were many common threads in their experiences. For example, their construction of womanhood did not limit their career prospects to traditionally female jobs. They had grown up with the expectation that they would be able to succeed in whatever field they chose. Most also had very positive constructions of programming as something that was "fun," rewarding, and intellectually stimulating. Their biggest obstacles were feelings of isolation and a resulting loss of

  12. Using Space Science to Excite Hispanic Students in STEM

    Science.gov (United States)

    Reiff, P. H.; Galindo, C.; Garcia, J.; Morris, P. A.; Allen, J. S.

    2013-05-01

    Over the past ten years, NASA and its cosponsors have held an annual "NASA Space Science Day" at the University of Texas at Brownsville. The event is held over two days, with the Friday evening program featuring a space scientist or astronaut, this year Joe Acaba, giving a public lecture (plus a free planetarium show). The Saturday event starts with a keynote speech from the same speaker. Then the students circulate among six or seven hands-on workshops, plus a scheduled trip to the "Demo room" where NASA missions show their materials, and a planetarium show in the Discovery Dome. The students, 4th through 8th graders, are drawn from schools all across south Texas, and have included students coming as far as Zapata, with a four-hour bus ride each way. Over the ten years of the program, more than 5000 students have been reached. Most of the hands-on activities are led by undergraduate student mentors. The university students (42 in 2013) received science and engineering content and mentor training on the activities at Johnson Space Center before the January event. In addition, an additional 40 local high school students helped with activities and with escorting each group of students from one activity station to the next. The program has been so successful that students have "graduated" from participant, to volunteer, and now to University student mentor. Most of the mentors go on to complete a degree in a STEM discipline, and many have gone on to graduate school. Thus the mentors not only help with the program, they are beneficiaries as well. The program is being expanded to reach other underserved communities around the US, with its first "expansion" event held in Utah in 2011.; Puerto Rican Astronaut Joe Acaba and the Discovery Dome were two of the highlights for the students.

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

    Science.gov (United States)

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

    2007-12-01

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

  14. The effect of technology on student science achievement

    Science.gov (United States)

    Hilton, June Kraft

    2003-10-01

    Prior research indicates that technology has had little effect on raising student achievement. Little empirical research exists, however, studying the effects of technology as a tool to improve student achievement through development of higher order thinking skills. Also, prior studies have not focused on the manner in which technology is being used in the classroom and at home to enhance teaching and learning. Empirical data from a secondary school representative of those in California were analyzed to determine the effects of technology on student science achievement. The quantitative analysis methods for the school data study included a multiple linear path analysis, using final course grade as the ultimate exogenous variable. In addition, empirical data from a nationwide survey on how Americans use the Internet were disaggregated by age and analyzed to determine the relationships between computer and Internet experience and (a) Internet use at home for school assignments and (b) more general computer use at home for school assignments for school age children. Analysis of data collected from the a "A Nation Online" Survey conducted by the United States Census Bureau assessed these relationships via correlations and cross-tabulations. Finally, results from these data analyses were assessed in conjunction with systemic reform efforts from 12 states designed to address improvements in science and mathematics education in light of the Third International Mathematics and Science Survey (TIMSS). Examination of the technology efforts in those states provided a more nuanced understanding of the impact technology has on student achievement. Key findings included evidence that technology training for teachers increased their use of the computer for instruction but students' final science course grade did not improve; school age children across the country did not use the computer at home for such higher-order cognitive activities as graphics and design or spreadsheets

  15. Young Engineers and Sciences (YES) - Mentoring High School Students

    Science.gov (United States)

    Boice, Daniel C.; Asbell, E.; Reiff, P. H.

    2008-09-01

    Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. During these years, YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). High school science teachers participate in the workshop and develop space-related lessons for classroom presentation in the academic year. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.

  16. Students' Conceptions of the Nature of Science: Perspectives from Canadian and Korean Middle School Students

    Science.gov (United States)

    Park, Hyeran; Nielsen, Wendy; Woodruff, Earl

    2014-01-01

    This study examined and compared students' understanding of nature of science (NOS) with 521 Grade 8 Canadian and Korean students using a mixed methods approach. The concepts of NOS were measured using a survey that had both quantitative and qualitative elements. Descriptive statistics and one-way multivariate analysis of variances examined the…

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

    Science.gov (United States)

    Young, Victoria Jewel

    2017-01-01

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

  18. Student perceptions of the clinical laboratory science profession.

    Science.gov (United States)

    McClure, Karen

    2009-01-01

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

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

    Science.gov (United States)

    Schroeder, Meadow

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

  20. Changes in Student Science Interest from Elementary to Middle School

    Science.gov (United States)

    Coutts, Trudi E.

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

  1. Preparing clinical laboratory science students with teaching skills.

    Science.gov (United States)

    Isabel, Jeanne M

    2010-01-01

    Training clinical laboratory science (CLS) students in techniques of preparation and delivery of an instructional unit is an important component of all CLS education programs and required by the national accrediting agency. Participants of this study included students admitted to the CLS program at Northern Illinois University and enrolled in the teaching course offered once a year between the years of 1997 and 2009. Courses on the topic of "teaching" may be regarded by CLS students as unnecessary. However, entry level practitioners are being recruited to serve as clinical instructors soon after entering the workforce. Evaluation of the data collected indicates that students are better prepared to complete tasks related to instruction of a topic after having an opportunity to study and practice skills of teaching. Mentoring CLS students toward the career role of clinical instructor or professor is important to maintaining the workforce.

  2. A Bioethics Course for Biology and Science Education Students.

    Science.gov (United States)

    Bryant, John; la Velle, Linda Baggott

    2003-01-01

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

  3. Learning Styles of Mexican Food Science and Engineering Students

    Science.gov (United States)

    Palou, Enrique

    2006-01-01

    People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. Given the almost unlimited variety of job descriptions within food science and engineering, it is safe to say that students with every possible learning style have the potential to succeed as food scientists and engineers.…

  4. Student Intern Lands Top Prize in National Science Competition | Poster

    Science.gov (United States)

    By Ashley DeVine, Staff Writer Student intern Sam Pritt’s interest in improving geolocation led him to develop a project that won a top regional prize at the Siemens Competition in Math, Science, and Technology in November. Pritt was awarded a $3,000 college scholarship, and he competed in the national competition in early December.

  5. Beyond Polls: Using Science and Student Data to Stimulate Learning

    Science.gov (United States)

    Loepp, Eric D.

    2018-01-01

    In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies--experiments, simulations, etc.--that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to…

  6. Engaging Students in Learning Science through Promoting Creative Reasoning

    Science.gov (United States)

    Waldrip, Bruce; Prain, Vaughan

    2017-01-01

    Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we…

  7. Student Teachers' Views: What Is an Interesting Life Sciences Curriculum?

    Science.gov (United States)

    de Villiers, Rian

    2011-01-01

    In South Africa, the Grade 12 "classes of 2008 and 2009" were the first to write examinations under the revised Life Sciences (Biology) curriculum which focuses on outcomes-based education (OBE). This paper presents an exploration of what students (as learners) considered to be difficult and interesting in Grades 10-12 Life Sciences…

  8. Vocabulary Learning Strategies of Japanese Life Science Students

    Science.gov (United States)

    Little, Andrea; Kobayashi, Kaoru

    2015-01-01

    This study investigates vocabulary learning strategy (VLS) preferences of lower and higher proficiency Japanese university science students studying English as a foreign language. The study was conducted over a 9-week period as the participants received supplemental explicit VLS instruction on six strategies. The 38 participants (14 males and 24…

  9. Science 2.0: When Students Become Digital Citizens

    Science.gov (United States)

    Smith, Ben; Mader, Jared

    2016-01-01

    Modern science learning requires the use of digital tools and a shift in teaching philosophy and pedagogy. The backbone to this shift rests in a yet unaddressed skill: digital citizenship. The authors discuss the Digital Citizen standard where "students (will) recognize the rights, responsibilities, and opportunities of living, learning, and…

  10. Curriculum challenges faced by rural-origin health science students ...

    African Journals Online (AJOL)

    This article is one of a series of investigations into various aspects of university life and career choices of health science students. Data were collected at three South African universities by the Collaboration for Health Equity through Education and Research (CHEER) collaborators. Ethical permission was sought from each ...

  11. Effect of project work on secondary school students science process ...

    African Journals Online (AJOL)

    The study investigated the effect of students' project work on secondary school science process skills acquisition in Biology. The study was carried out in Owerri North Local Government Area of Imo State. Three research questions guided the study and three null hypotheses were postulated and tested at 0.05 level of ...

  12. Knowledge and Regulation of Cognition in College Science Students

    Science.gov (United States)

    Roshanaei, Mehrnaz

    2014-01-01

    The research focused on three issues in college science students: whether there was empirical support for the two factor (knowledge of cognition and regulation of cognition) view of metacognition, whether the two factors were related to each other, and whether either of the factors was related to empirical measures of cognitive and metacognitive…

  13. University Student Conceptions of Learning Science through Writing

    Science.gov (United States)

    Ellis, Robert A.; Taylor, Charlotte E.; Drury, Helen

    2006-01-01

    First-year undergraduate science students experienced a writing program as an important part of their assessment in a biology subject. The writing program was designed to help them develop both their scientific understanding as well as their written scientific expression. Open-ended questionnaires investigating the quality of the experience of…

  14. Personal and Contextual Factors Associated with Students' Cheating in Science

    Science.gov (United States)

    Tas, Yasemin; Tekkaya, Ceren

    2010-01-01

    The authors conducted a correlational study to investigate the relations among seventh-grade Turkish students' cheating behavior, academic self-efficacy beliefs, usage of self-handicapping strategies, personal goal orientations, and classroom goal structures specific to the science domain. The Patterns of Adaptive Learning Scales was administered…

  15. Predictors of Obesity Bias among Exercise Science Students

    Science.gov (United States)

    Langdon, Jody; Rukavina, Paul; Greenleaf, Christy

    2016-01-01

    The purpose of the present study was to investigate particular psychosocial predictors of obesity bias in prehealth professionals, which include the internalization of athletic and general body ideals, perceived media pressure and information, and achievement goal orientations. Exercise science undergraduate students (n = 242) filled out a survey…

  16. Student teachers' views: what is an interesting Life Sciences ...

    African Journals Online (AJOL)

    In South Africa, the Grade 12 'classes of 2008 and 2009' were the first to write examinations under the revised Life Sciences (Biology) curriculum which focuses on outcomes-based education (OBE). This paper presents an exploration of what students (as learners) considered to be difficult and interesting in Grades 10–12 ...

  17. Computer Graphics for Student Engagement in Science Learning.

    Science.gov (United States)

    Cifuentes, Lauren; Hsieh, Yi-Chuan Jane

    2001-01-01

    Discusses student use of computer graphics software and presents documentation from a visualization workshop designed to help learners use computer graphics to construct meaning while they studied science concepts. Describes problems and benefits when delivering visualization workshops in the natural setting of a middle school. (Author/LRW)

  18. Parent Involvement Practices of High-Achieving Elementary Science Students

    Science.gov (United States)

    Waller, Samara Susan

    This study addressed a prevalence of low achievement in science courses in an urban school district in Georgia. National leaders and educators have identified the improvement of science proficiency as critical to the future of American industry. The purpose of this study was to examine parent involvement in this school district and its contribution to the academic achievement of successful science students. Social capital theory guided this study by suggesting that students achieve best when investments are made into their academic and social development. A collective case study qualitative research design was used to interview 9 parent participants at 2 elementary schools whose children scored in the exceeds category on the Science CRCT. The research questions focused on what these parents did at home to support their children's academic achievement. Data were collected using a semi-structured interview protocol and analyzed through the categorical aggregation of transcribed interviews. Key findings revealed that the parents invested time and resources in 3 practices: communicating high expectations, supporting and developing key skills, and communicating with teachers. These findings contribute to social change at both the local and community level by creating a starting point for teachers, principals, and district leaders to reexamine the value of parent input in the educational process, and by providing data to support the revision of current parent involvement policies. Possibilities for further study building upon the findings of this study may focus on student perceptions of their parents' parenting as it relates to their science achievement.

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

    Science.gov (United States)

    Ismail, Nageeb Kassem

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

  20. Examining student-generated questions in an elementary science classroom

    Science.gov (United States)

    Diaz, Juan Francisco, Jr.

    This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher--student interactions influence learning. This study uses a mixture of qualitative and quantitative methods. The qualitative aspect of the study is an analysis of teacher--student interactions in the classroom using video recordings. The quantitative aspect uses descriptive statistics, tables, and plots to analyze the data. The subjects in this study were fifth grade students and teachers from an elementary school in the Midwest, during the academic years 2007/2008 and 2008/2009. The three teachers selected for this study teach at the same Midwestern elementary school. These teachers were purposely selected because they were using the SWH approach during the two years of the study. The results of this study suggest that all three teachers moved from using teacher-generated questions to student-generated questions as they became more familiar with the SWH approach. In addition, all three promoted the use of the components of arguments in their dialogs and discussions and encouraged students to elaborate, challenge, and rebut each other's ideas in a non-threatening environment. This research suggests that even young students, when actively participating in class discussions, are capable of connecting their claims and evidence and generating questions of a higher-order cognitive level. These findings demand the implementation of more professional development programs and the improvement in teacher education to help

  1. Student Agency in Negotiating the Relationship Between Science and Religion

    Science.gov (United States)

    Tang, Kok-Sing; Yang, Xiangyu

    2017-08-01

    Research examining the relationship between science and religion has often painted a narrative of conflict for students with various religious beliefs. The purpose of this paper is to present a counter-narrative based on a study carried out in Singapore, which provides a unique multi-ethnic and multi-religious environment and geopolitical context to study the phenomenon. Informed by the theories of collateral learning, situated cognition and agency, the study examined how a group of high school biology students viewed and negotiated the relationship between biological evolution and their beliefs in Christianity. Case study methodology and semi-structured interviews were used to generate thick descriptions of their views. Findings from the study illustrate how the students exhibited agency in deliberately creating multiple resolution mechanisms as they recognised and negotiated the conceptual and social tensions between the worldviews of evolution and creationism. The findings suggest that the students exhibited more agency in resolving the perceived conflict between science and religion than we tend to ascribe based on previous interpretative accounts that emphasised confrontation, alienation and marginalisation. The implication is that students' agency in negotiating the differing worldviews between science and religion should be seen as a resource for the learning of evolution, rather than a hindrance.

  2. The Deep River Science Academy: a unique and innovative program for engaging students in science

    International Nuclear Information System (INIS)

    Turner, C.W.; Didsbury, R.; Ingram, M.

    2014-01-01

    For 28 years, the Deep River Science Academy (DRSA) has been offering high school students the opportunity to engage in the excitement and challenge of professional scientific research to help nurture their passion for science and to provide them with the experience and the knowledge to make informed decisions regarding possible future careers in the fields of science, technology, engineering, and mathematics (STEM). The venue for the DRSA program has been a six-week summer science camp where students, working in pairs under the guidance of a university undergraduate tutor, contribute directly to an on-going research program under the supervision of a professional scientist or engineer. This concept has been expanded in recent years to reach students in classrooms year round by engaging students via the internet over a 12-week term in a series of interactive teaching sessions based on an on-going research project. Although the research projects for the summer program are offered primarily from the laboratories of Atomic Energy of Canada Limited at its Chalk River Laboratories site, projects for the year-round program can be based, in principle, in laboratories at universities and other research institutes located anywhere in Canada. This paper will describe the program in more detail using examples illustrating how the students become engaged in the research and the sorts of contributions they have been able to make over the years. The impact of the program on the students and the degree to which the DRSA has been able to meet its objective of encouraging students to choose careers in the fields of STEM and equipping them with the skills and experience to be successful will be assessed based on feedback from the students themselves. Finally, we will examine the program in the context of how well it helps to address the challenges faced by educators today in meeting the demands of students in a world where the internet provides instant access to information. (author)

  3. The Deep River Science Academy: a unique and innovative program for engaging students in science

    Energy Technology Data Exchange (ETDEWEB)

    Turner, C.W., E-mail: carlrhonda.turner@sympatico.ca [Deep River Science Academy, Deep River, Ontario (Canada); Didsbury, R. [Atomic Energy of Canada Limited, Chalk River, Ontario (Canada); Ingram, M. [Deep River Science Academy, Deep River, Ontario (Canada)

    2014-06-15

    For 28 years, the Deep River Science Academy (DRSA) has been offering high school students the opportunity to engage in the excitement and challenge of professional scientific research to help nurture their passion for science and to provide them with the experience and the knowledge to make informed decisions regarding possible future careers in the fields of science, technology, engineering, and mathematics (STEM). The venue for the DRSA program has been a six-week summer science camp where students, working in pairs under the guidance of a university undergraduate tutor, contribute directly to an on-going research program under the supervision of a professional scientist or engineer. This concept has been expanded in recent years to reach students in classrooms year round by engaging students via the internet over a 12-week term in a series of interactive teaching sessions based on an on-going research project. Although the research projects for the summer program are offered primarily from the laboratories of Atomic Energy of Canada Limited at its Chalk River Laboratories site, projects for the year-round program can be based, in principle, in laboratories at universities and other research institutes located anywhere in Canada. This paper will describe the program in more detail using examples illustrating how the students become engaged in the research and the sorts of contributions they have been able to make over the years. The impact of the program on the students and the degree to which the DRSA has been able to meet its objective of encouraging students to choose careers in the fields of STEM and equipping them with the skills and experience to be successful will be assessed based on feedback from the students themselves. Finally, we will examine the program in the context of how well it helps to address the challenges faced by educators today in meeting the demands of students in a world where the internet provides instant access to information. (author)

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

    Science.gov (United States)

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

    2014-07-01

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

  5. Apeiron: engaging students if ocean science

    Science.gov (United States)

    Manzella, Alessandro; Manzella, Giuseppe M. R.

    2017-04-01

    Anaxagoras believed that all things existed in a boundless form. Ápeiron begun to rotate under the control of Nous (Mind) and the rotation caused the universe to break up into fragments, each containing parts of all other things. However, since all individual things had originated from the same ápeiron, all things must contain parts of all other things. In some sense, the title contain the main concept on the interdependence of humans and the natural environment that make necessary to have a general understanding on how anthropogenic activities have changed the earth system and how they are impacting the climate cycles. Ápeiron is the interdependence of humans and natural environment. A general understanding on human influences on earth system is necessary. The ability to solve a problem, to write a coherent paragraph, to utter a cogent statement are soft skills supporting sustainable development. Soft skills must be tempered with the ability to integrate knowledge from various sources into a coherent whole. Students, professors and researchers interaction improve personal comprehension. Students must be encouraged to debate ideas and the way to present them. They are asked to look for and develop bases for shared understanding. In this way they participated to the definition of a knowledge building process as a social epistemology: from personal beliefs to social shared vision.

  6. Increasing student learning through space life sciences education

    Science.gov (United States)

    Moreno, Nancy P.; Kyle Roberts, J.; Tharp, Barbara Z.; Denk, James P.; Cutler, Paula H.; Thomson, William A.

    2005-05-01

    Scientists and educators at Baylor College of Medicine are using space life sciences research areas as themes for middle school science and health instructional materials. This paper discusses study findings of the most recent unit, Food and Fitness, which teaches concepts related to energy and nutrition through guided inquiry. Results of a field test involving more than 750 students are reported. Use of the teaching materials resulted in significant knowledge gains by students as measured on a pre/post assessment administered by teachers. In addition, an analysis of the time spent by each teacher on each activity suggested that it is preferable to conduct all of the activities in the unit with students rather than allocating the same total amount of time on just a subset of the activities.

  7. Popular Science: Introductory Physics Textbooks for Home Economics Students

    Science.gov (United States)

    Behrman, Joanna

    2014-03-01

    For many decades now there has been an ongoing debate about the way and extent to which physics ought to be popularized by appealing to a student's every day experience. Part of this debate has focused on how textbooks, a major factor shaping students' education, ought to be written and presented. I examine the background, passages, and problems of two examples drawn from the special genre of ``Household Physics'' textbooks which were published largely between 1910 and 1940. The pedagogy of applying or relating physics to the everyday experience engenders values defining how and by whom science is to be applied. These books are particularly evocative, as well, of the extent to which gender can be tied to differing everyday experiences and the consequences therefore of using experiential examples. Using popular science textbooks can alienate students by drawing an implicit division between the reader and the practicing scientist.

  8. Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning

    Science.gov (United States)

    Abed, Osama H.

    2016-01-01

    This study investigated the effect of drama-based science teaching on students' understanding of scientific concepts and their attitudes towards science learning. The study also aimed to examine if there is an interaction between students' achievement level in science and drama-based instruction. The sample consisted of (87) of 7th grade students…

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

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  12. An analysis of science conceptual knowledge in journals of students with disabilities and normally achieving students

    Science.gov (United States)

    Grigg, Gail S.

    Science education reforms of the last two decades have focused on raising the bar for ALL students which includes students with mild to moderate disabilities. Formative assessment can be used to assess the progress of these students to inquire, understand scientific concepts, reason scientifically, make decisions, and communicate effectively in science. The purpose of this study is to examine the use of science journals as a formative assessment in a guided inquiry unit of study for students with learning disabilities. Two normally achieving students (NA) and five students with learning disabilities (SLD) participated in a study of mammals that utilized journals to record the development of student knowledge through the course of study. Students were interviewed after the lessons were complete using the same prompts required in the journals. Themes were developed from the student writings and their verbal discourse using Grounded Theory. Journals and verbal discourse were rated following the themes of Knowledge Telling (KT) and Knowledge Transformation (KTR). Concept maps were developed for the Pre and Post test lessons (written and verbal discourses) by the raters in an attempt to further explain the knowledge that the students conveyed. The results of this study suggest that SLD are able to demonstrate knowledge about mammals better through verbal discourse than written discourse. While the NA students wrote more and used more technical discourse than did their SLD peers, the conceptual understanding of the topic by the SLD was no less inclusive than their NA peers when accessed verbally. The journals demonstrated limited conceptual growth for the SLD. Further, while lexical density is important to the development of knowledge in science, this study suggests the "conceptual density" may be another important indicator to examine.

  13. The Relationship between Science Achievement and Self-Concept among Gifted Students from the Third International Earth Science Olympiad

    Science.gov (United States)

    Chang, Chun-Yen; Lin, Pei-Ling

    2017-01-01

    This study investigated the relationship between gifted students' academic self-concept (ASC) and academic achievement (AC) in earth science with internationally representative high-school students from the third International Earth Science Olympiad (IESO) held in Taiwan in 2009. The results of regression analysis indicated that IESO students' ASC…

  14. Science as Interests but Not for Career: Understanding High School Students' Engagement in Science in Abu Dhabi

    Science.gov (United States)

    Yang, Guang; Badri, Masood; Al-Mazroui, Karima; Al-Rashedi, Asma; Nai, Peng

    2017-01-01

    Understanding high school students' engagement in science is important for the Emirate of Abu Dhabi. Drawing on data from the ROSE Survey conducted in Abu Dhabi schools in 2013, this paper used a multi-dimensional framework to explore associations between high school students' engagement in science and a range of student psychosocial and…

  15. Courses in Modern Physics for Non-science Majors, Future Science Teachers, and Biology Students

    Science.gov (United States)

    Zollman, Dean

    2001-03-01

    For the past 15 years Kansas State University has offered a course in modern physics for students who are not majoring in physics. This course carries a prerequisite of one physics course so that the students have a basic introduction in classical topics. The majors of students range from liberal arts to engineering. Future secondary science teachers whose first area of teaching is not physics can use the course as part of their study of science. The course has evolved from a lecture format to one which is highly interactive and uses a combination of hands-on activities, tutorials and visualizations, particularly the Visual Quantum Mechanics materials. Another course encourages biology students to continue their physics learning beyond the introductory course. Modern Miracle Medical Machines introduces the basic physics which underlie diagnosis techniques such as MRI and PET and laser surgical techniques. Additional information is available at http://www.phys.ksu.edu/perg/

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

    Science.gov (United States)

    Reid-Smith, Jennifer Ann

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

  17. Do Interactive Globes and Games Help Students Learn Planetary Science?

    Science.gov (United States)

    Coba, Filis; Burgin, Stephen; De Paor, Declan; Georgen, Jennifer

    2016-01-01

    The popularity of animations and interactive visualizations in undergraduate science education might lead one to assume that these teaching aids enhance student learning. We tested this assumption for the case of the Google Earth virtual globe with a comparison of control and treatment student groups in a general education class of over 370 students at a large public university. Earth and Planetary Science course content was developed in two formats: using Keyhole Markup Language (KML) to create interactive tours in Google Earth (the treatment group) and Portable Document Format (PDF) for on-screen reading (the control group). The PDF documents contained identical text and images to the placemark balloons or "tour stops" in the Google Earth version. Some significant differences were noted between the two groups based on the immediate post-questionnaire with the KML students out-performing the PDF students, but not on the delayed measure. In a separate but related project, we undertake preliminary investigations into methods of teaching basic concepts in planetary mantle convection using numerical simulations. The goal of this project is to develop an interface with a two-dimensional finite element model that will allow students to vary parameters such as the temperatures assigned to the boundaries of the model domain, to help them actively explore important variables that control convection.

  18. 191 Students' Self-Concept and Their Achievement in Basic Science ...

    African Journals Online (AJOL)

    User

    2011-07-21

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

  19. WHK Student Interns Named Top Scholars in Regeneron Science Talent Search | Poster

    Science.gov (United States)

    Two Werner H. Kirsten Student Interns were recently named Top Scholars in the 2017 Regeneron Science Talent Search, the nation’s most prestigious science and math competition for high school students.

  20. Increasing Underrepresented Students in Geophysics and Planetary Science Through the Educational Internship in Physical Sciences (EIPS)

    Science.gov (United States)

    Terrazas, S.; Olgin, J. G.; Enriquez, F.

    2017-12-01

    The number of underrepresented minorities pursuing STEM fields, specifically in the sciences, has declined in recent times. In response, the Educational Internship in Physical Sciences (EIPS), an undergraduate research internship program in collaboration with The University of Texas at El Paso (UTEP) Geological Sciences Department and El Paso Community College (EPCC), was created; providing a mentoring environment so that students can actively engage in science projects with professionals in their field so as to gain the maximum benefits in an academic setting. This past year, interns participated in planetary themed projects which exposed them to the basics of planetary geology, and worked on projects dealing with introductory digital image processing and synthesized data on two planetary bodies; Pluto and Enceladus respectively. Interns harnessed and built on what they have learned through these projects, and directly applied it in an academic environment in solar system astronomy classes at EPCC. Since the majority of interns are transfer students or alums from EPCC, they give a unique perspective and dimension of interaction; giving them an opportunity to personally guide and encourage current students there on available STEM opportunities. The goal was to have interns gain experience in planetary geology investigations and networking with professionals in the field; further promoting their interests and honing their abilities for future endeavors in planetary science. The efficacy of these activities toward getting interns to pursue STEM careers, enhance their education in planetary science, and teaching key concepts in planetary geophysics are demonstrated in this presentation.

  1. Functional Automata - Formal Languages for Computer Science Students

    Directory of Open Access Journals (Sweden)

    Marco T. Morazán

    2014-12-01

    Full Text Available An introductory formal languages course exposes advanced undergraduate and early graduate students to automata theory, grammars, constructive proofs, computability, and decidability. Programming students find these topics to be challenging or, in many cases, overwhelming and on the fringe of Computer Science. The existence of this perception is not completely absurd since students are asked to design and prove correct machines and grammars without being able to experiment nor get immediate feedback, which is essential in a learning context. This article puts forth the thesis that the theory of computation ought to be taught using tools for actually building computations. It describes the implementation and the classroom use of a library, FSM, designed to provide students with the opportunity to experiment and test their designs using state machines, grammars, and regular expressions. Students are able to perform random testing before proceeding with a formal proof of correctness. That is, students can test their designs much like they do in a programming course. In addition, the library easily allows students to implement the algorithms they develop as part of the constructive proofs they write. Providing students with this ability ought to be a new trend in the formal languages classroom.

  2. Internship training in computer science: Exploring student satisfaction levels.

    Science.gov (United States)

    Jaradat, Ghaith M

    2017-08-01

    The requirement of employability in the job market prompted universities to conduct internship training as part of their study plans. There is a need to train students on important academic and professional skills related to the workplace with an IT component. This article describes a statistical study that measures satisfaction levels among students in the faculty of Information Technology and Computer Science in Jordan. The objective of this study is to explore factors that influence student satisfaction with regards to enrolling in an internship training program. The study was conducted to gather student perceptions, opinions, preferences and satisfaction levels related to the program. Data were collected via a mixed method survey (surveys and interviews) from student-respondents. The survey collects demographic and background information from students, including their perception of faculty performance in the training poised to prepare them for the job market. Findings from this study show that students expect internship training to improve their professional and personal skills as well as to increase their workplace-related satisfaction. It is concluded that improving the internship training is crucial among the students as it is expected to enrich their experiences, knowledge and skills in the personal and professional life. It is also expected to increase their level of confidence when it comes to exploring their future job opportunities in the Jordanian market. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. 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.

  4. Interactive Auroral Science for Hearing-Impaired Students

    Science.gov (United States)

    Samara, M.; Michell, R. G.; Jahn, J.; Pfeifer, M.; Ibarra, S.; Hampton, D. L.; Powell, D.

    2012-12-01

    Under a NASA E/PO grant, we have partnered with San Antonio's Sunshine Cottage School for Deaf Children to develop a science class experience where students directly interact with scientists and participate in a research-grade space science measurement campaign. The unique aspect of partnering with Sunshine Cottage lies in Sunshine's approach of auditory-verbal communication. Aided by technology (hearing aids, cochlear implants), a diverse student body with students of all levels of hearing loss (moderate through profound) is taught in an entirely auditory-verbal environment at Sunshine Cottage. Bringing these students into early contact with research work can lay the foundation for future careers in the STEM field that normally they might not consider as indicated by the first year of this collaboration where the student response was distinctly positive. Here we report on the first year of those activities, as they related to a ground based imaging approach to exploring the northern lights and from the point of view of the scientists that participated. The major components of that activity included a site visit to SwRI by the students and their teachers, a semester long lab at school utilizing current research tools and a real-time campaign night. The students used a number of diagnostics to first predict and then verify auroral activity. One of the tools used was the MOOSE observatory which is a community resource state of the art observatory comprised of 5 EMCCD imagers in Alaska, established through an NSF MRI grant. We will discuss the approach and lessons learned during the first year of the project and the directions that we will likely take in the second year. Lessons learned from teaching these students space science related topic can be flowed right back into mainstream classroom settings. One other significant and unexpected aspect of this first year was that we were able to connect two groups of students through skype (in the 4th to 5th grades) that

  5. Professional preferences of students in physical education and sport sciences

    Directory of Open Access Journals (Sweden)

    Jerónimo García Fernández

    2013-01-01

    Full Text Available The actual context has enhanced job opportunities in the field of sport in order to respond to the current market demand. Thus, Physical Education and Sport Science graduates who begin to do differents jobs to the traditional ones but relate to their study field. The aim of this study was to guess which are the job preferences of the students of Physical Education and Sport Science of Seville University by gender and age doing the second cycle of their college degree and determine if there are significant differences. A descriptive analysis was carried out, using a questionnaire based on several researches, it was related to professional opportunities in sport sciences. The sample was of 118 students which represented 40.7% of the overall registered students. Results shown that sport management is the most preferable professional opportunity for women and men of the total sample, following in second place by teaching in secondary school for people older than 25 years of both sexes and teaching in primary school for the younger than 25 years. These findings announce changes in occupational trends in sports, to be taken into account in the framework of the European higher education (Degree of Science in Sport and Physical Activity, own US Masters and Official, lifelong learning programs....

  6. What Do Students "Construct" According to Constructivism in Science Education?

    Science.gov (United States)

    Bächtold, Manuel

    2013-12-01

    This paper aims at shedding light on what students can "construct" when they learn science and how this construction process may be supported. Constructivism is a pluralist theory of science education. As a consequence, I support, there are several points of view concerning this construction process. Firstly, I stress that constructivism is rooted in two fields, psychology of cognitive development and epistemology, which leads to two ways of describing the construction process: either as a process of enrichment and/or reorganization of the cognitive structures at the mental level, or as a process of building or development of models or theories at the symbolic level. Secondly, I argue that the usual distinction between "personal constructivism" (PC) and "social constructivism" (SC) originates in a difference of model of reference: the one of PC is Piaget's description of "spontaneous" concepts, assumed to be constructed by students on their own when interacting with their material environment, the one of SC is Vygotsky's description of scientific concepts, assumed to be introduced by the teacher by means of verbal communication. Thirdly, I support the idea that, within SC, there are in fact two trends: one, in line with Piaget's work, demonstrates how cooperation among students affects the development of each individual's cognitive structures; the other, in line with Vygotsky's work, claims that students can understand and master new models only if they are introduced to the scientific culture by their teacher. Fourthly, I draw attention to the process of "problem construction" identified by some French authors. Finally, I advocate for an integrated approach in science education, taking into account all the facets of science learning and teaching mentioned above and emphasizing their differences as well as their interrelations. Some suggestions intended to improve the efficiency of science teaching are made.

  7. Examining classroom interactions related to difference in students' science achievement

    Science.gov (United States)

    Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan

    2003-01-01

    The current study examines the cognitive supports that underlie achievement in science by using a cultural historical framework (L. S. Vygotsky (1934/1986), Thought and Language, MIT Press, Cambridge, MA.) and the activity setting (AS) construct (R. G. Tharp & R. Gallimore (1988), Rousing minds to life: Teaching, learning and schooling in social context, Cambridge University Press, Cambridge, MA.) with its five features: personnel, motivations, scripts, task demands, and beliefs. Observations were made of the classrooms of seventh-grade science students, 32 of whom had participated in a prior achievement-related parent-child interaction or home study (P. R. Portes, M. F. Zady, & R. M. Dunham (1998), Journal of Genetic Psychology, 159, 163-178). The results of a quantitative analysis of classroom interaction showed two features of the AS: personnel and scripts. The qualitative field analysis generated four emergent phenomena related to the features of the AS that appeared to influence student opportunity for conceptual development. The emergent phenomenon were science activities, the building of learning, meaning in lessons, and the conflict over control. Lastly, the results of the two-part classroom study were compared to those of the home science AS of high and low achievers. Mismatches in the AS features in the science classroom may constrain the opportunity to learn. Educational implications are discussed.

  8. A Theoretical Understanding of the Literature on Student Voice in the Science Classroom

    Science.gov (United States)

    Laux, Katie

    2018-01-01

    Background: Incorporating student voice into the science classroom has the potential to positively impact science teaching and learning. However, students are rarely consulted on school and classroom matters. This literature review examines the effects of including student voice in the science classroom. Purpose: The purpose of this literature…

  9. UNH Project SMART 2017: Space Science for High School Students

    Science.gov (United States)

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

    2017-12-01

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

  10. Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    Science.gov (United States)

    Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

  11. Student reflections on choosing to study science post-16

    Science.gov (United States)

    Pike, Angela G.; Dunne, Máiréad

    2011-06-01

    The research recounted in this paper was designed primarily to attempt to understand the reasons for the low uptake of the natural sciences beyond compulsory education in England. This has caused widespread concern within governmental quarters, university science departments and the scientific community as a whole. This research explored the problem from the position of the students who recently made their choices. The student voices were heard through a series of interviews which highlighted the complexities of the process of post-16 choice. Social theories of pedagogy and identity, such as those of Basil Bernstein, were used in an analysis of the interview texts. Dominant themes used by the students in rationalising their post-16 subject choice related to their past pedagogical experiences, school discourses of differentiation and the students' notions of their future educational and occupational pathways. This study provides no simple solutions but highlights the importance of student voice to our understandings of what influences subject choice at this critical post-16 stage.

  12. Student Engagement in a Computer Rich Science Classroom

    Science.gov (United States)

    Hunter, Jeffrey C.

    The purpose of this study was to examine the student lived experience when using computers in a rural science classroom. The overarching question the project sought to examine was: How do rural students relate to computers as a learning tool in comparison to a traditional science classroom? Participant data were collected using a pre-study survey, Experience Sampling during class and post-study interviews. Students want to use computers in their classrooms. Students shared that they overwhelmingly (75%) preferred a computer rich classroom to a traditional classroom (25%). Students reported a higher level of engagement in classes that use technology/computers (83%) versus those that do not use computers (17%). A computer rich classroom increased student control and motivation as reflected by a participant who shared; "by using computers I was more motivated to get the work done" (Maggie, April 25, 2014, survey). The researcher explored a rural school environment. Rural populations represent a large number of students and appear to be underrepresented in current research. The participants, tenth grade Biology students, were sampled in a traditional teacher led class without computers for one week followed by a week using computers daily. Data supported that there is a new gap that separates students, a device divide. This divide separates those who have access to devices that are robust enough to do high level class work from those who do not. Although cellular phones have reduced the number of students who cannot access the Internet, they may have created a false feeling that access to a computer is no longer necessary at home. As this study shows, although most students have Internet access, fewer have access to a device that enables them to complete rigorous class work at home. Participants received little or no training at school in proper, safe use of a computer and the Internet. It is clear that the majorities of students are self-taught or receive guidance

  13. Student perception of writing in the science classroom

    Science.gov (United States)

    Deakin, Kathleen J.

    This study examines factors that shape four student's perceptions of writing tasks in their science classroom. This qualitative retrospective interview study focuses on four students concurrently enrolled in honors English and honors biology. This research employs a phenomenological perspective on writing, examining whether the writing strategies students acquire in the Language Arts classroom manifest in the content areas. I also adopt Bandura's theoretical perspective on self-efficacy as well as Hillock's notion of writing as inquiry and meaning making. This study concludes that students need ample opportunity to generate content and language that will help reveal a purpose and genre for writing tasks in the content areas. Although all four students approached the writing tasks differently in this study, the tasks set before them were opportunities for replication rather than inquiry Through the case studies of four students as well as current research on content writing, this project works to inform all content area teachers about student perceptions of writing in the content areas.

  14. Science Student Role: Evidence of Social Structural Norms Specific to School Science

    Science.gov (United States)

    Shanahan, Marie-Claire; Nieswandt, Martina

    2011-01-01

    Sociocultural studies of science education have consistently recognized the dialectic nature of students' agency to create and author positions for themselves and the structural constraints that may influence them. This mixed-methods study explores one particular aspect of these potential constraints: the possibility of a social structure specific…

  15. Science Adjustment, Parental and Teacher Autonomy Support and the Cognitive Orientation of Science Students

    Science.gov (United States)

    Jungert, Tomas; Koestner, Richard

    2015-01-01

    Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents…

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

    Science.gov (United States)

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

    2016-01-01

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

  17. Authentic Science Research Opportunities: How Do Undergraduate Students Begin Integration into a Science Community of Practice?

    Science.gov (United States)

    Gardner, Grant E.; Forrester, Jennifer H.; Jeffrey, Penny Shumaker; Ferzli, Miriam; Shea, Damian

    2015-01-01

    The goal of the study described was to understand the process and degree to which an undergraduate science research program for rising college freshmen achieved its stated objectives to integrate participants into a community of practice and to develop students' research identities.

  18. The book of science mysteries classroom science activities to support student enquiry-based learning

    CERN Document Server

    McOwan, Peter; Olivotto, Cristina

    2015-01-01

    In this booklet, you will be introduced to an exciting new way to teach science in your classroom. The TEMI project (Teaching Enquiry with Mysteries Incorporated) is an EU-funded project that brings together experts in teacher training from across Europe to help you introduce enquiry-based learning successfully in the classroom and improve student engagement and skills.

  19. Acknowledging the Religious Beliefs Students Bring into the Science Classroom: Using the Bounded Nature of Science

    Science.gov (United States)

    Southerland, Sherry A.; Scharmann, Lawrence C.

    2013-01-01

    Scientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it…

  20. Students' Motivational Beliefs in Science Learning, School Motivational Contexts, and Science Achievement in Taiwan

    Science.gov (United States)

    Wang, Cheng-Lung; Liou, Pey-Yan

    2017-01-01

    Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship…

  1. An Exploratory Case Study of Olympiad Students' Attitudes towards and Passion for Science

    Science.gov (United States)

    Oliver, Mary; Venville, Grady

    2011-01-01

    Much is known about high school students' attitudes towards science but there is almost no research on what passion for science might look like and how it might be manifested. This exploratory case study took advantage of a unique group of highly gifted science students participating in the Australian Science Olympiad (N = 69) to explore their…

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

    Science.gov (United States)

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

    2016-01-01

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

  3. An Examination of Views of Science Held by English-Trained Chinese Students

    Science.gov (United States)

    Stonier, Francis W.; Dickerson, Daniel L.; Lucking, Robert

    2012-01-01

    The purpose of the study was to examine what science views were accepted or rejected by the Chinese university students. We administered the Thinking about Science Survey Instrument (TSSI) to 75 Chinese students in the Sichuan province who were enrolled in Science and Technology English classes. The TSSI focuses on nine key areas of science and…

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

    Science.gov (United States)

    Allen, David

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

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

    Science.gov (United States)

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

    2017-01-01

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

  6. 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.

  7. 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

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

    Science.gov (United States)

    Abelson, Harold; diSessa, Andy

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

  9. Measuring University Students' Perceived Self-Efficacy in Science Communication in Middle and High Schools

    Science.gov (United States)

    Chi, Shaohui; Liu, Xiufeng; Gardella, Joseph A.

    2016-01-01

    Service learning typically involves university students in teaching and learning activities for middle and high school students, however, measurement of university students' self-efficacy in science communication is still lacking. In this study, an instrument to measure university students' perceived self-efficacy in communicating science to…

  10. Attitudes and intellectual development of further education science students

    Science.gov (United States)

    El-Farargy, Nancy Ibrahim

    The world of teaching and learning in the sciences in the Further Education (FE) sector is relatively under-researched. This study, across Scottish FE colleges, has sought to define some of the key landmarks in the area of the sciences, looking specifically at the students and their college experiences by means of surveys, interviews and curriculum intervention. The study started from the issue, observed personally, of students finding the learning of chemistry for a nursing course as being problematic. The main aim was to explore the key issues of science in FE, focussing on problems and successes. The attitudes, intellectual development and self perceptions of students have all been considered. The study explores the attitudes and self perceptions of over 800 learners studying the sciences at ten Scottish colleges. Demographic data, prior learning experiences and current learning attitudes to science and learning were obtained by means of questionnaires and interviews. Intellectual development data was obtained using an adaptation of the Perry Scheme of Intellectual Development. Further interview data were obtained with participating students at various stages of their learning experiences. The results show that, in general, students have varied backgrounds, aspirations and reasons for learning in FE. The learning experiences obtained at college were, in general, viewed to be very positive. In addition, the participating lecturers in Further Education college classes were viewed in a very positive light. In most cases, attitudes towards students learning experiences at college were viewed more positively than at school level, this being a greater emphasis for biology than chemistry. In addition, the role of the teacher at school level could be seen clearly in developing positive attitudes to science. In relating this back to school experience, it was found that those who had positive attitudes to science at school level, correlated more with intentions of

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

    Science.gov (United States)

    Rivera, Seema

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

  12. More on enrolling female students in science and engineering.

    Science.gov (United States)

    Townley, Cynthia

    2010-06-01

    This paper investigates reasons for practices and policies that are designed to promote higher levels of enrollment by women in scientific disciplines. It challenges the assumptions and problematic arguments of a recent article questioning their legitimacy. Considering the motivations for and merits of such programs suggests a practical response to the question of whether there should be programs to attract female science and engineering students.

  13. Science Educational Outreach Programs That Benefit Students and Scientists.

    Directory of Open Access Journals (Sweden)

    Greg Clark

    2016-02-01

    Full Text Available Both scientists and the public would benefit from improved communication of basic scientific research and from integrating scientists into education outreach, but opportunities to support these efforts are limited. We have developed two low-cost programs--"Present Your PhD Thesis to a 12-Year-Old" and "Shadow a Scientist"--that combine training in science communication with outreach to area middle schools. We assessed the outcomes of these programs and found a 2-fold benefit: scientists improve their communication skills by explaining basic science research to a general audience, and students' enthusiasm for science and their scientific knowledge are increased. Here we present details about both programs, along with our assessment of them, and discuss the feasibility of exporting these programs to other universities.

  14. Understanding student participation and choice in science and technology education

    CERN Document Server

    Dillon, Justin; Ryder, Jim

    2015-01-01

    Drawing on data generated by the EU’s Interests and Recruitment in Science (IRIS) project, this volume examines the issue of young people’s participation in science, technology, engineering and mathematics education. With an especial focus on female participation, the chapters offer analysis deploying varied theoretical frameworks, including sociology, social psychology and gender studies. The material also includes reviews of relevant research in science education and summaries of empirical data concerning student choices in STEM disciplines in five European countries. Featuring both quantitative and qualitative analyses, the book makes a substantial contribution to the developing theoretical agenda in STEM education. It augments available empirical data and identifies strategies in policy-making that could lead to improved participation—and gender balance—in STEM disciplines. The majority of the chapter authors are IRIS project members, with additional chapters written by specially invited contribu...

  15. Science Educational Outreach Programs That Benefit Students and Scientists

    Science.gov (United States)

    Enyeart, Peter; Gracia, Brant; Wessel, Aimee; Jarmoskaite, Inga; Polioudakis, Damon; Stuart, Yoel; Gonzalez, Tony; MacKrell, Al; Rodenbusch, Stacia; Stovall, Gwendolyn M.; Beckham, Josh T.; Montgomery, Michael; Tasneem, Tania; Jones, Jack; Simmons, Sarah; Roux, Stanley

    2016-01-01

    Both scientists and the public would benefit from improved communication of basic scientific research and from integrating scientists into education outreach, but opportunities to support these efforts are limited. We have developed two low-cost programs—"Present Your PhD Thesis to a 12-Year-Old" and "Shadow a Scientist”—that combine training in science communication with outreach to area middle schools. We assessed the outcomes of these programs and found a 2-fold benefit: scientists improve their communication skills by explaining basic science research to a general audience, and students' enthusiasm for science and their scientific knowledge are increased. Here we present details about both programs, along with our assessment of them, and discuss the feasibility of exporting these programs to other universities. PMID:26844991

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

    Science.gov (United States)

    Cone, Christina Schull

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

  17. Latin American Network of students in Atmospheric Sciences and Meteorology

    Science.gov (United States)

    Cuellar-Ramirez, P.

    2017-12-01

    The Latin American Network of Students in Atmospheric Sciences and Meteorology (RedLAtM) is a civil nonprofit organization, organized by students from Mexico and some Latin- American countries. As a growing organization, providing human resources in the field of meteorology at regional level, the RedLAtM seeks to be a Latin American organization who helps the development of education and research in Atmospheric Sciences and Meteorology in order to engage and promote the integration of young people towards a common and imminent future: Facing the still unstudied various weather and climate events occurring in Latin America. The RedLAtM emerges from the analysis and observation/realization of a limited connection between Latin American countries around research in Atmospheric Sciences and Meteorology. The importance of its creation is based in cooperation, linking, research and development in Latin America and Mexico, in other words, to join efforts and stablish a regional scientific integration who leads to technological progress in the area of Atmospheric Sciences and Meteorology. As ultimate goal the RedLAtM pursuit to develop climatic and meteorological services for those countries unable to have their own programs, as well as projects linked with the governments of Latin American countries and private companies for the improvement of prevention strategies, research and decision making. All this conducing to enhance the quality of life of its inhabitants facing problems such as poverty and inequality.

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

    Science.gov (United States)

    Chapman, Angela

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

  19. 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.

  20. Depression in Nursing Students of Shiraz University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    F Rafati

    2004-02-01

    Full Text Available Background: University students are important parts of all educational systems. They are susceptible to different psychiatric disturbances, which in turn may cause considerable problems with their course programs. Depression is among the most important indices for investigation on human mental health status. This research was planed to study the prevalence and characteristics of depression and its consequences (suicidality, hopelessness, etc. in nursing students at Shiraz University of Medical Sciences. Methods: All undergraduate nursing students at Fatemeh College of Nursing and Midwifery were tested with Beck Depression Inventory (BDI. Results: This research revealed that 60% of students were depressed, 34% of them had mild depression, 18.4% moderate, 6% relatively severe and 1.6% severe depression. Mean score of BDI was not significantly different between female and male subjects (13.8 ± 9 in females vs. 15.2 ± 10 in males; total 14.1 ± 11 Conclusions: This research shows that there is still a high proportion of University students having depression, which necessitates considerable attention to their problems. Keywords: Nursing Students, Beck Depression Inventory, Depression.

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

    Science.gov (United States)

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

    2014-10-01

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

  2. 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

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

    Science.gov (United States)

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

    2013-12-01

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

  4. COSEE-AK Ocean Science Fairs: A Science Fair Model That Grounds Student Projects in Both Western Science and Traditional Native Knowledge

    Science.gov (United States)

    Dublin, Robin; Sigman, Marilyn; Anderson, Andrea; Barnhardt, Ray; Topkok, Sean Asiqluq

    2014-01-01

    We have developed the traditional science fair format into an ocean science fair model that promoted the integration of Western science and Alaska Native traditional knowledge in student projects focused on the ocean, aquatic environments, and climate change. The typical science fair judging criteria for the validity and presentation of the…

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

    Science.gov (United States)

    Elstad, Eyvind; Turmo, Are

    2010-11-01

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

  6. Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

    Directory of Open Access Journals (Sweden)

    Lawton Shaw

    2013-12-01

    Full Text Available Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU science project courses allow distance education students to complete research project courses by working with research supervisors in their local area, coordinated at a distance by AU faculty. This paper presents demographics and course performance for 155 students over five years. Pass rates were similar to other distance education courses. Research students were surveyed by questionnaire, and external supervisors and AU faculty were interviewed, to examine the outcomes of these project courses for each group. Students reported high levels of satisfaction with the course, local supervisors, and faculty coordinators. Students also reported that the experience increased their interest in research, and the probability that they would pursue graduate or additional certification. Local supervisors and faculty affirmed that the purposes of project courses are to introduce the student to research, provide opportunity for students to use their cumulative knowledge, develop cognitive abilities, and independent thinking. The advantages and challenges associated with this course model are discussed.

  7. How do students navigate and learn from nonlinear science texts: Can metanavigation support promote science learning?

    Science.gov (United States)

    Stylianou, Agni

    2003-06-01

    Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in order to trade both meaning and structure while reading. The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from hypertext would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a hypertext system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The study was conducted in a real classroom setting during the implementation of CoMPASS in sixth grade science classes. Multiple sources of group and individual data were collected and analyzed. Measures included student's individual performance in a pre-science knowledge test, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a reading comprehension test and a concept map test. Process measures included log file information that captured group navigation paths during the use of CoMPASS. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science. Implications for hypertext design and literacy research fields are discussed.

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

    Science.gov (United States)

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

    2011-12-01

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

  9. Student-Life Stress Level and its Related Factors among Medical Students of Hamadan University of Medical Sciences in 2015

    OpenAIRE

    Roya Nikanjam; Majid Barati; Saeed Bashirian*; Mohammad Babamiri; Ali Fattahi; Alireza Soltanian

    2016-01-01

    Background and Objectives: Student-life stress can lead to various negative consequences such as physical illness, mental disorders or exhaustion. The present study was conducted to evaluate the level of student life stress and its related factors among medical students of Hamadan University of Medical Sciences. Materials and Methods: This cross-sectional study applied multistage random sampling to select 500university students at Hamadan University of Medical Sciences during 2015. The dat...

  10. Effect of a Problem Based Simulation on the Conceptual Understanding of Undergraduate Science Education Students

    Science.gov (United States)

    Kumar, David Devraj; Sherwood, Robert D.

    2007-01-01

    A study of the effect of science teaching with a multimedia simulation on water quality, the "River of Life," on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards…

  11. Teacher students' dilemmas when teaching science through inquiry

    Science.gov (United States)

    Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

    2015-09-01

    Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage. Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective? Design & method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective. Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning 'Supporting pupils' own investigations' and 'Guiding analysis and conclusions.' The subjectively perceived problems comprise concerns about 'Teachers' abilities' and 'Pupils' abilities,' 'Differentiated instruction' and institutional frame 'Conditions' while the self-reflectively noticed problems mainly comprise concerns about 'Allowing inquiry,' 'Instructional Aspects,' and 'Pupils' behavior.' Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these

  12. Comparison of Science-Technology-Society Approach and Textbook Oriented Instruction on Students' Abilities to Apply Science Concepts

    Science.gov (United States)

    Kapici, Hasan Ozgur; Akcay, Hakan; Yager, Robert E.

    2017-01-01

    It is important for students to learn concepts and using them for solving problems and further learning. Within this respect, the purpose of this study is to investigate students' abilities to apply science concepts that they have learned from Science-Technology-Society based approach or textbook oriented instruction. Current study is based on…

  13. Developing Greek Primary School Students' Critical Thinking through an Approach of Teaching Science which Incorporates Aspects of History of Science

    Science.gov (United States)

    Malamitsa, Katerina; Kasoutas, Michael; Kokkotas, Panagiotis

    2009-01-01

    In this paper, the development of sixth grade students' critical thinking skills in science courses is discussed relatively to the contribution of the integration of aspects of History of Science into instruction. Towards this direction a project on electromagnetism was designed and implemented aiming to engage primary school students in a…

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

    Science.gov (United States)

    Mahfood, Denise Marcia

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

  15. Social Networking Addiction among Health Sciences Students in Oman

    Directory of Open Access Journals (Sweden)

    Ken Masters

    2015-08-01

    Full Text Available Objectives: Addiction to social networking sites (SNSs is an international issue with numerous methods of measurement. The impact of such addictions among health science students is of particular concern. This study aimed to measure SNS addiction rates among health sciences students at Sultan Qaboos University (SQU in Muscat, Oman. Methods: In April 2014, an anonymous English-language six-item electronic self-reporting survey based on the Bergen Facebook Addiction Scale was administered to a non-random cohort of 141 medical and laboratory science students at SQU. The survey was used to measure usage of three SNSs: Facebook (Facebook Inc., Menlo Park, California, USA, YouTube (YouTube, San Bruno, California, USA and Twitter (Twitter Inc., San Francisco, California, USA. Two sets of criteria were used to calculate addiction rates (a score of 3 on at least four survey items or a score of 3 on all six items. Work-related SNS usage was also measured. Results: A total of 81 students completed the survey (response rate: 57.4%. Of the three SNSs, YouTube was most commonly used (100%, followed by Facebook (91.4% and Twitter (70.4%. Usage and addiction rates varied significantly across the three SNSs. Addiction rates to Facebook, YouTube and Twitter, respectively, varied according to the criteria used (14.2%, 47.2% and 33.3% versus 6.3%, 13.8% and 12.8%. However, addiction rates decreased when workrelated activity was taken into account. Conclusion: Rates of SNS addiction among this cohort indicate a need for intervention. Additionally, the results suggest that addiction to individual SNSs should be measured and that workrelated activities should be taken into account during measurement.

  16. Social Networking Addiction among Health Sciences Students in Oman.

    Science.gov (United States)

    Masters, Ken

    2015-08-01

    Addiction to social networking sites (SNSs) is an international issue with numerous methods of measurement. The impact of such addictions among health science students is of particular concern. This study aimed to measure SNS addiction rates among health sciences students at Sultan Qaboos University (SQU) in Muscat, Oman. In April 2014, an anonymous English-language six-item electronic self-reporting survey based on the Bergen Facebook Addiction Scale was administered to a non-random cohort of 141 medical and laboratory science students at SQU. The survey was used to measure usage of three SNSs: Facebook (Facebook Inc., Menlo Park, California, USA), YouTube (YouTube, San Bruno, California, USA) and Twitter (Twitter Inc., San Francisco, California, USA). Two sets of criteria were used to calculate addiction rates (a score of 3 on at least four survey items or a score of 3 on all six items). Work-related SNS usage was also measured. A total of 81 students completed the survey (response rate: 57.4%). Of the three SNSs, YouTube was most commonly used (100%), followed by Facebook (91.4%) and Twitter (70.4%). Usage and addiction rates varied significantly across the three SNSs. Addiction rates to Facebook, YouTube and Twitter, respectively, varied according to the criteria used (14.2%, 47.2% and 33.3% versus 6.3%, 13.8% and 12.8%). However, addiction rates decreased when work-related activity was taken into account. Rates of SNS addiction among this cohort indicate a need for intervention. Additionally, the results suggest that addiction to individual SNSs should be measured and that work-related activities should be taken into account during measurement.

  17. DPS Planetary Science Graduate Programs Database for Students and Advisors

    Science.gov (United States)

    Klassen, David R.; Roman, Anthony; Meinke, Bonnie K.

    2017-10-01

    Planetary science is a topic that covers an extremely diverse set of disciplines; planetary scientists are typically housed in a departments spanning a wide range of disciplines. As such it is difficult for undergraduate students to find programs that will give them a degree and research experience in our field as Department of Planetary Science is a rare sighting, indeed. Not only can this overwhelm even the most determined student, it can even be difficult for many undergraduate advisers.Because of this, the DPS Education committee decided several years ago that it should have an online resource that could help undergraduate students find graduate programs that could lead to a PhD with a focus in planetary science. It began in 2013 as a static page of information and evolved from there to a database-driven web site. Visitors can browse the entire list of programs or create a subset listing based on several filters. The site should be of use not only to undergraduates looking for programs, but also for advisers looking to help their students decide on their future plans. We present here a walk-through of the basic features as well as some usage statistics from the collected web site analytics. We ask for community feedback on additional features to make the system more usable for them. We also call upon those mentoring and advising undergraduates to use this resource, and for program admission chairs to continue to review their entry and provide us with the most up-to-date information.The URL for our site is http://dps.aas.org/education/graduate-schools.

  18. Evaluation of Student Outcomes in Materials Science and Technology

    Science.gov (United States)

    Piippo, Steven

    1996-01-01

    This paper specifies 14 benchmarks and exit standards for the introduction of Materials Science and Technology in a secondary school education. Included is the standard that students should be able to name an example of each category of technological materials including metals, glass/ceramics, polymers (plastics) and composites. Students should know that each type of solid material has specific properties that can be measured. Students will learn that all solid materials have either a long range crystalline structure or a short range amorphous structure (i.e., glassy). They should learn the choice of materials for a particular application depends on the properties of the material, and the properties of the material depends on its crystal structure and microstructure. The microstructure may be modified by the methods by which the material is processed; students should explain this by the example of sintering a ceramic body to reduce its porosity and increase its densification and strength. Students will receive exposure to the world of work, post secondary educational opportunities, and in general a learning that will lead to a technologically literate intelligent citizen.

  19. Premenstrual syndrome and life quality in Turkish health science students.

    Science.gov (United States)

    İşik, Hatice; Ergöl, Şule; Aynioğlu, Öner; Şahbaz, Ahmet; Kuzu, Ayşe; Uzun, Müge

    2016-04-19

    The purpose of the present study was to investigate the incidence of PMS, risk factors affecting PMS symptoms, and life quality in health science students. A total of 608 volunteer female students studying at the health campus of a state university in Turkey were included in the study. The participants were asked to fill out questionnaires on sociodemographic data, PMS symptoms, and SF-36 life quality tests. The overall frequency of PMS among participants was 84.5%. The average PMS and general health SF scores were 118.34 ± 37.3 and 20.03 ± 3.72, respectively. Students who had irregular breakfast, drank ≥2 cups of coffee/day, and consumed alcohol or fast food had higher PMS scores. Irregular menstruation and family history increased PMS scores and decreased life quality (P life quality of the students significantly decreased as the severity of PMS increased (P life quality, students should be informed about the symptoms, risk factors, and management options of PMS.

  20. High school students as science researchers: Opportunities and challenges

    Science.gov (United States)

    Smith, W. R.; Grannas, A. M.

    2007-12-01

    Today's K-12 students will be the scientists and engineers who bring currently emerging technologies to fruition. Existing research endeavors will be continued and expanded upon in the future only if these students are adequately prepared. High school-university collaborations provide an effective means of recruiting and training the next generation of scientists and engineers. Here, we describe our successful high school-university collaboration in the context of other models. We have developed an authentic inquiry-oriented environmental chemistry research program involving high school students as researchers. The impetus behind the development of this project was twofold. First, participation in authentic research may give some of our students the experience and drive to enter technical studies after high school. One specific goal was to develop a program to recruit underrepresented minorities into university STEM (science, technology, engineering, and mathematics) programs. Second, inquiry-oriented lessons have been shown to be highly effective in developing scientific literacy among the general population of students. This collaboration involves the use of local resources and equipment available to most high schools and could serve as a model for developing high school- university partnerships.

  1. Drop-In Clinics for Environmental Science Students

    Directory of Open Access Journals (Sweden)

    Marcie Lynne Jacklin

    2008-12-01

    Full Text Available This paper describes the use of drop in clinics as a new pedagogical approach in information literacy instruction. Although drop in clinics have been used before for library instruction purposes, they are generally aligned with improvement of student academic writing. In the scenario described in this article, in contrast, the drop in clinic is used in a different manner. The drop in clinic as described here offers students an opportunity to engage in self-directed learning by letting them control the content of the instruction. The clinic is offered to students as a way for them to direct their own learning of the course content. It is facilitated by the librarian but it is not controlled by the librarian. The use of this innovative approach is grounded in the example of environmental science and tourism students at a medium sized university in Ontario and it is an approach that has been jointly promoted to students by both the librarian and the course instructor.

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

    Science.gov (United States)

    Cheung, Derek

    2018-01-01

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

  3. Information Content in Radio Waves: Student Investigations in Radio Science

    Science.gov (United States)

    Jacobs, K.; Scaduto, T.

    2013-12-01

    We describe an inquiry-based instructional unit on information content in radio waves, created in the summer of 2013 as part of a MIT Haystack Observatory (Westford, MA) NSF Research Experiences for Teachers (RET) program. This topic is current and highly relevant, addressing science and technical aspects from radio astronomy, geodesy, and atmospheric research areas as well as Next Generation Science Standards (NGSS). Projects and activities range from simple classroom demonstrations and group investigations, to long term research projects incorporating data acquisition from both student-built instrumentation as well as online databases. Each of the core lessons is applied to one of the primary research centers at Haystack through an inquiry project that builds on previously developed units through the MIT Haystack RET program. In radio astronomy, students investigate the application of a simple and inexpensive software defined radio chip (RTL-SDR) for use in systems implementing a small and very small radio telescope (SRT and VSRT). Both of these systems allow students to explore fundamental principles of radio waves and interferometry as applied to radio astronomy. In ionospheric research, students track solar storms from the initial coronal mass ejection (using Solar Dynamics Observatory images) to the resulting variability in total electron density concentrations using data from the community standard Madrigal distributed database system maintained by MIT Haystack. Finally, students get to explore very long-baseline interferometry as it is used in geodetic studies by measuring crustal plate displacements over time. Alignment to NextGen standards is provided for each lesson and activity with emphasis on HS-PS4 'Waves and Their Applications in Technologies for Information Transfer'.

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

    OpenAIRE

    Johanna Krontiris-Litowitz

    2013-01-01

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

  5. Engaging high school students as plasma science outreach ambassadors

    Science.gov (United States)

    Wendt, Amy; Boffard, John

    2017-10-01

    Exposure to plasma science among future scientists and engineers is haphazard. In the U.S., plasma science is rare (or absent) in mainstream high school and introductory college physics curricula. As a result, talented students may be drawn to other careers simply due to a lack of awareness of the stimulating science and wide array of fulfilling career opportunities involving plasmas. In the interest of enabling informed decisions about career options, we have initiated an outreach collaboration with the Madison West High School Rocket Club. Rocket Club members regularly exhibit their activities at public venues, including large-scale expos that draw large audiences of all ages. Building on their historical emphasis on small scale rockets with chemical motors, we worked with the group to add a new feature to their exhibit that highlights plasma-based spacecraft propulsion for interplanetary probes. This new exhibit includes a model satellite with a working (low power) plasma thruster. The participating high school students led the development process, to be described, and enthusiastically learned to articulate concepts related to plasma thruster operation and to compare the relative advantages of chemical vs. plasma/electrical propulsion systems for different scenarios. Supported by NSF Grant PHY-1617602.

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

    Science.gov (United States)

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

    2017-11-01

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

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

    Directory of Open Access Journals (Sweden)

    Martin Sigmund

    2014-12-01

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

  8. Perceived social support among students of medical sciences.

    Science.gov (United States)

    Zamani-Alavijeh, Freshteh; Dehkordi, Fatemeh Raeesi; Shahry, Parvin

    2017-06-01

    Social support is emotional and instrumental assistance from family, friends or neighbors, and has an important but different impact on individuals, mainly depending on contextual factors. To determine the status of perceived social support and related personal and family characteristics of medical sciences students in Ahvaz, Iran. In this cross-sectional study, the target population included the students of Ahvaz Jundishapur University of Medical Sciences in the second semester of 2013-2014, of whom 763 were selected by cluster random sampling method. The study tool was a two-part questionnaire containing 48 self-administered questions including 25 questions of measurements of personal and family characteristics and a Persian modified version of Vaux's social support scale (Cronbach's α=0.745). Data were analyzed with T test, ANOVA and chi-square and using SPSS version 16 and 0.05 was considered as the level of significance. The mean score of the perceived social support was 17.06±3.6 and 60.3% of them reported low social support. There was a significant relationship among the perceived social support and sex (p=0.02), faculty (psocial support and importance of social support in reducing stress and academic failure, the planners need to provide efficient supportive interventions for students.

  9. Professional development for graduate students in the atmospheric sciences

    Science.gov (United States)

    Haacker, R.; Sloan, V.

    2015-12-01

    The field of atmospheric sciences is rapidly changing, and with it, the employment outlook for recent graduate students. Weather and climate applications for society and the private industry are in demand and have increased significantly over the last few years, creating new employment opportunities for atmospheric scientists. It is therefore more important than ever that our graduates are well prepared for the newly emerging careers. The Bureau's Occupational Outlook predicts that opportunities for atmospheric scientists will increase more rapidly in the private industry than in other sectors (Bureau of Labor Statistics, 2014). Employers in the private sector indicate that, while job applicants often bring the required scientific training, there is a gap between the technical and professional skills needed in those positions and those possessed by graduates. Job candidates were found to be most lacking in written and oral communication skills, adaptability, and project management (Chronicle for Higher Education, 2012). The geoscience community needs to come together to better prepare our graduate students. While some of this work can be done within academic institutions, partnerships with mentoring programs and the private industry are essential. In this paper we will present one approach taken by the Significant Opportunities in Atmospheric Research and Science (SOARS) program to improve its students' skills in project management, collaborating, communication, problem solving, and essential leadership skills.

  10. Supporting students' learning in the domain of computer science

    Science.gov (United States)

    Gasparinatou, Alexandra; Grigoriadou, Maria

    2011-03-01

    Previous studies have shown that students with low knowledge understand and learn better from more cohesive texts, whereas high-knowledge students have been shown to learn better from texts of lower cohesion. This study examines whether high-knowledge readers in computer science benefit from a text of low cohesion. Undergraduate students (n = 65) read one of four versions of a text concerning Local Network Topologies, orthogonally varying local and global cohesion. Participants' comprehension was examined through free-recall measure, text-based, bridging-inference, elaborative-inference, problem-solving questions and a sorting task. The results indicated that high-knowledge readers benefited from the low-cohesion text. The interaction of text cohesion and knowledge was reliable for the sorting activity, for elaborative-inference and for problem-solving questions. Although high-knowledge readers performed better in text-based and in bridging-inference questions with the low-cohesion text, the interaction of text cohesion and knowledge was not reliable. The results suggest a more complex view of when and for whom textual cohesion affects comprehension and consequently learning in computer science.

  11. Identifying Pre-High School Students' Science Class Motivation Profiles to Increase Their Science Identification and Persistence

    Science.gov (United States)

    Chittum, Jessica R.; Jones, Brett D.

    2017-01-01

    One purpose of this study was to determine whether patterns existed in pre-high school students' motivation-related perceptions of their science classes. Another purpose was to examine the extent to which these patterns were related to their science identification, gender, grade level, class effort, and intentions to persist in science. We…

  12. Nature of Science Lessons, Argumentation and Scientific Discussions among Students in Science Class: A Case Study in a Successful School

    Science.gov (United States)

    Ozturk, Elif; Ucus, Sukran

    2015-01-01

    Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the…

  13. Nature of Science Lessons, Argumentation and Scientific Discussions among Students in Science Classes: A Case Study in a Successful School

    Science.gov (United States)

    Ozturk, Elif; Ucus, Sukran

    2015-01-01

    Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the…

  14. S.E.A. Lab. Science Experiments and Activities. Marine Science for High School Students in Chemistry, Biology and Physics.

    Science.gov (United States)

    Hart, Kathy, Ed.

    A series of science experiments and activities designed for secondary school students taking biology, chemistry, physics, physical science or marine science courses are outlined. Each of the three major sections--chemistry, biology, and physics--addresses concepts that are generally covered in those courses but incorporates aspects of marine…

  15. Using Argument-Based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms

    Science.gov (United States)

    Taylor, Jonte C.; Tseng, Ching-mei; Murillo, Angelique; Therrien, William; Hand, Brian

    2018-01-01

    The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and…

  16. Mobile Gaming and Student Interactions in a Science Center: The Future of Gaming in Science Education

    Science.gov (United States)

    Atwood-Blaine, Dana; Huffman, Douglas

    2017-01-01

    This article explores the impact of an augmented reality iPad-based mobile game, called The Great STEM Caper, on students' interaction at a science center. An open-source, location-based game platform called ARIS (i.e. Augmented Reality and Interactive Storytelling) was used to create an iPad-based mobile game. The game used QR scan codes and a…

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

    Directory of Open Access Journals (Sweden)

    J. Dillon

    2013-05-01

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

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

    Science.gov (United States)

    McCall, Madelon J.

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

  19. The Influence of Extracurricular Activities on Middle School Students' Science Learning in China

    Science.gov (United States)

    Zhang, Danhui; Tang, Xing

    2017-01-01

    Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science…

  20. 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…

  1. A Study on the Evaluation of Science Projects of Primary School Students Based on Scientific Criteria

    Science.gov (United States)

    Gungor, Sema Nur; Ozer, Dilek Zeren; Ozkan, Muhlis

    2013-01-01

    This study re-evaluated 454 science projects that were prepared by primary school students between 2007 and 2011 within the scope of Science Projects Event for Primary School Students. Also, submitted to TUBITAK BIDEB Bursa regional science board by MNE regional work groups in accordance with scientific research methods and techniques, including…

  2. Introducing Taiwanese Undergraduate Students to the Nature of Science through Nobel Prize Stories

    Science.gov (United States)

    Eshach, Haim; Hwang, Fu-Kwun; Wu, Hsin-Kai; Hsu, Ying-Shao

    2013-01-01

    Although there is a broad agreement among scientists and science educators that students should not only learn science, but also acquire some sense of its nature, it has been reported that undergraduate students possess an inadequate grasp of the nature of science (NOS). The study presented here examined the potential and effectiveness of Nobel…

  3. An Assessment of Factors Relating to High School Students' Science Self-Efficacy

    Science.gov (United States)

    Gibson, Jakeisha Jamice

    2017-01-01

    This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within…

  4. Enhancing Student Engagement to Positively Impact Mathematics Anxiety, Confidence and Achievement for Interdisciplinary Science Subjects

    Science.gov (United States)

    Everingham, Yvette L.; Gyuris, Emma; Connolly, Sean R.

    2017-01-01

    Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to…

  5. Reforming High School Science for Low-Performing Students Using Inquiry Methods and Communities of Practice

    Science.gov (United States)

    Bolden, Marsha Gail

    Some schools fall short of the high demand to increase science scores on state exams because low-performing students enter high school unprepared for high school science. Low-performing students are not successful in high school for many reasons. However, using inquiry methods have improved students' understanding of science concepts. The purpose of this qualitative research study was to investigate the teachers' lived experiences with using inquiry methods to motivate low-performing high school science students in an inquiry-based program called Xtreem Science. Fifteen teachers were selected from the Xtreem Science program, a program designed to assist teachers in motivating struggling science students. The research questions involved understanding (a) teachers' experiences in using inquiry methods, (b) challenges teachers face in using inquiry methods, and (c) how teachers describe student's response to inquiry methods. Strategy of data collection and analysis included capturing and understanding the teachers' feelings, perceptions, and attitudes in their lived experience of teaching using inquiry method and their experience in motivating struggling students. Analysis of interview responses revealed teachers had some good experiences with inquiry and expressed that inquiry impacted their teaching style and approach to topics, and students felt that using inquiry methods impacted student learning for the better. Inquiry gave low-performing students opportunities to catch up and learn information that moved them to the next level of science courses. Implications for positive social change include providing teachers and school district leaders with information to help improve performance of the low performing science students.

  6. Teaching Outside the Box: Challenging Gifted Students with Polar Sciences Without Benefit of a Science Classroom

    Science.gov (United States)

    Dooley, J.

    2013-12-01

    In the high-stakes-testing world of one-size-fits-most educational practices, it is often the needs of the most able students that are unmet, yet these high ability learners can benefit greatly from exploration in the area of polar science. With school schedules and budgets already stretched to the breaking point and Common Core (CCSS) subjects are the focus, very few resources remain for topics considered by some as unimportant. Polar and climate science are prime examples. Here, a council member of Polar Educators International and Gifted Education Teacher, shares resources and ideas to engage this unique group of students and others. She draws from experiences and knowledge gained through ANDRILL's Arise Educator program, IPY Oslo and Montreal PolarEDUCATOR workshops, and Consortium for Ocean Leadership's Deep Earth Academy. Topics include School-wide Enrichment through use of ANDRILL's Flexhibit material and participation in Antarctica Day, afterschool Deep Freeze clubs that presented in public outreach venues for polar science events at the Maryland Science Center in Baltimore and NYC's Museum of Natural History, group project work using IODP core data from Antarctica, interaction with polar scientists via Skype, and other projects.

  7. Gifted and Talented Students' Views about Biology Activities in a Science and Art Center

    Science.gov (United States)

    Özarslan, Murat; Çetin, Gülcan

    2018-01-01

    The aim of the study was to determine gifted and talented students' views about biology activities in a science and art center. The study was conducted with 26 gifted and talented students who studied at a science and art center in southwestern Turkey. Students studied animal and plant genus and species in biology activities. Data were collected…

  8. SPESS: A New Instrument for Measuring Student Perceptions in Earth and Ocean Science

    Science.gov (United States)

    Jolley, Allison; Lane, Erin; Kennedy, Ben; Frappé-Sénéclauze, Tom-Pierre

    2012-01-01

    This paper discusses the development and results of a new tool used for measuring shifts in students' perceptions of earth and ocean sciences called the Student Perceptions about Earth Sciences Survey (SPESS). The survey measures where students lie on the novice--expert continuum, and how their perceptions change after taking one or more earth and…

  9. A Cross Age Study of Elementary Students' Motivation towards Science Learning

    Science.gov (United States)

    Guvercin, Ozge; Tekkaya, Ceren; Sungur, Semra

    2010-01-01

    The purpose of this study was to investigate the effect of grade level and gender on elementary school students' motivation towards science learning. A total of 2231 sixth and eight grade students participated in the study. Data were collected through Students' Motivation towards Science Learning Questionnaire. Two-way Multivariate Analysis of…

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

    Science.gov (United States)

    Yeo, Shelley

    2007-01-01

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

  11. Investigating the Role of Student Motivation in Computer Science Education through One-on-One Tutoring

    Science.gov (United States)

    Boyer, Kristy Elizabeth; Phillips, Robert; Wallis, Michael D.; Vouk, Mladen A.; Lester, James C.

    2009-01-01

    The majority of computer science education research to date has focused on purely cognitive student outcomes. Understanding the "motivational" states experienced by students may enhance our understanding of the computer science learning process, and may reveal important instructional interventions that could benefit student engagement and…

  12. Exploring Students' Conceptions of Science Learning via Drawing: A Cross-Sectional Analysis

    Science.gov (United States)

    Hsieh, Wen-Min; Tsai, Chin-Chung

    2017-01-01

    This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence…

  13. The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.

    2013-01-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…

  14. Student Perceptions of Communication Skills in Undergraduate Science at an Australian Research-Intensive University

    Science.gov (United States)

    Mercer-Mapstone, Lucy D.; Matthews, Kelly E.

    2017-01-01

    Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor…

  15. Higher Order Thinking Skills among Secondary School Students in Science Learning

    Science.gov (United States)

    Saido, Gulistan Mohammed; Siraj, Saedah; Bin Nordin, Abu Bakar; Al Amedy, Omed Saadallah

    2015-01-01

    A central goal of science education is to help students to develop their higher order thinking skills to enable them to face the challenges of daily life. Enhancing students' higher order thinking skills is the main goal of the Kurdish Science Curriculum in the Iraqi-Kurdistan region. This study aimed at assessing 7th grade students' higher order…

  16. Students' Conceptions of the Nature of Science: Perspectives from Canadian and Korean Middle School Students

    Science.gov (United States)

    Park, Hyeran; Nielsen, Wendy; Woodruff, Earl

    2014-05-01

    This study examined and compared students' understanding of nature of science (NOS) with 521 Grade 8 Canadian and Korean students using a mixed methods approach. The concepts of NOS were measured using a survey that had both quantitative and qualitative elements. Descriptive statistics and one-way multivariate analysis of variances examined the quantitative data while a conceptually clustered matrix classified the open-ended responses. The country effect could explain 3-12 % of the variances of subjectivity, empirical testability and diverse methods, but it was not significant for the concepts of tentativeness and socio-cultural embeddedness of science. The open-ended responses showed that students believed scientific theories change due to errors or discoveries. Students regarded empirical evidence as undeniable and objective although they acknowledged experiments depend on theories or scientists' knowledge. The open responses revealed that national situations and curriculum content affected their views. For our future democratic citizens to gain scientific literacy, science curricula should include currently acknowledged NOS concepts and should be situated within societal and cultural perspectives.

  17. The effective factors on library anxiety of students in Isfahan University of Medical Sciences and Shiraz University of Medical Sciences.

    Science.gov (United States)

    Ashrafi-Rizi, Hasan; Sajad, Maryam Sadat; Rahmani, Sedigheh; Bahrami, Susan; Papi, Ahmad

    2014-01-01

    The efficient use of libraries can be an important factor in determining the educational quality of Universities. Therefore, investigation and identification of factors affecting library anxiety becomes increasingly necessary. The purpose of this research is to determine the factors effecting library anxiety of students in Isfahan University of Medical Sciences and Shiraz University of Medical Sciences. This was an applied survey research using Bostick's Library Anxiety questionnaire as data gathering tool. The statistical population consisted of all students of Isfahan University of Medical Sciences and Shiraz University of Medical Sciences (15011 students) with the sample size of 375 using stratified random sampling. The validity of data gathering tool was confirmed by experts in the library and information science and its reliability was determined by Cronbach's alpha (r = 0.92). Descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (t-test and ANOVA) were used for data analysis using SPSS 18 software. Findings showed that the mean of library anxiety score was 2.68 and 2.66 for students of Isfahan University of Medical Sciences and Shiraz University of Medical Sciences respectively which is above average (2.5). Furthermore, age and gender had no meaningful effect on the library anxiety of students of Isfahan University of Medical Sciences, but gender had a meaningful effect on library anxiety of students of Shiraz University of Medical Sciences while age had no such effect. The results showed that the mean of factors effecting library anxiety in students of Isfahan University of Medical Sciences and students of Shiraz University of Medical Sciences is higher than average and therefore not satisfactory and only factors relating to feeling comfortable in the library is lower than average and somewhat satisfactory.

  18. Parts of the Whole: Error Estimation for Science Students

    Directory of Open Access Journals (Sweden)

    Dorothy Wallace

    2017-01-01

    Full Text Available It is important for science students to understand not only how to estimate error sizes in measurement data, but also to see how these errors contribute to errors in conclusions they may make about the data. Relatively small errors in measurement, errors in assumptions, and roundoff errors in computation may result in large error bounds on computed quantities of interest. In this column, we look closely at a standard method for measuring the volume of cancer tumor xenografts to see how small errors in each of these three factors may contribute to relatively large observed errors in recorded tumor volumes.

  19. Webcast for students to highlight science and technology

    CERN Multimedia

    2002-01-01

    Argonne research meteorologist Doug Sisterson and other scientists from across the United States will interact with a worldwide audience of students via a special World Wide Web broadcast Monday, April 29. The two-hour Webcast will begin at 1 p.m. with introductions by host David Heil, science communicator and former host of the US TV show "Newton's Apple." A series of short (five- to 15-minute) presentations by scientists will follow. Each presentation will include time for questions by the online audience (1 PC screen).

  20. Engineering Students as Science Teachers: A Case Study on Students' Motivation

    Directory of Open Access Journals (Sweden)

    Aharon Gero

    2014-06-01

    Full Text Available The program "Educational Clinic" was recently developed and implemented at the Technion – Israel Institute of Technology. This one year program is designed to train engineering students as teaching assistants in high schools in order to help high school pupils with mathematics and science. The study described in this paper tracked changes in students' motivation to participate in the program throughout the year. Data was collected by questionnaires and interviews. The findings reveal that alongside a fixed high level of extrinsic motivational factors, which reflect student satisfaction of improving their teaching skills, a considerable increase was found in the level of intrinsic motivational factors, which express the students' interest in the program.

  1. Video Creation: A Tool for Engaging Students to Learn Science

    Science.gov (United States)

    Courtney, A. R.

    2016-12-01

    Students today process information very differently than those of previous generations. They are used to getting their news from 140-character tweets, being entertained by You-Tube videos, and Googling everything. Thus, traditional passive methods of content delivery do not work well for many of these millennials. All students, regardless of career goals, need to become scientifically literate to be able to function in a world where scientific issues are of increasing importance. Those who have had experience applying scientific reasoning to real-world problems in the classroom will be better equipped to make informed decisions in the future. The problem to be solved is how to present scientific content in a manner that fosters student learning in today's world. This presentation will describe how the appeal of technology and social communication via creation of documentary-style videos has been used to engage students to learn scientific concepts in a university non-science major course focused on energy and the environment. These video projects place control of the learning experience into the hands of the learner and provide an opportunity to develop critical thinking skills. Students discover how to locate scientifically reliable information by limiting searches to respected sources and synthesize the information through collaborative content creation to generate a "story". Video projects have a number of advantages over research paper writing. They allow students to develop collaboration skills and be creative in how they deliver the scientific content. Research projects are more effective when the audience is larger than just a teacher. Although our videos are used as peer-teaching tools in the classroom, they also are shown to a larger audience in a public forum to increase the challenge. Video will be the professional communication tool of the future. This presentation will cover the components of the video production process and instructional lessons

  2. A strategy to teach Earth Science to Erasmus students

    Science.gov (United States)

    Cerda, A.; Bodí, M. B.

    2009-04-01

    The Universitat de Valencia is the second most popular university in Europe for the Erasmus exchange program in Europe. Close to 2000 Erasmus students attend yearly the lectures in Valencia University. Most of them arrive to Valencia -also to Granada, Barcelona and Salamanca- because the cultural attractive. Valencia moreover offers a warm and dry climate, which make the University of Valencia very popular for the Erasmus students. In 2003 a survey developed by the International Exchange Coordinator of the Geography Degree shown that 33 % of the student choose the Valencia University because the night-life, 22 % because the climate, 23 % because the suggestion of a friend (mainly due to the climate and night-life) and only 22 % because of the academic background of the university. Another survey at the end of the 2003-2004 year shown that 84 % of the Erasmus student did not know that Valencia had a lagoon (called l'Albufera) nearby, and that 23 % of the students ignored that the main park of the city was developed on the river bed, after the artificial change of the mouth of the river to a southern position due to the flood of 1957. The Erasmus students new almost nothing about the landscape of the surroundings and the city of Valencia. A strategy was developed since 2003 by the International Exchange Coordinator of the Geography Degree to show to the students coming from the Erasmus project the landscape of the Valencia Country by means of field visits to the key locations in two days. One day is devoted to the coastal land where lagoons, river mouths and population concentration are the main topics. The second day a trekking on the mountains located at the Sierra de Enguera give an idea to the students of the Desertification processes after the land abandonment during the 50 and 60's. The students attending the lectures and the two days excursion (280 in 2008) found this excursion as a key point in their adaptation to the new university as they know how is the

  3. Teaching Environmental Soil Science to Students older than 55

    Science.gov (United States)

    Cerdà, Artemi; Civera, Cristina; Giménez-Morera, Antonio; Burguet, María

    2014-05-01

    The life expectancy growth is a general trend for the world population, which translates into an increase of people older than 55 years in Western societies. This entails to the rise of health problems as well as large investments in healthcare. In general, we are spectators Y tambe voldria saber si ens pots fer una asse of how a large group of citizens have a new life after retirement. The XXI century societies are facing the problem of the need of a healthy population, even after retirement. There is a need in developing new strategies to allow those citizens to improve their knowledge of the environmental changes. The research in Soil Science and related disciplines is the strategy we are using on the Geograns program to inform the students (older than 55) about the changes the Earth and the Soil System are suffering. And this should be done in a healthy and active teaching environment. The NAUGRAN program is being developed by the University of Valencia for more than 10 years and shows the advances on education for senior students. Within this program, Geograns is bringing the environmentalist ideas to the students. This is a difficult task as those students were born in a society were nature was created to be exploited and not to be conserved (e.g. Green Revolution, agricultural transformations of the 60's in Spain). This is the reason why the University of Valencia developed at the end of the 90's a program to teach students older than 55. This paper shows the advances on new strategies developed during 2013 with a group of these senior students. The main strategy was to take the students to visit the nature and to explain the functioning of the Earth and Soil System. Those visits were organized with the collaboration of scientist, environmentalist, farmers and technicians; and the guiding thread was trekking. This mix showed our students different views and sides of the same phenomena (e.g. tillage operations, soil erosion problems, water quantity and

  4. The effectiveness of Family Science and Technology Workshops on parental involvement, student achievement, and student curiosity

    Science.gov (United States)

    Kosten, Lora Bechard

    The literature suggests that parental involvement in schools results in positive changes in students and that schools need to provide opportunities for parents to share in the learning process. Workshops are an effective method of engaging parents in the education of their children. This dissertation studies the effects of voluntary Family Science and Technology Workshops on elementary children's science interest and achievement, as well as on parents' collaboration in their child's education. The study involved 35 second and third-grade students and their parents who volunteered to participate. The parental volunteers were randomly assigned to either the control group (children attending the workshops without a parent) or the treatment group (children attending the workshops with a parent). The study was conducted in the Fall of 1995 over a four-week period. The Analysis of Variance (ANOVA) and Kruskal-Wallis tests were used to determine the effects of the workshops on children's science achievement and science curiosity, as well as on parents' involvement with their child's education. The study revealed that there was no significant statistical difference at the.05 level between the treatment/control groups in children's science achievement or science curiosity, or in parent's involvement with their children's education. However, the study did focus parental attention on effective education and points the way to more extensive research in this critical learning area. This dual study, that is, the effects of teaching basic technology to young students with the support of their parents, reflects the focus of the Salve Regina University Ph.D. program in which technology is examined in its effects on humans. In essence, this program investigates what it means to be human in an age of advanced technology.

  5. The art and science of selecting graduate students in the biomedical sciences: Performance in doctoral study of the foundational sciences.

    Science.gov (United States)

    Park, Hee-Young; Berkowitz, Oren; Symes, Karen; Dasgupta, Shoumita

    2018-01-01

    The goal of this study was to investigate associations between admissions criteria and performance in Ph.D. programs at Boston University School of Medicine. The initial phase of this project examined student performance in the classroom component of a newly established curriculum named "Foundations in Biomedical Sciences (FiBS)". Quantitative measures including undergraduate grade point average (GPA), graduate record examination (GRE; a standardized, computer-based test) scores for the verbal (assessment of test takers' ability to analyze, evaluate, and synthesize information and concepts provided in writing) and quantitative (assessment of test takers' problem-solving ability) components of the examination, previous research experience, and competitiveness of previous research institution were used in the study. These criteria were compared with competencies in the program defined as students who pass the curriculum as well as students categorized as High Performers. These data indicated that there is a significant positive correlation between FiBS performance and undergraduate GPA, GRE scores, and competitiveness of undergraduate institution. No significant correlations were found between FiBS performance and research background. By taking a data-driven approach to examine admissions and performance, we hope to refine our admissions criteria to facilitate an unbiased approach to recruitment of students in the life sciences and to share our strategy to support similar goals at other institutions.

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

    Science.gov (United States)

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

    2017-12-01

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

  7. Enhancing ASTRO101 Student Engagement Using Student-Created ScienceSKETCHES

    Science.gov (United States)

    Slater, Timothy F.; Slater, Stephanie

    2016-01-01

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

  8. Mapping classroom experiences through the eyes of enlace students: The development of science literate identities

    Science.gov (United States)

    Oemig, Paulo Andreas

    The culture of a science classroom favors a particular speech community, thus membership requires students becoming bilingual and bicultural at the same time. The complexity of learning science rests in that it not only possesses a unique lexicon and discourse, but it ultimately entails a way of knowing. My dissertation examined the academic engagement and perceptions of a group (N=30) of high school students regarding their science literate practices. These students were participating in an Engaging Latino Communities for Education (ENLACE) program whose purpose is to increase Latino high school graduation rates and assist them with college entrance requirements. At the time of the study, 19 students were enrolled in different science classes to fulfill the science requirements for graduation. The primary research question: What kind of science classroom learning environment supports science literate identities for Latino/a students? was addressed through a convergent parallel mixed research design (Creswell & Plano Clark, 2011). Over the course of an academic semester I interviewed all 30 students arranged in focus groups and observed in their science classes. ENLACE students expressed interest in science when it was taught through hands-on activities or experiments. Students also stressed the importance of having teachers who made an effort to get to know them as persons and not just as students. Students felt more engaged in science when they perceived their teachers respected them for their experiences and knowledge. Findings strongly suggest students will be more interested in science when they have opportunities to learn through contextualized practices. Science literate identities can be promoted when inquiry serves as a vehicle for students to engage in the language of the discipline in all its modalities. Inquiry-based activities, when carefully planned and implemented, can provide meaningful spaces for students to construct knowledge, evaluate claims

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

    Science.gov (United States)

    Forbes, Anne; Skamp, Keith

    2016-02-01

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

  10. Preparing medical students for future learning using basic science instruction.

    Science.gov (United States)

    Mylopoulos, Maria; Woods, Nicole

    2014-07-01

    The construct of 'preparation for future learning' (PFL) is understood as the ability to learn new information from available resources, relate new learning to past experiences and demonstrate innovation and flexibility in problem solving. Preparation for future learning has been proposed as a key competence of adaptive expertise. There is a need for educators to ensure that opportunities are provided for students to develop PFL ability and that assessments accurately measure the development of this form of competence. The objective of this research was to compare the relative impacts of basic science instruction and clinically focused instruction on performance on a PFL assessment (PFLA). This study employed a 'double transfer' design. Fifty-one pre-clerkship students were randomly assigned to either basic science instruction or clinically focused instruction to learn four categories of disease. After completing an initial assessment on the learned material, all participants received clinically focused instruction for four novel diseases and completed a PFLA. The data from the initial assessment and the PFLA were submitted to independent-sample t-tests. Mean ± standard deviation [SD] scores on the diagnostic cases in the initial assessment were similar for participants in the basic science (0.65 ± 0.11) and clinical learning (0.62 ± 0.11) conditions. The difference was not significant (t[42] = 0.90, p = 0.37, d = 0.27). Analysis of the diagnostic cases on the PFLA revealed significantly higher mean ± SD scores for participants in the basic science learning condition (0.72 ± 0.14) compared with those in the clinical learning condition (0.63 ± 0.15) (t[42] = 2.02, p = 0.05, d = 0.62). Our results show that the inclusion of basic science instruction enhanced the learning of novel related content. We discuss this finding within the broader context of research on basic science instruction, development of adaptive expertise and assessment

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

    Science.gov (United States)

    Thongnoppakun, Warangkana; Yuenyong, Chokchai

    2018-01-01

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

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

    Science.gov (United States)

    Bulls, Domonique L.

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

  13. Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

    Science.gov (United States)

    Davis, Edward

    This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

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

    Science.gov (United States)

    Caukin, Nancy S.

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

  15. Science Identity's Influence on Community College Students' Engagement, Persistence, and Performance in Biology

    Science.gov (United States)

    Riccitelli, Melinda

    In the United States (U.S.), student engagement, persistence, and academic performance levels in college science, technology, engineering, and mathematics (STEM) programs have been unsatisfactory over the last decade. Low student engagement, persistence, and academic performance in STEM disciplines have been identified as major obstacles to U.S. economic goals and U.S. science education objectives. The central and salient science identity a college student claims can influence his engagement, persistence, and academic achievement in college science. While science identity studies have been conducted on four-year college populations there is a gap in the literature concerning community college students' science identity and science performance. The purpose of this quantitative correlational study was to examine the relationship between community college students claimed science identities and engagement, persistence, and academic performance. A census sample of 264 community college students enrolled in biology during the summer of 2015 was used to study this relationship. Science identity and engagement levels were calculated using the Science Identity Centrality Scale and the Biology Motivation Questionnaire II, respectively. Persistence and final grade data were collected from institutional and instructor records. Engagement significantly correlated to, r =.534, p = .01, and varied by science identity, p < .001. Percent final grade also varied by science identity (p < .005), but this relationship was weaker (r = .208, p = .01). Results for science identity and engagement and final grade were consistent with the identity literature. Persistence did not vary by science identity in this student sample (chi2 =2.815, p = .421). This result was inconsistent with the literature on science identity and persistence. Quantitative results from this study present a mixed picture of science identity status at the community college level. It is suggested, based on the findings

  16. Students Explaining Science—Assessment of Science Communication Competence

    Science.gov (United States)

    Kulgemeyer, Christoph; Schecker, Horst

    2013-12-01

    Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert-novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers' levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language.

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

    Directory of Open Access Journals (Sweden)

    Donna M. Kridelbaugh

    2015-11-01

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

  18. Active learning increases student performance in science, engineering, and mathematics.

    Science.gov (United States)

    Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-06-10

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

  19. BACKGROUND AND MOTIVATION OF STUDENT TEACHERS IN PRIMARY AND SECONDARY SCIENCE

    DEFF Research Database (Denmark)

    Hyllested, Trine

    The students attending teacher training at University College Capital in Copenhagen, Denmark fall into two groups with different subject profiles: One group prefers to teach at the primary level, the other prefers to teach at the secondary level. The students of primary level science combine...... with other subjects such as History, Danish or Physical Education. The students of secondary level science combine with subjects such as Mathematics and related science subjects: Biology, Geography, Physics and Chemistry....

  20. Student-Centered Learning in an Earth Science, Preservice, Teacher-Education Course

    Science.gov (United States)

    Avard, Margaret

    2009-01-01

    In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…

  1. Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

    Science.gov (United States)

    Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

    2018-01-01

    This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

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

    Science.gov (United States)

    Ryu, Minjung

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

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

    Science.gov (United States)

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

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

  4. Que es la Ciencia? What Is Science? A Question for All Students.

    Science.gov (United States)

    Spurlin, Quincy; Blanco, George

    This teacher's guide offers classroom techniques for teaching science to bilingual elementary students. Recommendations are made for improving teaching by: lowering students' affective filters; providing comprehensible input; providing for language output; creating a supportive environment; adjusting classroom teaching style; teaching…

  5. The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes

    NARCIS (Netherlands)

    Brok, den P.J.; Fisher, D.; Scott, R.

    2005-01-01

    This study investigated relationships between students' perceptions of their teachers' interpersonal behaviour and their subject-related attitude in primary science classes in Brunei. Teacher-student interpersonal behaviour was mapped with the Questionnaire on Teacher Interaction (QTI) and reported

  6. Introducing Students to the Application of Statistics and Investigative Methods in Political Science

    Science.gov (United States)

    Wells, Dominic D.; Nemire, Nathan A.

    2017-01-01

    This exercise introduces students to the application of statistics and its investigative methods in political science. It helps students gain a better understanding and a greater appreciation of statistics through a real world application.

  7. CATE 2016 Indonesia: Science goals and student training for 2017

    Science.gov (United States)

    Penn, M. J.; McKay, M. A.; Kovac, S. A.; Jensen, L.; Hare, H. S.; Mitchell, A. M.; Bosh, R.; Watson, Z.; Baer, R.; Pierce, M.; Gelderman, R.; Walter, D. K.

    2016-12-01

    The Citizen Continental-America Telescopic Eclipse (CATE) Experiment for 2017 is being developed at the National Solar Observatory in partnership with universities, schools, astronomy clubs, and corporations. The CATE experiment will use more than 60 identical telescopes equipped with digital cameras from Oregon to South Carolina to image the solar corona. The project will then splice these images together to show the corona during a 90-minute period, revealing for the first time the plasma dynamics of the inner solar corona. The goals for the CATE experiment range from providing an authentic STEM research experience for students and lifelong learners, to making state-of-the-art solar coronal observations of the plasma dynamics of coronal polar plumes, to increasing the US scientific literacy. Private funds are being raised for the CATE equipment, and so the telescopes will stay with the volunteers after the eclipse and be used in follow-on citizen science astronomy projects. The 2017 eclipse will be viewed by hundreds of millions of people. Four sets of undergraduate students in the path of the 2017 eclipse have become local experts for the eclipse and trainers for the CATE volunteers. These students traveled to the 2016 March eclipse in Indonesia and collected observations with prototype CATE telescopes; science results from these 2016 observations will be discussed. Training videos for use in 2017 were developed and tested on volunteers. Finally several high school groups along the path of totality have been engaged in the CATE project and will participate in the eclipse data collection. This work was supported by the NSO "Training for the 2017 Citizen CATE Experiment" funded by NASA (NASA NNX16AB92A). The National Solar Observatory is operated by the Association of Universities for Research in Astronomy, Inc. (AURA) under cooperative agreement with the NSF.

  8. The Black Cultural Ethos and science teachers' practices: A case study exploring how four high school science teachers meet their African American students' needs in science

    Science.gov (United States)

    Strachan, Samantha L.

    The underachievement of African American students in science has been a persistent problem in science education. The achievement patterns of African American students indicate that researchers must take a closer look at the types of practices that are being used to meet these students' needs in science classrooms. Determining why science teachers decide to employ certain practices in their classrooms begins with a careful examination of teachers' beliefs as well as their instructional approaches. The purpose of this study was to explore four urban high school science teachers' beliefs about their African American students' learning needs and to investigate how these teachers go about addressing students' needs in science classrooms. This research study also explored the extent to which teachers' practices aligned with the nine dimensions of an established cultural instructional theory, namely the Black Cultural Ethos. Qualitative research methods were employed to gather data from the four teachers. Artifact data were collected from the teachers and they were interviewed and observed. Believing that their students had academic-related needs as well as needs tied to their learning preferences, the four science teachers employed a variety of instructional strategies to meet their students where they were in learning. Overall, the instructional strategies that the teachers employed to meet their students' needs aligned with five of the nine tenets of the Black Cultural Ethos theory.

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

    Science.gov (United States)

    Howes, Elaine Virginia

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

  10. Associations among attitudes, perceived difficulty of learning science, gender, parents' occupation and students' scientific competencies

    Science.gov (United States)

    Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

    2017-11-01

    This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students' general interest of science, their parents' occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies.

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

    Directory of Open Access Journals (Sweden)

    Timothy G. Harrison

    2011-12-01

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

  12. Development of biology student worksheets to facilitate science process skills of student

    Science.gov (United States)

    Rahayu, Y. S.; Pratiwi, R.; Indana, S.

    2018-01-01

    This research aims to describe development of Biology student worksheets to facilitate science process skills of student, at the same time to facilitate thinking skills of students in senior high school are equipped with Assesment Sheets. The worksheets development refers to cycle which includes phase analysis (analysis), planning (planning), design (design), development (development), implementation (implementation), evaluation and revision (evaluation and revision). Phase evaluation and revision is an ongoing activity conducted in each phase of the development cycle. That is, after the evaluation of the results of these activities and make revisions at any phase, then continue to the next phase. Based on the test results for grade X, XI, and XII in St. Agnes Surabaya high school, obtained some important findings. The findings are as follows. (1) Developed biology student worksheets could be used to facilitate thinking ability of students in particular skills integrated process that includes components to formulate the problem, formulate hypotheses, determine the study variables, formulate an operational definition of variables, determine the steps in the research, planning data tables, organizing Data in the form of tables/charts, drawing conclusions, (2) Developed biology student worksheets could also facilitate the development of social interaction of students such as working together, listening/respect the opinions of others, assembling equipment and materials, discuss and share information and facilitate the upgrading of skills hands-on student activity. (3) Developed biology worksheets basically could be implemented with the guidance of the teacher step by step, especially for students who have never used a similar worksheet. Guidance at the beginning of this need, especially for worksheets that require special skills or understanding of specific concepts as a prerequisite, such as using a microscope, determine the heart rate, understand the mechanism of

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

    Science.gov (United States)

    Vartuli, Cindy A.

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

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

    Science.gov (United States)

    Brunsell, Eric Steven

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

  15. Study of science students' expectation for university writing courses

    Directory of Open Access Journals (Sweden)

    Shanthi Nadarajan

    2013-07-01

    Full Text Available The New Malaysia Education Blueprint (2012 states that the private sector continues to have concerns for Malaysian graduates’ English proficiency. The present study investigates the views and expectations of science students taking English courses in a public university. The findings revealed that learners saw opportunities to communicate and job applications process as important soft skills. They preferred practical learning methods above traditional teaching methods. Learners considered group performance, personal attitudes and online activities as important learning opportunities, while factual knowledge, report writing were least supported despite the fact that the majority viewed both assessments and instructional process as relevant. The data revealed that though they were dissatisfied with their existing level of proficiency, many students continued to expect an A for their course. An assessment of the learner’s’ language ability revealed that language ability was less under the learner’s control and more dependent on learner proficiency level. Taken together, this study suggests that the curriculum for the Professional Writing course should be highly diversified and balanced, with some emphasis on getting less proficient learners to read and improve their grammar skills while better students should be given opportunities to develop creative talents and interpersonal skills.

  16. Investigating Changes in Student Attitudes and Understanding of Science through Participation in Citizen Science Projects in College Coursework

    Science.gov (United States)

    Cardamone, Carolin; Cobb, Bethany E.

    2018-01-01

    Over the last decade, web-based “citizen science” projects such as the Zooniverse have allowed volunteers and professional scientists to work together for the advancement of science. While much attention has been paid to the benefits to science from these new projects, less attention has been paid to their impact on the participants and, in particular, to the projects’ potential to impact students who might engage in these projects through coursework. We report on a study engaging students in introductory astronomy classes at the George Washington University and Wheelock College in an assignment in which each student individually contributed to a “physics” or “space” citizen science project of their choice, and groups of students worked together to understand and articulate the scientific purpose of a citizen science project to which they all contributed. Over the course of approximately four weeks, the students kept logs of their individual contributions to the project, and recorded a brief reflection on each of their visits (noting, for example, interesting or confusing things they might encounter along the way). The project culminated with each group delivering a creative presentation that demonstrated their understanding of both the science goals of the project and the value of their own contributions to the project. In this talk, we report on the experience of the students with the project and on an assessment of the students’ attitudes toward science and knowledge of the process of science completed before the introduction of the assignment and again at its conclusion.

  17. The Implementation of Pedagogical Content Knowledge (PCK based Guided Inquiry on Science Teacher Students

    Directory of Open Access Journals (Sweden)

    Lulu Tunjung Biru

    2018-05-01

    Full Text Available The aim of this study is examining the learning of Integrated Sciences through PCK based guided inquiry on prospective science teacher students. This research method was descriptive qualitative involving 33 science teacher students who taking Integrated Science 1 Subject in academic year 2016/2017. The research instrument used was the observation sheet to know the implementation PCK based guided inquiry. The results showed that the implementation of the activities of lecturer and science teacher students during the learning process using PCK based guided inquiry was very good conducted.

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

    Science.gov (United States)

    Upadhyay, Bhaskar; Maruyama, Geoffrey; Albrecht, Nancy

    2017-12-01

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

  19. The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science

    Science.gov (United States)

    Tas, Yasemin

    2016-01-01

    This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…

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

    Science.gov (United States)

    Collins, Anne Wrigley

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

  1. A comparison of rural high school students in Germany with rural Tennessee high school students' mathematics and science achievement

    Science.gov (United States)

    Harding, R. Fredrick

    This descriptive study compared the science and mathematics aptitudes and achievement test scores for the final school year students in rural White County and Van Buren County, Tennessee with rural county students in Germany. In accordance with the previous research literature (Stevenson, 2002), German students outperformed U.S. students on The International Trends in Math and Science test (TIMSS). As reform in the U.S. education system has been underway, this study intended to compare German county student final school year performance with White County and Van Buren County (Grade 12) performance in science and mathematics. The entire populations of 176 White and Van Buren Counties senior high final school year students were compared with 120 school final year students from two rural German county high schools. The student responses to identical test and questionnaire items were compared using the t-test statistical analysis. In conclusion after t-test analyses, there was no significant difference (p>.05 level) in student attitudes on the 27 problem achievement and the 35 TIMSS questionnaire items between the sampled population of 120 German students compared with the population of 176 White and Van Buren students. Also, there was no statistically significant difference (p>.05 level) between the German, White, and Van Buren County rural science and math achievement in the TIMSS problem section of the final year test. Based on the research, recommendations to improve U.S. student scores to number one in the world include making changes in teaching methodology in mathematics and science; incorporating pamphlet lessons rather than heavily reliance on textbooks; focusing on problem solving; establishing an online clearinghouse for effective lessons; creating national standards in mathematics and science; matching students' course choices to job aspirations; tracking misbehaving students rather than mainstreaming them into the regular classroom; and designing

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

    Science.gov (United States)

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

    2009-10-16

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

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

    Science.gov (United States)

    Parker, Elisabeth Allyn

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

  4. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

    2013-12-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  5. Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

    Science.gov (United States)

    Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

    2015-04-01

    The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

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

    Science.gov (United States)

    Haun-Frank, Julie

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

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

    Science.gov (United States)

    Tran, Natalie A.

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

  8. Basics of laser physics for students of science and engineering

    CERN Document Server

    Renk, Karl F

    2017-01-01

    This textbook provides an introductory presentation of all types of lasers. It contains a general description of the laser, a theoretical treatment and a characterization of its operation as it deals with gas, solid state, free-electron and semiconductor lasers. This expanded and updated second edition of the book presents a description of the dynamics of free-electron laser oscillation using a model introduced in the first edition that allows a reader to understand basic properties of a free-electron laser and makes the difference to “conventional” lasers. The discussions and the treatment of equations are presented in a way that a reader can immediately follow. The book addresses graduate and undergraduate students in science and engineering, featuring problems with solutions and over 400 illustrations.

  9. Construction and Validation of an Instrument to Measure Taiwanese Elementary Students' Attitudes toward Their Science Class

    Science.gov (United States)

    Wang, Tzu-Ling; Berlin, Donna

    2010-12-01

    The main purpose of this study is to develop a valid and reliable instrument for measuring the attitudes toward science class of fourth- and fifth-grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs-science enjoyment, science confidence, and importance of science as related to science class experiences. A total of 265 elementary school students in Taiwan responded to the instrument developed. Data analysis indicated that the instrument exhibited satisfactory validity and reliability with the Taiwan population used. The Cronbach's alpha coefficient was 0.93 for the entire instrument indicating a satisfactory level of internal consistency. However, both principal component analysis and parallel analysis showed that the three attitude scales were not unique and should be combined and used as a general "attitudes toward science class" scale. The analysis also showed that there were no gender or grade-level differences in students' overall attitudes toward science class.

  10. An evaluation of community college student perceptions of the science laboratory and attitudes towards science in an introductory biology course

    Science.gov (United States)

    Robinson, Nakia Rae

    The science laboratory is an integral component of science education. However, the academic value of student participation in the laboratory is not clearly understood. One way to discern student perceptions of the science laboratory is by exploring their views of the classroom environment. The classroom environment is one determinant that can directly influence student learning and affective outcomes. Therefore, this study sought to examine community college students' perceptions of the laboratory classroom environment and their attitudes toward science. Quantitative methods using two survey instruments, the Science Laboratory Environment Instrument (SLEI) and the Test of Science Related Attitudes (TORSA) were administered to measure laboratory perceptions and attitudes, respectively. A determination of differences among males and females as well as three academic streams were examined. Findings indicated that overall community college students had positive views of the laboratory environment regardless of gender of academic major. However, the results indicated that the opportunity to pursue open-ended activities in the laboratory was not prevalent. Additionally, females viewed the laboratory material environment more favorably than their male classmates did. Students' attitudes toward science ranged from favorable to undecided and no significant gender differences were present. However, there were significantly statistical differences between the attitudes of nonscience majors compared to both allied health and STEM majors. Nonscience majors had less positive attitudes toward scientific inquiry, adoption of scientific attitudes, and enjoyment of science lessons. Results also indicated that collectively, students' experiences in the laboratory were positive predicators of their attitudes toward science. However, no laboratory environment scale was a significant independent predictor of student attitudes. .A students' academic streams was the only significant

  11. A Composite Self-Report: Reasons for Taking Science Courses as Given by Cocoa High School Science Students.

    Science.gov (United States)

    Louwerse, Frances H.

    A self-report instrument (questionnaire/reaction scale) was developed and administered to students in grades 9-12 to: (1) determine the number of science courses taken by each grade level; (2) estimate the number of science courses requested for future years and indicate where recruitment efforts would be needed; (3) examine other-directed reasons…

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

    Science.gov (United States)

    Marks, Jamar Terry

    2017-01-01

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

  13. Transformations in Kenyan Science Teachers' Locus of Control: The Influence of Contextualized Science and Emancipated Student Learning

    Science.gov (United States)

    Anderson, D.; Nashon, S.; Namazzi, E.; Okemwa, P.; Ombogo, P.; Ooko, S.; Beru, F.

    2015-01-01

    This study investigated Kenyan science teachers' pedagogical transformations, which manifested as they enacted and experienced a reformed contextualized science curriculum in which students' learning experiences were critical catalysts of teacher change. Twelve high school teachers voluntarily participated in the study and were interviewed about…

  14. Assessing the Life Science Knowledge of Students and Teachers Represented by the K-8 National Science Standards

    Science.gov (United States)

    Sadler, Philip M.; Coyle, Harold; Cook Smith, Nancy; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

    2013-01-01

    We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test…

  15. Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class

    Science.gov (United States)

    Schinske, Jeffrey N.; Perkins, Heather; Snyder, Amanda; Wyer, Mary

    2016-01-01

    Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments ("Scientist Spotlights") that featured counterstereotypical…

  16. The Integration of Mathematics in Middle School Science: Student and Teacher Impacts Related to Science Achievement and Attitudes towards Integration

    Science.gov (United States)

    McHugh, Luisa

    2016-01-01

    Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to…

  17. Science teacher learning for MBL-supported student-centered science education in the context of secondary education in Tanzania

    NARCIS (Netherlands)

    Voogt, Joke; Tilya, F.; van den Akker, Jan

    2009-01-01

    Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to

  18. Chemistry Science Investigation: Dognapping Workshop, an Outreach Program Designed to Introduce Students to Science through a Hands-On Mystery

    Science.gov (United States)

    Boyle, Timothy J.; Sears, Jeremiah M.; Hernandez-Sanchez, Bernadette A.; Casillas, Maddison R.; Nguyen, Thao H.

    2017-01-01

    The Chemistry Science Investigation: Dognapping Workshop was designed to (i) target and inspire fourth grade students to view themselves as "Junior Scientists" before their career decisions are solidified; (ii) enable hands-on experience in fundamental scientific concepts; (iii) increase public interaction with science, technology,…

  19. Guided Science Inquiry Instruction with Students with Special Education Needs. R2Ed Working Paper 2015-1

    Science.gov (United States)

    White, Andrew S.; Kunz, Gina M.; Whitham, Rebekah; Houston, Jim; Nugent, Gwen

    2015-01-01

    National and state educational mandates require students achieve proficiency in not only science content, but also "science inquiry", or those process skills associated with science (National Research Council, 2011; Next Generation Science Standards, 2013). Science inquiry instruction has been shown to improve student achievement and…

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

    Science.gov (United States)

    Martinez, Alina

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

  1. Psychological Distress and Sources of Stressors amongst Medical and Science Undergraduate Students in Malaysia

    Directory of Open Access Journals (Sweden)

    Ali S Radeef

    2017-08-01

    Full Text Available Background: This study aims to compare the prevalence of psychological distress between medical and science undergraduate students and to assess the sources of stressors that are attributing to it. Methods: A sample of 697 undergraduate students participated in this study, in which 501 were medical students and the remaining 196 were Science students. Psychological distress was assessed using the 12-item General Health Questionnaire. The students were given a list of possible sources of stress which were chosen depending on previous studies. Results: The overall prevalence of psychological distress was 32.6%. Science students showed a significantly higher rate and mean score of psychological distress than medical students, and the mean score was significantly higher during the clinical phase rather than the pre-clinical phase in medical students. Overall, female students had a significantly higher mean score than males, however although the mean score was higher in females it was only significant in the pre-clinical phase. In addition to academic and psychological stressors, factors such as reduced holidays, lack of time for relaxation, and limitation of leisure/entertainment time were among the top ten stressors reported by the students. Conclusions: Psychological distress is common among university students, and it is higher among science students than medical students. Academic and psychological factors can be considered as sources of stressors which may precipitate psychological distress among college students.

  2. INTRODUCING SCIENCE BY DISTANCE EDUCATION TO UNDERGRADUATE STUDENTS

    Directory of Open Access Journals (Sweden)

    P. Avila Jr.

    2007-05-01

    Full Text Available Exponential growing of scientific and technological knowledge of nowadayssociety demands new abilities and competences of theirs citizens. In the otherhand, the development of Information and Communication Technologies (ICTsand the low cost of equipments provide a new teaching strategy, namely distanceeducation, through intranet or internet. The familiarity with of scientific methodstimulates autonomy in obtaining information, critical thinking and logical analysisof data. These are useful abilities for science students as well as for commoncitizens. Aiming the development of such abilities a distance course wasdeveloped in 45 hours, using mainly forum and chat in the Claroline platform withtechnical support of the Centro Nacional de Supercomputação da UFRGS. All thestudents attending the course were from Fundação Faculdade Federal deCiências Médicas de Porto Alegre. In this course the following topics wereexplored: (1 scientific knowledge x common sense, (2 different conceptions ofscience, (3 scientific method, (4 different categories of science publications, (5principles of Logic, (6 deduction x induction (7 paper analysis simulation.Scientific project writing was taught/learned through the following items: (1 choiceof a problem, (2 bibliography revision, (3 agencies for funding, (4 projectpresentation by videoconference and (5 analysis of results.The course was evaluated by Likert-type questionnaire and the results fromstudents and teachers indicate a very successful outcome.

  3. Analytical Study of Self-Motivations among a Southwest Public University Nonpolitical Science Major Students in Required Political Science Courses

    Science.gov (United States)

    Gasim, Gamal; Stevens, Tara; Zebidi, Amira

    2012-01-01

    All undergraduate students are required by state law to take six credited hours in political science. This study will help us identify if differences exist in self-determination among students enrolled in American Public Policy and American Government at a large, Southwestern public university. Because some types of motivation are associated with…

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

    Science.gov (United States)

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

    2016-07-01

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

  5. Basics of Laser Physics For Students of Science and Engineering

    CERN Document Server

    Renk, Karl F

    2012-01-01

    Basics of Laser Physics provides an introductory presentation of the field of all types of lasers. It contains a general description of the laser, a theoretical treatment and a characterization of its operation as it deals with gas, solid state, free-electron and semiconductor lasers and, furthermore, with a few laser related topics. The different subjects are connected to each other by the central principle of the laser, namely, that it is a self-oscillating system. Special emphasis is put on a uniform treatment of gas and solid-state lasers, on the one hand, and semiconductor lasers, on the other hand. The discussions and the treatment of equations are presented in a way that a reader can immediately follow. The book addresses undergraduate and graduate students of science and engineering. Not only should it enable instructors to prepare their lectures, but it can be helpful to students for preparing for an examination.

  6. Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis

    Science.gov (United States)

    Mandell, Brian E.

    The purpose of the present embedded mixed method study was to examine the self-regulatory processes used by high, average, and low achieving seventh grade students as they learned about a complex science topic from a hypermedia learning environment. Thirty participants were sampled. Participants were administered a number of measures to assess their achievement and self-efficacy. In addition, a microanalytic methodology, grounded in Zimmerman's cyclical model of self-regulated learning, was used to assess student self-regulated learning. It was hypothesized that there would be modest positive correlations between Zimmerman's three phases of self-regulated learning, that high achieving science students would deploy more self-regulatory subprocesses than average and low achieving science students, that high achieving science students would have higher self-efficacy beliefs to engage in self-regulated learning than average and low achieving science students, and that low achieving science students would over-estimate their self-efficacy for performance beliefs, average achieving science students would slightly overestimate their self-efficacy for performance beliefs, and high achieving science students would under-estimate their self-efficacy for performance beliefs. All hypotheses were supported except for the high achieving science students who under-estimated their self-efficacy for performance beliefs on the Declarative Knowledge Measure and slightly overestimated their self-efficacy for performance beliefs on the Conceptual Knowledge Measure. Finally, all measures of self-regulated learning were combined and entered into a regression formula to predict the students' scores on the two science tests, and it was revealed that the combined measure predicted 91% of the variance on the Declarative Knowledge Measure and 92% of the variance on the Conceptual Knowledge Measure. This study adds hypermedia learning environments to the contexts that the microanalytic

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

    Science.gov (United States)

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

    2012-10-05

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

  8. Development and Validation of an Online Dynamic Assessment for Raising Students' Comprehension of Science Text

    Science.gov (United States)

    Wang, Jing-Ru; Chen, Shin-Feng

    2016-01-01

    This article reports on the development of an online dynamic approach for assessing and improving students' reading comprehension of science texts--the dynamic assessment for reading comprehension of science text (DARCST). The DARCST blended assessment and response-specific instruction into a holistic learning task for grades 5 and 6 students. The…

  9. Examining the Effects of Turkish Education Reform on Students' TIMSS 2007 Science Achievements

    Science.gov (United States)

    Atar, Hakan Yavuz; Atar, Burcu

    2012-01-01

    The purpose of this study is to examine the effects of some of the changes such as student centered learning (i.e. inquiry science instruction), outfitting classrooms with latest technology and computers that the reform movement has brought about on students' TIMSS 2007 science achievements. Two-staged stratified sampling was used in the selection…

  10. Conceptual and Procedural Knowledge Community College Students Use when Solving Science Problems

    Science.gov (United States)

    Eibensteiner, Janice L.

    2012-01-01

    Successful science students have mastered their field of study by being able to apply their learned knowledge and problem solving skills on tests. Problem solving skills must be used to figure out the answer to many classes of questions. What this study is trying to determine is how students solve complex science problems in an academic setting in…

  11. A Diagnostic-Remediation Teaching System for Enhancing Elementary Students' Science Listening Comprehension

    Science.gov (United States)

    Lin, Sheau-Wen; Liu, Yu

    2017-01-01

    The purpose of this study was to explore elementary students' listening comprehension changes using a Web-based teaching system that can diagnose and remediate students' science listening comprehension problems during scientific inquiry. The 3-component system consisted of a 9-item science listening comprehension test, a 37-item diagnostic test,…

  12. An Examination of High School Social Science Students' Levels Motivation towards Learning Geography

    Science.gov (United States)

    Yildirim, Tahsin

    2017-01-01

    This aim of this research was to examine the levels of motivation among high school social science students towards learning geography. The study group consisted of 397 students from different classes at Aksaray Ahmet Cevdet Pasa High School in the College of Social Science. The research was carried out with a scanning model, with data obtained…

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

    Science.gov (United States)

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

    2016-01-01

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

  14. Student science enrichment training program: Progress report, June 1, 1988--May 31, 1989

    Energy Technology Data Exchange (ETDEWEB)

    Sandhu, S.S.

    1989-04-21

    This is a status report on a Student Science Enrichment Training Program held at the campus of Claflin College, Orangeburg, SC. The topics of the report include the objectives of the project, participation experienced, financial incentives and support for the program, curriculum description, and estimated success of the program in stimulating an occupational interest in science and research fields by the students.

  15. Time on Text and Science Achievement for High School Biology Students

    Science.gov (United States)

    Wyss, Vanessa L.; Dolenc, Nathan; Kong, Xiaoqing; Tai, Robert H.

    2013-01-01

    The conflict between the amount of material to be addressed in high school science classes, the need to prepare students for standardized tests, and the amount of time available forces science educators to make difficult pedagogical decisions on a daily basis. Hands-on and inquiry-based learning offer students more authentic learning experiences…

  16. Promoting Students' Interest and Motivation towards Science Learning: The Role of Personal Needs and Motivation Orientations

    Science.gov (United States)

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

    2013-01-01

    This study aimed to design a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational…

  17. Gender Differences in Students' Physical Science Motivation: Are Teachers' Implicit Cognitions Another Piece of the Puzzle?

    Science.gov (United States)

    Thomas, Almut E.

    2017-01-01

    Implicit stereotypes associating science with male might play a role in the development of gender differences in students' motivations for physical science. Particularly, the stereotypes of influential adults may induce students' regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study…

  18. Does Formative Assessment Improve Student Learning and Performance in Soil Science?

    Science.gov (United States)

    Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

    2012-01-01

    Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

  19. "Discover, Understand, Implement, and Transfer": Effectiveness of an Intervention Programme to Motivate Students for Science

    Science.gov (United States)

    Schütte, Kerstin; Köller, Olaf

    2015-01-01

    Considerable research has focused on how best to satisfy modern societies' needs for skilled labour in the field of science. The present study evaluated an intervention programme designed to increase secondary school students' motivation to pursue a science career. Students from 3 schools of the highest educational track participated for up to 2…

  20. College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

    Science.gov (United States)

    Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

    2015-01-01

    College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

  1. Elements of Design-Based Science Activities That Affect Students' Motivation

    Science.gov (United States)

    Jones, Brett D.; Chittum, Jessica R.; Akalin, Sehmuz; Schram, Asta B.; Fink, Jonathan; Schnittka, Christine; Evans, Michael A.; Brandt, Carol

    2015-01-01

    The primary purpose of this study was to examine the ways in which a 12-week after-school science and engineering program affected middle school students' motivation to engage in science and engineering activities. We used current motivation research and theory as a conceptual framework to assess 14 students' motivation through questionnaires,…

  2. Brandeis Science Posse: Talented Students Bring Diversity to the Field. Carnegie Results

    Science.gov (United States)

    Theroux, Karen

    2013-01-01

    The Science Posse program at Brandeis University aims to increase the recruitment and retention of students from disadvantaged and underrepresented backgrounds in STEM (science, technology, engineering and mathematics) disciplines. A grant from Carnegie Corporation helped support the development of the program, which has brought 50 students from…

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

    Science.gov (United States)

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

    2014-01-01

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

  4. Defending Champions Reign Supreme at 2017 Student Science Jeopardy Tournament | Poster

    Science.gov (United States)

    Anuk Dayaprema and Evan Yamaguchi, champions of the 2016 Student Science Jeopardy Tournament, have done it again. After a grueling competition, they emerged victorious for the second year in a row at the 2017 Student Science Jeopardy Tournament, sponsored by the Scientific Library.

  5. Secondary School Students' Perceptions of Working Life Skills in Science-Related Careers

    Science.gov (United States)

    Salonen, Anssi; Hartikainen-Ahia, Anu; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula

    2017-01-01

    School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were…

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

    Science.gov (United States)

    Blatt, Erica

    2014-01-01

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

  7. Students' Perceptions of the Learning Environment in Tertiary Science Classrooms in Myanmar

    Science.gov (United States)

    Khine, Myint Swe; Fraser, Barry J.; Afari, Ernest; Oo, Zeya; Kyaw, Thein Thein

    2018-01-01

    We investigated students' perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory…

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

    Science.gov (United States)

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

    2013-01-01

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

  9. The perception of science teachers on the role of student relationships in the classroom

    Science.gov (United States)

    Mattison, Cheryl Ann

    With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/student relationships to the increase of student success in a science classroom. I attempted to answer 4 major questions: · How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? · How do science teachers in a select high school community believe they establish successful interactive relationships with their students? · What do science teachers in a select high school community believe are some of the outcomes of those relationships? · What do science teachers suggest to increase the teacher's ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.

  10. Volcano!: An Event-Based Science Module. Student Edition. Geology Module.

    Science.gov (United States)

    Wright, Russell G.

    This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

  11. Basic Pharmaceutical Sciences Examination as a Predictor of Student Performance during Clinical Training.

    Science.gov (United States)

    Fassett, William E.; Campbell, William H.

    1984-01-01

    A comparison of Basic Pharmaceutical Sciences Examination (BPSE) results with student performance evaluations in core clerkships, institutional and community externships, didactic and clinical courses, and related basic science coursework revealed the BPSE does not predict student performance during clinical instruction. (MSE)

  12. Assessment of Numeracy in Sports and Exercise Science Students at an Australian University

    Science.gov (United States)

    Green, Simon; McGlynn, Susan; Stuart, Deidre; Fahey, Paul; Pettigrew, Jim; Clothier, Peter

    2018-01-01

    The effect of high school study of mathematics on numeracy performance of sports and exercise science (SES) students is not clear. To investigate this further, we tested the numeracy skills of 401 students enrolled in a Bachelor of Health Sciences degree in SES using a multiple-choice survey consisting of four background questions and 39 numeracy…

  13. Program specific admission testing and dropout for sports science students: a prospective cohort study

    DEFF Research Database (Denmark)

    O'Neill, Lotte; Christensen, Mette Krogh; Vonsild, Maria Cecilie

    2014-01-01

    if admission strategy was also independently associated with dropout for sports science students in a university setting. The study design was a prospective cohort study with a 2 year follow-up. The population was 449 sports science students admitted to a university in the years 2002-2007. The analysis...

  14. Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments

    Science.gov (United States)

    Zhang, Danhui; Orrill, Chandra; Campbell, Todd

    2015-01-01

    The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an…

  15. Effect of an Exercise and Weight Control Curriculum: Views of Obesity among Exercise Science Students

    Science.gov (United States)

    Richardson, Laura A.; Fister, Carrie L.; Ramlo, Susan E.

    2015-01-01

    Awareness of effective weight management strategies is necessary to prepare exercise science students for future work with obesity. Exercise science faculty members developed a course related to exercise as a therapeutic tool and options available for weight loss. The purpose of the present study was to investigate student views of weight…

  16. Utilizing Science Outreach to Foster Professional Skills Development in University Students

    Science.gov (United States)

    Eng, Edward; Febria, Catherine

    2011-01-01

    Students seek unique experiences to obtain and enhance professional development skills and to prepare for future careers. Through the Let's Talk Science Partnership Program (LTSPP), a voluntary science outreach program at University of Toronto Scarborough, students are given the opportunity to continually improve on skills which include: the…

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

    Science.gov (United States)

    Kautz, Karlheinz; Kofoed, Uffe

    2004-01-01

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

  18. Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class

    Science.gov (United States)

    Crompton, Helen; Burgin, Stephen R.; De Paor, Declan G.; Gregory, Kristen

    2018-01-01

    Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and…

  19. The Next Generation Laboratory Interface for Students with Blindness or Low Vision in the Science Laboratory

    Science.gov (United States)

    Supalo, Cary A.

    2012-01-01

    Entry into science education for students with blindness or low vision can present economic and technological barriers to access. This manuscript discusses funding hands-on student experiences in middle school, high school, and post-secondary education. Further, the use of access technologies recently developed for science education is also…

  20. Test of Science Process Skills of Biology Students towards Developing of Learning Exercises

    Directory of Open Access Journals (Sweden)

    Judith S. Rabacal

    2016-11-01

    Full Text Available This is a descriptive study aimed to determine the academic achievement on science process skills of the BS Biology Students of Northern Negros State College of Science and Technology, Philippines with the end view of developing learning exercises which will enhance their academic achievement on basic and integrated science process skills. The data in this study were obtained using a validated questionnaire. Mean was the statistical tool used to determine the academic achievement on the above mentioned science process skills; t-test for independent means was used to determine significant difference on the academic achievement of science process skills of BS Biology students while Pearson Product Moment of Correlation Coefficient was used to determine the significant relationship between basic and integrated science process skills of the BS Biology students. A 0.05 level of significance was used to determine whether the hypothesis set in the study will be rejected or accepted. Findings revealed that the academic achievement on basic and integrated science process skills of the BS Biology students was average. Findings revealed that there are no significant differences on the academic performance of the BS Biology students when grouped according to year level and gender. Findings also revealed that there is a significant difference on the academic achievement between basic and integrated science process skills of the BS Biology students. Findings revealed that there is a significant relationship between academic achievement on the basic and integrated science process skills of the BS Biology students.