Science.gov

Sample records for information science education

  1. Science Education through Informal Education

    ERIC Educational Resources Information Center

    Kim, Mijung; Dopico, Eduardo

    2016-01-01

    To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins (EJ1102247). In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal…

  2. Science education through informal education

    NASA Astrophysics Data System (ADS)

    Kim, Mijung; Dopico, Eduardo

    2016-06-01

    To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students' visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students' lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins' discussion on enhancing the effectiveness of informal learning places in science education.

  3. Science Identity in Informal Education

    NASA Astrophysics Data System (ADS)

    Schon, Jennifer A.

    The national drive to increase the number of students pursuing Science Technology, Engineering, and Math (STEM) careers has brought science identity into focus for educators, with the need to determine what encourages students to pursue and persist in STEM careers. Science identity, the degree to which students think someone like them could be a scientist is a potential indicator of students pursuing and persisting in STEM related fields. Science identity, as defined by Carlone and Johnson (2007) consists of three constructs: competence, performance, and recognition. Students need to feel like they are good at science, can perform it well, and that others recognize them for these achievements in order to develop a science identity. These constructs can be bolstered by student visitation to informal education centers. Informal education centers, such as outdoor science schools, museums, and various learning centers can have a positive impact on how students view themselves as scientists by exposing them to novel and unique learning opportunities unavailable in their school. Specifically, the University of Idaho's McCall Outdoor Science School (MOSS) focuses on providing K-12 students with the opportunity to learn about science with a place-based, hands-on, inquiry-based curriculum that hopes to foster science identity development. To understand the constructs that lead to science identity formation and the impact the MOSS program has on science identity development, several questions were explored examining how students define the constructs and if the MOSS program impacted how they rate themselves within each construct. A mixed-method research approach was used consisting of focus group interviews with students and pre, post, one-month posttests for visiting students to look at change in science identity over time. Results from confirmatory factor analysis indicate that the instrument created is a good fit for examining science identity and the associated

  4. SCIENCE EDUCATION INFORMATION REPORT, BIBLIOGRAPHY 4, CURRICULUM.

    ERIC Educational Resources Information Center

    ERIC Information Analysis Center for Science Education, Columbus, OH.

    THIS IS THE FOURTH IN A SERIES OF GENERAL BIBLIOGRAPHIES WHICH ARE BEING DEVELOPED TO DISSEMINATE INFORMATION CONCERNING DOCUMENTS ANALYZED AT THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. REPORTED ARE OVER 350 CITATIONS TO SELECTED DOCUMENTS ON CURRICULUM AND CURRICULUM DEVELOPMENT IN SCIENCE EDUCATION. THE DOCUMENTS INCLUDED…

  5. Informal science education at Science City

    NASA Astrophysics Data System (ADS)

    French, April Nicole

    The presentation of chemistry within informal learning environments, specifically science museums and science centers is very sparse. This work examines learning in Kansas City's Science City's Astronaut Training Center in order to identify specific behaviors associated with visitors' perception of learning and their attitudes toward space and science to develop an effective chemistry exhibit. Grounded in social-constructivism and the Contextual Model of Learning, this work approaches learning in informal environments as resulting from social interactions constructed over time from interaction between visitors. Visitors to the Astronaut Training Center were surveyed both during their visit and a year after the visit to establish their perceptions of behavior within the exhibit and attitudes toward space and science. Observations of visitor behavior and a survey of the Science City staff were used to corroborate visitor responses. Eighty-six percent of visitors to Science City indicated they had learned from their experiences in the Astronaut Training Center. No correlation was found between this perception of learning and visitor's interactions with exhibit stations. Visitor attitudes were generally positive toward learning in informal settings and space science as it was presented in the exhibit. Visitors also felt positively toward using video game technology as learning tools. This opens opportunities to developing chemistry exhibits using video technology to lessen the waste stream produced by a full scale chemistry exhibit.

  6. Impact of Informal Science Education on Children's Attitudes About Science

    NASA Astrophysics Data System (ADS)

    Wulf, Rosemary; Mayhew, Laurel M.; Finkelstein, Noah D.

    2010-10-01

    The JILA Physics Frontier Center Partnerships for Informal Science Education in the Community (PISEC) provides informal afterschool inquiry-based science teaching opportunities for university participants with children typically underrepresented in science. We focus on the potential for this program to help increase children's interest in science, mathematics, and engineering and their understanding of the nature of science by validating the Children's Attitude Survey, which is based on the Colorado Learning Attitudes about Science Survey [1] and designed to measure shifts in children's attitudes about science and the nature of science. We present pre- and post-semester results for several semesters of the PISEC program, and demonstrate that, unlike most introductory physics courses in college, our after-school informal science programs support and promote positive attitudes about science.

  7. An Evolutionarily Informed Education Science

    ERIC Educational Resources Information Center

    Geary, David C.

    2008-01-01

    Schools are a central interface between evolution and culture. They are the contexts in which children learn the evolutionarily novel abilities and knowledge needed to function as adults in modern societies. Evolutionary educational psychology is the study of how an evolved bias in children's learning and motivational systems influences their…

  8. Engaging Latino audiences in informal science education

    NASA Astrophysics Data System (ADS)

    Bonfield, Susan B.

    Environment for the Americas (EFTA), a non-profit organization, developed a four-year research project to establish a baseline for Latino participation and to identify practical tools that would enable educators to overcome barriers to Latino participation in informal science education (ISE). Its national scope and broad suite of governmental and non-governmental, Latino and non-Latino partners ensured that surveys and interviews conducted in Latino communities reflected the cosmopolitan nature of the factors that influence participation in ISE programs. Information about economic and education levels, country of origin, language, length of residence in the US, and perceptions of natural areas combined with existing demographic information at six study sites and one control site provided a broader understanding of Latino communities. The project team's ability to work effectively in these communities was strengthened by the involvement of native, Spanish-speaking Latino interns in the National Park Service's Park Flight Migratory Bird Program. The project also went beyond data gathering by identifying key measures to improve participation in ISE and implementing these measures at established informal science education programs, such as International Migratory Bird Day, to determine effectiveness. The goals of Engaging Latino Audiences in Informal Science Education (ISE) were to 1) identify and reduce the barriers to Latino participation in informal science education; 2) provide effective tools to assist educators in connecting Latino families with science education, and 3) broadly disseminate these tools to agencies and organizations challenged to engage this audience in informal science education (ISE). The results answer questions and provide solutions to a challenge experienced by parks, refuges, nature centers, and other informal science education sites across the US. Key findings from this research documented low participation rates in ISE by Latinos, and that

  9. Improving Science Education. Information Bulletin. No. 3, 1985.

    ERIC Educational Resources Information Center

    Blosser, Patricia E.

    The two science education digests for 1985 contained reports of research related to science curriculum and instruction. This information bulletin has been designed to continue making suggestions for improving education, more specifically education in science classrooms. It focuses on: (1) findings from science education studies (including "Project…

  10. ALISE Library and Information Science Education Statistical Report, 1999.

    ERIC Educational Resources Information Center

    Daniel, Evelyn H., Ed.; Saye, Jerry D., Ed.

    This volume is the twentieth annual statistical report on library and information science (LIS) education published by the Association for Library and Information Science Education (ALISE). Its purpose is to compile, analyze, interpret, and report statistical (and other descriptive) information about library/information science programs offered by…

  11. Engaging Latino audiences in informal science education

    NASA Astrophysics Data System (ADS)

    Bonfield, Susan B.

    Environment for the Americas (EFTA), a non-profit organization, developed a four-year research project to establish a baseline for Latino participation and to identify practical tools that would enable educators to overcome barriers to Latino participation in informal science education (ISE). Its national scope and broad suite of governmental and non-governmental, Latino and non-Latino partners ensured that surveys and interviews conducted in Latino communities reflected the cosmopolitan nature of the factors that influence participation in ISE programs. Information about economic and education levels, country of origin, language, length of residence in the US, and perceptions of natural areas combined with existing demographic information at six study sites and one control site provided a broader understanding of Latino communities. The project team's ability to work effectively in these communities was strengthened by the involvement of native, Spanish-speaking Latino interns in the National Park Service's Park Flight Migratory Bird Program. The project also went beyond data gathering by identifying key measures to improve participation in ISE and implementing these measures at established informal science education programs, such as International Migratory Bird Day, to determine effectiveness. The goals of Engaging Latino Audiences in Informal Science Education (ISE) were to 1) identify and reduce the barriers to Latino participation in informal science education; 2) provide effective tools to assist educators in connecting Latino families with science education, and 3) broadly disseminate these tools to agencies and organizations challenged to engage this audience in informal science education (ISE). The results answer questions and provide solutions to a challenge experienced by parks, refuges, nature centers, and other informal science education sites across the US. Key findings from this research documented low participation rates in ISE by Latinos, and that

  12. Information Technology Directions for NSF Science Education.

    ERIC Educational Resources Information Center

    Melmed, Arthur; Lesgold, Alan

    1987-01-01

    Reports on a meeting held at New York University to discuss ways of improving the productivity of mathematics and science education in the United States using educational technology. Addresses several of the views reached by the participants of the conference. (TW)

  13. Education for Information Science in China.

    ERIC Educational Resources Information Center

    Lee, Peijun

    1991-01-01

    Discusses information science needs in China and describes a specialized information program at Jilin University of Technology that was developed to prepare students at undergraduate and postgraduate levels to work at special libraries or information centers for management and engineering professionals. Courses are described, and degree and…

  14. Informal Science Education: A Practicum for Graduate Students

    ERIC Educational Resources Information Center

    Crone, Wendy C.; Dunwoody, Sharon L.; Rediske, Raelyn K.; Ackerman, Steven A.; Zenner Petersen, Greta M.; Yaros, Ronald A.

    2011-01-01

    We present results from a course, "Informal Science Education for Scientists: A Practicum," co-taught to graduate students in STEM-related fields by a scientist/engineer and a social scientist/humanist. This course provides a structured framework and experiential learning about informal science education during a semester-long experience. The data…

  15. Derivation and Implementation of a Model Teaching the Nature of Science Using Informal Science Education Venues

    ERIC Educational Resources Information Center

    Spector, Barbara S.; Burkett, Ruth; Leard, Cyndy

    2012-01-01

    This paper introduces a model for using informal science education venues as contexts within which to teach the nature of science. The model was initially developed to enable university education students to teach science in elementary schools so as to be consistent with "National Science Education Standards" (NSES) (1996) and "A Framework for…

  16. Science for the Fun of It. A Guide to Informal Science Education.

    ERIC Educational Resources Information Center

    Druger, Marvin, Ed.

    School provides only a small part of a child's total education. This book focuses on science learning outside of the classroom. It consists of a collection of articles written by people who are involved with several types of informal science education. The value of informal science education extends beyond the mere acquisition of knowledge.…

  17. Continuing Library and Information Science Education. Final Report.

    ERIC Educational Resources Information Center

    Stone, Elizabeth W.; And Others

    Continuing education is needed for professionals in the library and information science areas so that they may provide the best possible service in a time of expanding knowledge and information delivery systems. The Continuing Library Education Network and Exchange (CLENE) is proposed as a result of a nine-month study completed for the National…

  18. 77 FR 37891 - Notice of Proposed Information Collection Requests; Institute of Education Sciences; Education...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-25

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION Notice of Proposed Information Collection Requests; Institute of Education Sciences; Education... Feasibility Study (ELS:2002 FAFS) SUMMARY: The Education Longitudinal Study of 2002 (ELS:2002) is a...

  19. Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

    NASA Astrophysics Data System (ADS)

    Riedinger, Kelly; Marbach-Ad, Gili; Randy McGinnis, J.; Hestness, Emily; Pease, Rebecca

    2011-02-01

    We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal science education. The informal science education course features included informal science educator guest speakers, a live animal demonstration and a virtual field trip. We compared data from a treatment course ( n = 72) and a comparison course ( n = 26). Data collection included: researchers' observations, instructors' reflections, and teacher candidates' feedback. Teacher candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for innovation as a vital component of consideration.

  20. The Future of Library and Information Science Education.

    ERIC Educational Resources Information Center

    White, Herbert S.

    1986-01-01

    This essay attempts to forecast direction of specific change in library and information science education and examines a number of alternative responses to political pressures from practitioners, the larger academic community, and the general public. A scenario of close cooperation between educator and practitioner communities is proposed. Five…

  1. Activity Sourcebook for Earth Science. Science Education Information Report.

    ERIC Educational Resources Information Center

    Mayer, Victor J., Ed.

    Designed to provide teachers of earth science with activities and information that will assist them in keeping their curricula up to date, this publication contains activities grouped into six chapters. Chapter titles are: (1) Weather and Climate, (2) Oceans, (3) The Earth and Its Surface, (4) Plate Tectonics, (5) Uses of Space Photography, and…

  2. Academic and Informal Science Education Practitioner Views about Professional Development in Science Education

    ERIC Educational Resources Information Center

    Astor-Jack, Tamsin; McCallie, Ellen; Balcerzak, Phyllis

    2007-01-01

    This study documents the views of effective professional development held by eight professional development (PD) providers, representing four informal science institutions (ISI) and four programs within two institutions of higher education (IHE) in a large midwestern metropolitan area in the United States. This study finds that, while the reported…

  3. Informal science educators network project Association of Science-Technology Centers Incorporated. Final report

    SciTech Connect

    1997-05-09

    Funding from the Department of Energy and the Annenberg/CPB Math and Science Project have helped the Association of Science-technology Centers Incorporated (ASTC) to establish and sustain an on-line community of informal science educators nationwide. The Project, called the Informal Science Educators Network Project (ISEN), is composed primarily of informal science educators and exhibit developers from science centers, museums, zoos, aquariums, botanical gardens, parks, and nature centers. Although museum-based professionals represent the majority of subscribers to ISEN, also involved are some classroom teachers and teacher educators from colleges and universities. Common to all ISEN participants is a commitment to school and science education reform. Specifically, funding from the Department of Energy helped to boot strap the effort, providing Barrier Reduction Vouchers to 123 educators that enabled them participate in ISEN. Among the major accomplishments of the Project are these: (1) assistance to 123 informal science educators to attend Internet training sessions held in connection with the Project and/or purchase hardware and software that linked them to the Internet; (2) Internet training for 153 informal science educators; (3) development of a listserv which currently has over 180 subscribers--an all-time high; (4) opportunity to participate in four web chats involving informal science educators with noted researchers; (5) development of two sites on the World Wide Web linking informal science educators to Internet resources; (6) creation of an on-line collection of over 40 articles related to inquiry-based teaching and science education reform. In order to continue the momentum of the Project, ASTC has requested from the Annenberg/CPB Math and Science project a no/cost extension through December 1997.

  4. Occasional Paper Series, Science Paper 5, Models and Research in Science Education Curriculum Development. Science Education Information Reports.

    ERIC Educational Resources Information Center

    Tanner, James R.

    This paper, fifth in a series produced by the Science and Mathematics Education Information Analysis Center, is based on an address given at the 44th Annual Meeting of the National Association for Research in Science Teaching by an Assistant Superintendent of the Cleveland Public Schools. Curriculum developers have tended to view curriculum as…

  5. Reference in Library and Information Science Education.

    ERIC Educational Resources Information Center

    Chandler, Yvonne J.

    2001-01-01

    Graduate programs must examine the curriculum for reference and information access professionals. Greater access to information sources by users has highlighted the need for reference and information professionals to develop new skills including more technological knowledge, a better understanding of user information-seeking, new instructional…

  6. "Not Like a Regular Science Class": Informal Science Education for Students with Disabilities

    ERIC Educational Resources Information Center

    Melber, Leah M.; Brown, Kayla D.

    2008-01-01

    For many reasons, students with disabilities are not as thoroughly represented in science careers as are their nondisabled peers. In this case study, the authors explore the effects an informal education program focused on environmental science and delivered to college-bound students with disabilities had on comfort level with science and interest…

  7. Equity in Informal Science Education: Developing an Access and Equity Framework for Science Museums and Science Centres

    ERIC Educational Resources Information Center

    Dawson, Emily

    2014-01-01

    Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the…

  8. CAISE: A NSF Resource Center for Informal Science Education

    NASA Astrophysics Data System (ADS)

    Dickow, Benjamin

    2012-01-01

    Informal science education (ISE) is playing an increasingly important role in how and where the public engages with science. A growing body of research is showing that people learn the majority of their science knowledge outside of school (Falk & Dierking, 2010). The ISE field includes a wide variety of sources, including the internet, TV programs, magazines, hobby clubs and museums. These experiences touch large numbers of people throughout their lifetimes. If you would like to share your research with the public, ISE can be an effective conduit for meaningful science communication. However, because the ISE field is so diverse, it can be overwhelming with its multiple entry points. If you already are part of an ISE initiative, knowing how to access the most useful resources easily can also be daunting. CAISE, the Center for Advancement of Informal Science Education, is a resource center for the ISE field funded by the National Science Foundation (NSF). CAISE can help connect you to the knowledge and people of ISE, through its website, products and in-person convenings. The proposed CAISE presentation will outline the diversity of the field and concisely present data that will make the case for the impact of ISE. We will focus on examples of successful programs that connect science with the public and that bring together AAS's science research community with practitioners and researchers within ISE. Pathways to various ISE resources in the form of current CAISE initiatives will be described as well. The presentation will include an interview section in which a CAISE staff member will ask questions of a scientist involved in an ISE initiative in order to detail one example of how ISE can be a valuable tool for engaging the public in science. Time for audience Q&A also will be included in the session.

  9. Science Learning through Scouting: An Understudied Context for Informal Science Education

    ERIC Educational Resources Information Center

    Jarman, Ruth

    2005-01-01

    Worldwide, voluntary youth organizations such as the Scouts and Guides attract a large following. As part of their programme they provide science experiences for children and young people. From a research perspective, however, this context for informal science education has gone largely unexamined. This study explores the field, focusing on the…

  10. Teaching Graduate Students How To Do Informal Science Education

    NASA Astrophysics Data System (ADS)

    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

  11. Distance Education in Geographic Information Science: Symposium and an Informal Survey

    ERIC Educational Resources Information Center

    Wright, Dawn J.; Dibiase, David

    2005-01-01

    The results of an informal survey to uncover the diversity of existing programmes in GIScience are presented. The survey was an activity of the Distance Education Working Group within the Education Committee of the University Consortium for Geographic Information Science (UCGIS), a consortium of 61 US research universities from 37 states whose…

  12. Training Informal Educators Provides Leverage for Space Science Education and Public Outreach

    NASA Technical Reports Server (NTRS)

    Allen, J. S.; Tobola, K. W.; Betrue, R.

    2004-01-01

    How do we reach the public with the exciting story of Solar System Exploration? How do we encourage girls to think about careers in science, math, engineering and technology? Why should NASA scientists make an effort to reach the public and informal education settings to tell the Solar System Exploration story? These are questions that the Solar System Exploration Forum, a part of the NASA Office of Space Science Education (SSE) and Public Outreach network, has tackled over the past few years. The SSE Forum is a group of education teams and scientists who work to share the excitement of solar system exploration with colleagues, formal educators, and informal educators like museums and youth groups. One major area of the SSE Forum outreach supports the training of Girl Scouts of the USA (GS) leaders and trainers in a suite of activities that reflect NASA missions and science research. Youth groups like Girl Scouts structure their activities as informal education.

  13. ADS Labs: Supporting Information Discovery in Science Education

    NASA Astrophysics Data System (ADS)

    Henneken, E. A.

    2013-04-01

    The SAO/NASA Astrophysics Data System (ADS) is an open access digital library portal for researchers in astronomy and physics, operated by the Smithsonian Astrophysical Observatory (SAO) under a NASA grant, successfully serving the professional science community for two decades. Currently there are about 55,000 frequent users (100+ queries per year), and up to 10 million infrequent users per year. Access by the general public now accounts for about half of all ADS use, demonstrating the vast reach of the content in our databases. The visibility and use of content in the ADS can be measured by the fact that there are over 17,000 links from Wikipedia pages to ADS content, a figure comparable to the number of links that Wikipedia has to OCLC's WorldCat catalog. The ADS, through its holdings and innovative techniques available in ADS Labs, offers an environment for information discovery that is unlike any other service currently available to the astrophysics community. Literature discovery and review are important components of science education, aiding the process of preparing for a class, project, or presentation. The ADS has been recognized as a rich source of information for the science education community in astronomy, thanks to its collaborations within the astronomy community, publishers and projects like ComPADRE. One element that makes the ADS uniquely relevant for the science education community is the availability of powerful tools to explore aspects of the astronomy literature as well as the relationship between topics, people, observations and scientific papers. The other element is the extensive repository of scanned literature, a significant fraction of which consists of historical literature.

  14. Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

    ERIC Educational Resources Information Center

    Riedinger, Kelly; Marbach-Ad, Gili; McGinnis, J. Randy; Hestness, Emily; Pease, Rebecca

    2011-01-01

    We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…

  15. Promoting Children's Understanding And Interest In Science Through Informal Science Education

    NASA Astrophysics Data System (ADS)

    Bartley, Jessica E.; Mayhew, Laurel M.; Finkelstein, Noah D.

    2009-11-01

    We present results from the University of Colorado's Partnership for Informal Science Education in the Community (PISEC) in which university participants work in afterschool programs on inquiry-based activities with primary school children from populations typically under represented in science. This university-community partnership is designed to positively impact youth, university students, and the institutions that support them while improving children's attitudes towards and understanding of science. Children worked through circuit activities adapted from the Physics and Everyday Thinking (PET) curriculum and demonstrated increased understanding of content area as well as favorable beliefs about science.

  16. Hands-on optics: an informal science education initiative

    NASA Astrophysics Data System (ADS)

    Johnson, Anthony M.; Pompea, Stephen M.; Arthurs, Eugene G.; Walker, Constance E.; Sparks, Robert T.

    2007-09-01

    The project is collaboration between two scientific societies, the Optical Society of America (OSA) and SPIE - The International Society for Optical Engineering and the National Optical Astronomy Observatory (NOAO). The program is designed to bring science education enrichment to thousands of underrepresented middle school students in more than ten states, including female and minority students, who typically have not been the beneficiaries of science and engineering resources and investments. HOO provides each teacher with up to six activity modules, each containing enough materials for up to 30 students to participate in 6-8 hours of hands-on optics-related activities. Sample activities, developed by education specialists at NOAO, include building kaleidoscopes and telescopes, communicating with a beam of light, and a hit-the-target laser beam challenge. Teachers engage in two days of training and, where possible, are partnered with a local optics professional (drawn from the local rosters of SPIE and OSA members) who volunteers to spend time with the teacher and students as they explore the module activities. Through these activities, students gain experience and understanding of optics principles, as well as learning the basics of inquiry, critical thinking, and problem solving skills involving optics, and how optics interfaces with other disciplines. While the modules were designed for use in informal after- school or weekend sessions, the number of venues has expanded to large and small science centers, Boys and Girls Clubs, Girl Scouts, summer camps, family workshops, and use in the classroom.

  17. Information Technology and Science Education. 1988 AETS Yearbook.

    ERIC Educational Resources Information Center

    Ellis, James D., Ed.

    Designed to assist science educators in improving preservice/inservice teacher education, this yearbook contains resources and ideas addressing the integration of recent research into a format suitable for practitioners and students. Topics of the papers included in this volume are: (1) applications of microcomputers in science teaching; (2)…

  18. Using HIPPO Data for Formal and Informal Science Education

    NASA Astrophysics Data System (ADS)

    Rockwell, A.; Hatheway, B.; Zondlo, M. A.

    2012-12-01

    The HIAPER Pole-to-Pole Observations (HIPPO) field project recently concluded its mission to map greenhouse gases and black carbon from the Arctic to the Antarctic using the NSF/NCAR Gulfstream V. HIPPO resulted in visually-rich and easy-to-understand altitude/latitude curtain plots of several trace gases and black carbon, from five seasons during 2009-2011. The data and curtain plots are available for both formal and informal science education to support the instruction of atmospheric science and Earth systems. Middle and high school activities have been developed using these data and curtain plots, and an undergraduate course based on HIPPO data - Global Air Pollution - is offered at Princeton University. The visually stimulating curtain plots are unique in that a wide range of people can comprehend them because they provide an easy-to-understand picture of the global distribution of chemical species for non-scientists or beginning users, while also displaying valuable detailed information for the advanced viewer. The plots are a powerful graphical tool that can be used to communicate climate science because they illustrate the concepts of how trace gas distributions are linked to the large-scale dynamics of the Earth; show seasonal changes in distribution and concentrations; and use the same display format for each tracer. In order to connect people to the data, a multi-faceted and engaging public information program and supporting educational materials for HIPPO were developed. These provided a unique look into global field research and included social media platforms such as Facebook and Twitter; a range of videos from simple motion graphics to detailed narratives; both printed and online written materials; and mass-media publications.

  19. Reconceptualizing Elementary Teacher Preparation: A Case for Informal Science Education

    ERIC Educational Resources Information Center

    Avraamidou, Lucy

    2015-01-01

    The purpose of this case study was to explore the ways in which 3 different informal science experiences in the context of an elementary methods course influenced a group of prospective elementary teachers' ideas about science teaching and learning as well as their understandings about the role of informal science environments to teaching and…

  20. Library and Information Science Education for the New Medical Environment and the Age of Integrated Information.

    ERIC Educational Resources Information Center

    Detlefsen, Ellen Gay

    1993-01-01

    Reviews factors that are changing ways in which medical librarians and health information specialists are educated. Employment sites for medical librarians are listed; current faculty and coursework at library and information science programs in the United States and Canada are discussed; doctoral research is described; and medical informatics is…

  1. Information and Communication Technologies in Library and Information Science Education in Kenya

    ERIC Educational Resources Information Center

    Minishi-Majanja, Mabel K.; Ocholla, Dennis N.

    2003-01-01

    Information and Communication Technologies (ICTs) have become central to education and training in Library and Information Science/Service (LIS) because of the great influence of these technologies on the professional world. This study on Kenya is part of a larger doctoral research project that aims to map and audit the types, nature and diffusion…

  2. Effective Practices for Creating Transformative Informal Science Education Programs Grounded in Native Ways of Knowing

    ERIC Educational Resources Information Center

    Mack, Elizabeth; Augare, Helen; Cloud-Jones, Linda Different; David, Dominique; Gaddie, Helene Quiver; Honey, Rose E.; Kawagley, Angayuqaq O.; Plume-Weatherwax, Melissa Little; Fight, Lisa Lone; Meier, Gene; Pete, Tachini; Leaf, James Rattling; Returns From Scout, Elvin; Sachatello-Sawyer, Bonnie; Shibata, Hi'ilani; Valdez, Shelly; Wippert, Rachel

    2012-01-01

    There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research…

  3. Mapping the informal science education landscape: An exploratory study.

    PubMed

    Falk, John H; Randol, Scott; Dierking, Lynn D

    2012-10-01

    This study investigated the informal science education (ISE) field to determine whether it currently functions as an effective community of practice. Research questions included: How do professionals describe and self-identify their practice, including what missions, goals and motivating factors influence their professional work? What challenges do they face and how are these resolved? Is participation in ISE activities perceived as core or peripheral to their work? Open-ended interviews were conducted with high-level representatives of 17 different ISE sub-communities; results were analyzed qualitatively. Findings showed this broad assortment of ISE sub-communities as not currently functioning as a cohesive community of practice. Although examples of shared practice and ways of talking were found, evidence of widespread, active relationship-building over time and coalescence around issues of common concern were absent. A current "map" of the ISE community is proposed and thoughts about how this map could alter in the future are suggested. PMID:23832563

  4. Identity and science learning in African American students in informal science education contexts

    NASA Astrophysics Data System (ADS)

    James, Sylvia M.

    2007-12-01

    Science education researchers are recognizing the need to consider identity and other sociocultural factors when examining causes of the science achievement gap for African American students. Non-school settings may hold greater promise than formal schooling to promote identities that are conductive to science learning in African Americans. This mixed-methods study explored the relationship between participation in out-of-school-time (OST) science enrichment programs and African American middle and high school students' racial and ethnic identity (RED, social identity as science learners, and achievement. Pre-post questionnaires used a previously validated model of REI combined with an original subscale that was developed to measure social identity as science learners. Case studies of two programs allowed for an analysis of the informal learning setting. The treatment group (N = 36) consisted of African American middle and high school students in five OST science programs, while the control group (N = 54) students were enrolled in science classes in public schools in the mid-Atlantic region. Results of a t-test of independent means indicated that there was no significant difference between the treatment and control group on measures of REI or science identity. However, the treatment group earned significantly higher science grades compared to the control group, and an ANOVA revealed a significant relationship between science identity and the intention to pursue post-secondary science studies. Although not significant, MANOVA results indicated that students who participated in OST programs exhibited gradual increases in RD and science identity over time according to grade level and gender. Follow-up analysis revealed significant relationships between awareness of racism, gender, and length of time in OST programs. The case studies illustrated that a unique community of practice exists within the OST programs. Access to authentic science learning experiences, youth

  5. Managerial Accounting in Library and Information Science Education.

    ERIC Educational Resources Information Center

    Hayes, Robert M.

    1983-01-01

    Explores meaning of managerial accounting in libraries and discusses instructional program for students of library and information science based on experience in School of Library and Information Science at University of California, Los Angeles. Management decision making (budgeting, performance evaluation, overhead, resource allocation,…

  6. Reconceptualizing Elementary Teacher Preparation: A case for informal science education

    NASA Astrophysics Data System (ADS)

    Avraamidou, Lucy

    2015-01-01

    The purpose of this case study was to explore the ways in which 3 different informal science experiences in the context of an elementary methods course influenced a group of prospective elementary teachers' ideas about science teaching and learning as well as their understandings about the role of informal science environments to teaching and learning. In order to address this question, data were collected in a period of an academic semester through the following sources: journal entries for each of the 3 experiences, a personal teaching philosophy statement and a 2-hour long semi-structured interview with each of the 12 participants. Open coding techniques were used to analyze the data in order to construct categories and subcategories and eventually to identify emerging themes. The outcomes of the analysis showed that the inclusion of informal science experiences in the context of teacher preparation has the potential to support beginning elementary teachers' development of contemporary ideas about science teaching and learning related to inquiry-based science, the nature of scientific work and the work of scientists, connecting science with everyday life, and making science fun and personally meaningful. These findings are discussed alongside implications for policy, teacher preparation, and research under these themes: (a) addressing reform recommendations; (b) developing positive orientations toward science and science teaching; and (c) constructing understandings about scientists' work.

  7. Many Experts, Many Audiences: Public Engagement with Science and Informal Science Education. A CAISE Inquiry Group Report

    ERIC Educational Resources Information Center

    McCallie, Ellen; Bell, Larry; Lohwater, Tiffany; Falk, John H.; Lehr, Jane L.; Lewenstein, Bruce V.; Needham, Cynthia; Wiehe, Ben

    2009-01-01

    Science and technology are embedded in every aspect of modern life. This report describes how Public Engagement with Science (PES), in the context of informal science education (ISE), can provide opportunities for public awareness of and participation in science and technology. PES refers to seeking public input into policy decisions about the…

  8. Many Experts, Many Audiences: Public Engagement with Science and Informal Science Education. A CAISE Inquiry Group Report. Executive Summary

    ERIC Educational Resources Information Center

    McCallie, Ellen; Bell, Larry; Lohwater, Tiffany; Falk, John H.; Lehr, Jane L.; Lewenstein, Bruce V.; Needham, Cynthia; Wiehe, Ben

    2009-01-01

    Science and technology are embedded in every aspect of modern life. This executive summary describes how Public Engagement with Science (PES), in the context of informal science education (ISE), can provide opportunities for public awareness of and participation in science and technology. PES is an approach that has developed in the last 10 years…

  9. 77 FR 39688 - Notice of Proposed Information Collection Requests; Institute of Education Sciences; FAFSA...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-05

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION Notice of Proposed Information Collection Requests; Institute of Education Sciences; FAFSA Completion Project Evaluation SUMMARY: The Institute of Education Sciences (IES) at the U.S. Department of...

  10. The Association for Library and Information Science Education (ALISE): Past, Present, Future

    ERIC Educational Resources Information Center

    Julien, Heidi

    2007-01-01

    The Association for Library and Information Science Education (ALISE) is now over 90 years old. Recently recommitted to a focus on research in library and information science teaching and pedagogy, and support for educators in the field, ALISE serves its members with a range of publications, awards, and services. Membership is strong and…

  11. A Comparative Study of Library and Information Science Education: China and the United States.

    ERIC Educational Resources Information Center

    Liu, Ziming

    1992-01-01

    Provides background on the historical and current status of library and information science education in China. A comparative analysis then examines similarities and differences in origin, evolution, scale, structure, curriculum, faculty, and students in library and information science education between China and the United States; and reasons for…

  12. Internships in Public Science Education program: a model for informal science education

    NASA Astrophysics Data System (ADS)

    Zenner, Greta

    2005-03-01

    The NSF-funded Internships in Public Science Education (IPSE) program provides a unique opportunity for undergraduate and graduate students with varied academic background to experience learning and teaching science--specifically nanotechnology--to the general public and middle-school students. The program is in collaboration with Discovery World Museum of Milwaukee, Wisconsin. IPSE interns have created a number of classroom activities ranging from understanding the scale of a nanometer to experimenting with liquid crystal sensors to critically examining the societal implications of nanotechnology. In a new phase of the program, the interns are developing a museum exhibit on nanotechnology to be housed at the Discovery World Museum. Through this experience, intern teams learn about nanotechnology, brainstorm ideas, present and receive feedback on their ideas, and create an exhibit prototype to explain nanotechnology and related science concepts. The program also focuses on professional development, during which interns learn techniques for presenting to non-technical audiences, strategies for assessing their materials, and work on their skills in teamwork, project design, leadership, and science communication.

  13. Informal and Non-Formal Education: An Outline of History of Science in Museums

    ERIC Educational Resources Information Center

    Filippoupoliti, Anastasia; Koliopoulos, Dimitris

    2014-01-01

    Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science…

  14. Toward enhanced learning of science: An educational scheme for informal science institutions

    NASA Astrophysics Data System (ADS)

    Suzuki, Midori

    Current educational operation for informal science institutions tend to be based on the staff's experience and intuition rather than on educational theories or research findings. This status study sought research evidence for an educational scheme to give informal science institutions. Evidence for this scheme came from surveys to determine specific circumstances of educational operations and visitor behaviors. The Provus discrepancy model, seeking gaps between the actual and desired states, guided this investigation of how informal science education institution staff view the nature and status of educational operations. Another investigation sought visitors' views of the effectiveness of the main idea for exhibit understanding (n=68 for each group of with the main idea and without the main idea), effective labels (n=68), expectations toward on-site lessons(n=22 and 65 for student groups, and n=2 for teachers), and possibilities for assessments of museum operations. Institutional data were collected via a web portal, with a separate site created for administrators (n=41), exhibit developers (n=21), and program planners (n=35). The survey asked about actual and desired states in terms of goals and roles of staff, contents of exhibits and programs, assessment, and professional development. The four visitor surveys were administered individually at the North Carolina Museum of Natural Sciences. The institutional survey found that most institutions focus on attitudinal reinforcement rather than visitor learning, do not overtly value research or long-term assessment, and value partnerships with K-12 schools more than other groups. It is also clarified that the staff do not have a clear vision of the nature or function of an operations manuals. Large gaps were found between the actual and desired states in terms of assessment (administrators, exhibit developers, and program planners), professional development (exhibit developers and program planners), and partnerships

  15. The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

    ERIC Educational Resources Information Center

    Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

    2013-01-01

    In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

  16. Using an Informal Cardiovascular System Activity to Study the Effectiveness of Science Education in Unexpected Places

    ERIC Educational Resources Information Center

    Monzack, Elyssa Lynne; Zenner Petersen, Greta M.

    2011-01-01

    Venues for informal science education are usually those sought out by people who are specifically looking for an educational experience. Whether planning a trip to a museum or choosing a television program, these individuals are actively seeking an informal educational experience; they are a self-selected group. This paper investigates whether…

  17. Challenges and Concerns for Library and Information Science (LIS) Education in India and South Asia

    ERIC Educational Resources Information Center

    Kaur, Trishanjit

    2015-01-01

    This paper presents some of the challenges and concerns for library and information science (LIS) education in India. In order to provide context for these challenges, the paper begins with a brief overview of higher education in India in general and then discusses the beginning of LIS education. It briefly summarizes LIS education in South Asia…

  18. Continuing Education for Library and Information Science in the Canadian Context.

    ERIC Educational Resources Information Center

    Horrocks, Norman

    1987-01-01

    Two classic papers on continuing education for professional groups are examined and related to the library/information science field in Canada: (1) "Role of Continuing Education in Current Professional Development" (Cyril Houle, Professor of Adult Education at the University of Chicago); and (2) "Continuing Education in the Professions" (William…

  19. Perspectives on Information Science and Health Informatics Education.

    ERIC Educational Resources Information Center

    Lunin, Lois F., Ed.; Ball, Marion J., Ed.

    1989-01-01

    This theoretical discussion of what information science can contribute to the health professions addresses questions of definition and describes application and knowledge models for the emerging profession of informatics. A review of existing programs includes curriculum models and provides details on informatics programs emphasizing information…

  20. Communicating Ocean Sciences to Informal Audiences: A Scientist-Educator Partnership to Prepare the Next Generation of Scientists

    ERIC Educational Resources Information Center

    Halversen, Catherine; Tran, Lynn Uyen

    2010-01-01

    Communicating Ocean Sciences to Informal Audiences (COSIA) is a college course that creates and develops partnerships between science educators in informal science education institutions, such as museums, science centers and aquariums, and ocean scientists in colleges and universities. For the course, a scientist and educator team-teach…

  1. The Roles of the Formal and Informal Sectors in the Provision of Effective Science Education

    ERIC Educational Resources Information Center

    Stocklmayer, Susan M.; Rennie, Leonie J.; Gilbert, John K.

    2010-01-01

    For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could address some of these criticisms. The causes for concern about formal science education are summarised…

  2. An Examination of Farmworker Pesticide Educators in a Southeastern State: Informal Science Educators and Risk Communication

    NASA Astrophysics Data System (ADS)

    LePrevost, Catherine E.

    2011-12-01

    Because pesticide exposure is a significant hazard to farmworkers in their working and living environments, basic pesticide toxicology is a topic for farmworker science education that has implications beyond scientific literacy to encompass farmworkers' safety and health. Migrant and seasonal farmworkers have been identified as an at-risk population because of the cultural and linguistic barriers they face, their temporary employment and tenuous documentation status, and their low literacy levels and limited formal education. Despite the key role of pesticide educators in promoting farmworker scientific literacy, safety, and health, data regarding pesticide educators are absent in the literature. This dissertation investigated the nature of pesticide educators in a southeastern state. Drawing on quantitative and qualitative methods, the three studies contained within this body of work characterize the personal beliefs---including pesticide risk, self-efficacy, and teaching beliefs---of pesticide educators, as well as educators' personal goals and their beliefs about the environments in which they pursue those goals. The research allowed for the creation of a profile of the organizations that and individuals who provide pesticide education to farmworkers in a highly agricultural state. The first study details the development and field testing of the Pesticide Risk Beliefs Inventory, a quantitative inventory to gauge pesticide risk beliefs, with a sample of pesticide educators (n=43) in a southeastern state. The 19-item, Likert-type inventory was found to be psychometrically sound with a Cronbach's alpha of 0.780 and a valuable tool in capturing pesticide educators' beliefs about pesticide risk, assessing beliefs in four key categories. The Pesticide Risk Beliefs Inventory could be useful in exploring beliefs about pesticide risks and guiding efforts to address misconceptions held by a variety of formal and informal science learners, educators, practitioners, the

  3. An Examination of Farmworker Pesticide Educators in a Southeastern State: Informal Science Educators and Risk Communication

    NASA Astrophysics Data System (ADS)

    LePrevost, Catherine E.

    2011-12-01

    Because pesticide exposure is a significant hazard to farmworkers in their working and living environments, basic pesticide toxicology is a topic for farmworker science education that has implications beyond scientific literacy to encompass farmworkers' safety and health. Migrant and seasonal farmworkers have been identified as an at-risk population because of the cultural and linguistic barriers they face, their temporary employment and tenuous documentation status, and their low literacy levels and limited formal education. Despite the key role of pesticide educators in promoting farmworker scientific literacy, safety, and health, data regarding pesticide educators are absent in the literature. This dissertation investigated the nature of pesticide educators in a southeastern state. Drawing on quantitative and qualitative methods, the three studies contained within this body of work characterize the personal beliefs---including pesticide risk, self-efficacy, and teaching beliefs---of pesticide educators, as well as educators' personal goals and their beliefs about the environments in which they pursue those goals. The research allowed for the creation of a profile of the organizations that and individuals who provide pesticide education to farmworkers in a highly agricultural state. The first study details the development and field testing of the Pesticide Risk Beliefs Inventory, a quantitative inventory to gauge pesticide risk beliefs, with a sample of pesticide educators (n=43) in a southeastern state. The 19-item, Likert-type inventory was found to be psychometrically sound with a Cronbach's alpha of 0.780 and a valuable tool in capturing pesticide educators' beliefs about pesticide risk, assessing beliefs in four key categories. The Pesticide Risk Beliefs Inventory could be useful in exploring beliefs about pesticide risks and guiding efforts to address misconceptions held by a variety of formal and informal science learners, educators, practitioners, the

  4. Library and Information Science Education in Greece: Institutional Changes and Current Issues

    ERIC Educational Resources Information Center

    Moniarou-Papaconstantinou, Valentini; Tsatsaroni, Anna

    2008-01-01

    This paper considers the historical development of Library and Information Science (LIS) Education in Greece, in order to understand its current position within the field of higher education, and to assess its future prospects. In particular, in tracing changes that LIS Education as an institution has undergone, it argues that institutional…

  5. The Use of Information Technologies for Education in Science, Mathematics, and Computers. An Agenda for Research.

    ERIC Educational Resources Information Center

    Educational Technology Center, Cambridge, MA.

    Developed to guide the research of the Educational Technology Center, a consortium based at Harvard Graduate School of Education, this report addresses the use of new information technologies to enrich, extend, and transform current instructional practice in science, mathematics, and computer education. A discussion of the basic elements required…

  6. 77 FR 46748 - Notice of Proposed Information Collection Requests; Institute of Education Sciences; Impact...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-08-06

    ... in response to this notice will be considered public records. Title of Collection: Impact Evaluation... Notice of Proposed Information Collection Requests; Institute of Education Sciences; Impact Evaluation of Teacher and Leader Evaluation Systems SUMMARY: This study provides important implementation and...

  7. Science Education and the Acquisition of Information About Science and Technology: The Two Cultures Emergent.

    ERIC Educational Resources Information Center

    Handberg, Roger; McCrae, James L.

    1980-01-01

    Examined and confirmed are differences in science and nonscience majors in the ways in which they obtain information about science and technology. Importance of these information sources was determined for each group: radio, television, newspaper, news magazine, scientific journal, family, friends, and faculty. (CS)

  8. The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

    NASA Astrophysics Data System (ADS)

    Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

    2013-12-01

    In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

  9. Transition of Library and Information Science Education in China: Problems and Perspective.

    ERIC Educational Resources Information Center

    Xiaoying, Dong

    1997-01-01

    Discusses problems in Chinese educational reform and trends in professional education. Based on the curriculum of 17 Chinese schools of library and information science, this article provides data on required courses, specialized elective courses, and nonspecialized courses to determine the state-of-the-art structure of the knowledge base and to…

  10. Educating adult females for leadership roles in an informal science program for girls

    NASA Astrophysics Data System (ADS)

    McCreedy, Dale

    The purpose of this study is to gain an understanding of and an evidentiary warrant for, how a community of practice focused on informal science learning, can engage and promote active participation that offers adult female members and the community opportunities for legitimacy and transformation. This study is a qualitative, ethnographic research study that documents how adult female volunteers, historically inexperienced and/or excluded from traditional practices of science, come to engage in science activities through an informal, community-based context that helps them to appreciate science connections in their lives that are ultimately empowering and agentic. I begin to understand the ways in which such informal contexts, often thought to be marginal to dominant educational beliefs and practices, can offer adults outside of the field of science, education, or both, an entree into science learning and teaching that facilitate female's participation in legitimate and empowering ways. Using descriptive analyses, I first identify the characteristics of peripheral and active program participants. Through phenomenological analyses, I then develop an understanding of participation in an informal science program by focusing on three adult female members' unique trajectories of participation leading to core member status. Each draws on different aspects of the program that they find most salient, illustrating how different elements can serve as motivators for participation, and support continuation along the trajectory of participation reflecting personal and political agency. Through a purposeful ethnographic case-study analysis, I then explore one core member's transformation, evidenced by her developing identities as someone who enjoys science, engages in science activities, and, enacts a role as community old timer and door opener to science learning. This study: (1) contributes to the limited knowledge base in fields of informal learning, science education, and

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

    SciTech Connect

    Tonn, B.E.

    1994-01-07

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

  12. Games and Simulations in Informal Science Education. WCER Working Paper No. 2010-14

    ERIC Educational Resources Information Center

    Squire, Kurt; Patterson, Nathan

    2010-01-01

    This paper explores the possibilities and challenges games and simulations pose for informal science education. The authors begin with a brief overview of the recent history of games and games research. They then attempt to clarify the distinctions between games and simulations. Next, they examine types of informal learning…

  13. In-Forming Practice through Action Research. Family and Consumer Sciences Teacher Education. Yearbook.

    ERIC Educational Resources Information Center

    Peterat, Linda, Ed.; Smith, M. Gale

    This book contains 16 papers about informing family and consumer sciences educational practice through action research. The following papers are included: "Informing Practice through Classroom Inquiry" (Linda Peterat, M. Gale Smith); "Focusing Praxis Research on Sexism in a Primary Classroom" (Emily Sutherland); "Understanding the Meaning of…

  14. Arab Perspective About the Application of Information Technology in Science Education

    NASA Astrophysics Data System (ADS)

    Haidar, Abdullateef H.

    1998-12-01

    This paper discusses influences and concerns of the application of information technology (IT) in the Arab World. The paper argues that IT can influence the four elements of curriculum. Goals that are related to higher order thinking and problem solving abilities will gain much significance, while goals that are related to lower order thinking will gain much less significance. Science education goals will have to contain a goal that indicates the importance of preparing scientifically and technologically literate citizens. Content will have to match changes in goals. Rather than enforcing heavy content, more emphasis will be given to IT skills as well as to integrating technology in the science laboratory. Pedagogy will be more student-centered. Students will be held responsible for their own learning. Assessment will be facilitated by technology, where both process and content will be equally important. This paper discusses several concerns that are related to the application of IT in science education in the Arab World. Some of these concerns are: ignorance of incorporating the positive aspects of the Arab culture; Arab World view; language difficulties; high cost of IT hardware and software; and the use of IT to find information rather than make meaning (education). This paper recommends that successful implementation of IT in science education is a major professional challenge to Arab science educators. To meet this challenge effectively in science education, both of its promises and our concerns should be taken into consideration.

  15. Effective practices for creating transformative informal science education programs grounded in Native ways of knowing

    NASA Astrophysics Data System (ADS)

    Mack, Elizabeth; Augare, Helen; Different Cloud-Jones, Linda; Davíd, Dominique; Quiver Gaddie, Helene; Honey, Rose E.; Kawagley, Angayuqaq O.; Little Plume-Weatherwax, Melissa; Lone Fight, Lisa; Meier, Gene; Pete, Tachini; Rattling Leaf, James; Returns From Scout, Elvin; Sachatello-Sawyer, Bonnie; Shibata, Hi'ilani; Valdez, Shelly; Wippert, Rachel

    2012-03-01

    There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research documenting how these programs are being developed and the ways in which culture and Western science are incorporated into the activities. This study outlines effective practices for using Native ways of knowing to strengthen ISE programs. These effective practices may also be used to promote change in formal education. The authors combine an overview of current research in informal science education with personal interviews with educators engaged in ISE programs offered to youth both on and off tribal reservations as well as experts in Indigenous education. Participating individuals and programs included Native communities across the United States, including Alaska and Hawai'i. Keeping in mind that each community is unique, ISE programs that are grounded in Native ways of knowing will benefit by utilizing the effective practices outlined here as a guide for starting or strengthening existing ISE programs relevant to the needs of their communities.

  16. An Essay on the Past and Future (?) of Information Science Education--II: Unresolved Problems of "Externalities" of Education.

    ERIC Educational Resources Information Center

    Saracevic, Tefko

    1979-01-01

    This second part of a three-part essay on information science education explores the external educational concerns of academic affiliation, degree level, admissions requirements, jurisdiction and financing. The present state of these topics is discussed and cogent questions are raised for future study. (RAA)

  17. The Center for Informal Learning and Schools' Informal Learning Certificate (ILC) Program: Professional Development and Community for Informal Science Educators Working with Schools. An Evaluation Report

    ERIC Educational Resources Information Center

    Smith, Anita; Helms, Jenifer V.; St. John, Mark

    2007-01-01

    Inverness Research Associates served as external evaluators for the Center for Informal Learning and Schools (CILS) from its inception in 2002 as a National Science Foundation (NSF)-funded Center for Learning and Teaching. One of the programs that CILS developed was the Informal Learning Certificate (ILC) for informal science educators (mostly…

  18. 75 FR 5771 - Institute of Education Sciences; Overview Information; Education Research and Special Education...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-02-04

    ... learning and improve academic achievement and access to education opportunities for all students. In... (NCER) will hold eight competitions: Two competitions for education research; one competition for education research training; one competition for education research and development centers; one...

  19. A Place of Transformation: Lessons from the Cosmic Serpent Informal Science Education Professional Development Project

    NASA Astrophysics Data System (ADS)

    Peticolas, L.; Maryboy, N.; Begay, D.; Stein, J.; Valdez, S.; Paglierani, R.

    2012-08-01

    A cultural disconnect exists between Western scientists and educators and Native communities in terms of scientific worldviews and Indigenous ways of knowing. This cultural disconnect manifests itself in the lack of participation of Native Americans in Western science and a lack of appreciation by Western scientists of Native science. Our NSF-Funded project "Cosmic Serpent: Bridging Native and Western Learning in Museum Settings" set out to provide a way for informal science education practitioners and tribal museum practitioners to learn about these two worldviews in such a way as to inform their educational practice around these concepts. We began with a pilot workshop in year one of this four-year project. We then provided two week-long professional development workshops in three regions within the Western U.S., and culminated with a final conference for all participants. In total, the workshops served 162 participants, including 115 practitioners from 19 tribal museums and 41 science, natural history, and cultural museums; 23 tribal community members; and 24 "bridge people" with knowledge of both Indigenous and Western science. For this article, we focus on the professional and personal transformations around culture, knowledge, science, and worldviews that occurred as a part of this project. We evaluated the collaborative aspects of this grant between the Indigenous Education Institute; the Center for Science Education at the University of California, Berkeley; the Institute for Learning Innovation; Native Pathways; Association for Science and Technology Centers; and the National Museum of the American Indian. Using evaluation results, as well as our personal reflections, we share our learnings from a place of transformation. We provide lessons we learned with this project, which we hope others will find relevant to their own science education work.

  20. Lessons Learned by Combining Formal and Informal Science Education at CMMAP

    NASA Astrophysics Data System (ADS)

    Denning, S.; Burt, M. A.; Jones, B.; Russell, R. M.

    2014-12-01

    Since 2006, the Center for Multiscale Modeling of Atmospheric Processes (CMMAP) has pursued a vertically-integrated strategy for education and diversity from "K to gray." We've brought a traveling museum-style "informal science education" program to over 200,000 K-12 students and shown that it has a counterintuitive and substantial impact on content knowledge. The tremendous volume of this outreach program has only been possible by including over 100 undergraduate interns, which adds a layer of professional development to their formal education. We've also leveraged the "hands-on" informal education program to develop both formal professional development workshops for teachers and new undergraduate courses. So we're now using hands-on science activities developed by undergraduates for use in grades 5-8 for teaching climate science to undergrads! It's remarkable how well this integration works. We've also extended the approach beyond "hands-on" to "minds-on" experiments based on interactive modules that run inside web browsers. Building on the framework we developed for extending informal science education into formal instruction, we also entrained dozens of students at the largest graduate Atmospheric Science program in the US to provide them with professional development experiences and tracked their matriculation into the professional research and academic workforce. Finally, we've extended the informal minds-on techniques to both in-person and online courses offered to retirees and to the public. Combining these forms of outreach leverage direct experience of the nature of science with authentic communication to reach diverse audiences with climate science content.

  1. Effectiveness of Amateur Astronomers as Informal Science Educators

    ERIC Educational Resources Information Center

    Gibbs, Michael G.; Berendsen, Margaret

    2007-01-01

    The Astronomical Society of the Pacific (ASP) conducted a national survey of in-service teachers participating in Project ASTRO. The survey results document (1) the value that teachers place on supplemental astronomy education provided by professional and amateur astronomers, and (2) the difference that teachers perceive in the value provided by…

  2. Apartheid; Its Effects on Education, Science, Culture and Information.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France).

    Prepared in response to growing criticism of South Africa's policies of apartheid, this report was designed to assess the effects of such policies within South Africa. The results of the investigation are carefully laid out under four general areas. The first section deals with education, covering its aims, administration and finance, enrollment,…

  3. Development of a flexible higher education curriculum framework for geographic information science

    NASA Astrophysics Data System (ADS)

    Veenendaal, B.

    2014-04-01

    A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations means that curricula need to constantly be updated and developed to maintain currency and relevance. This paper reviews the curriculum initiatives and outlines a new and flexible GIScience higher education curriculum framework which complements and utilises existing curricula. This new framework was applied to the GIScience programs at Curtin University in Perth, Australia which has surpassed 25 years of GIScience education. Some of the results of applying this framework are outlined and discussed.

  4. Turning Visitors into Citizens: Using Social Science for Civic Engagement in Informal Science Education Centers

    ERIC Educational Resources Information Center

    Bunten, Alexis; Arvizu, Shannon

    2013-01-01

    How can museums and other informal learning institutions cultivate greater civic engagement among the visiting public around important social issues? This case study of the National Network of Ocean and Climate Change Interpreters' (NNOCCI) professional learning community illustrates how insights from the social sciences can be productively…

  5. Why Machine-Information Metaphors Are Bad for Science and Science Education

    ERIC Educational Resources Information Center

    Pigliucci, Massimo; Boudry, Maarten

    2011-01-01

    Genes are often described by biologists using metaphors derived from computational science: they are thought of as carriers of information, as being the equivalent of "blueprints" for the construction of organisms. Likewise, cells are often characterized as "factories" and organisms themselves become analogous to machines. Accordingly, when the…

  6. Learning, Unlearning and Relearning--Knowledge Life Cycles in Library and Information Science Education

    ERIC Educational Resources Information Center

    Bedford, Denise A. D.

    2015-01-01

    The knowledge life cycle is applied to two core capabilities of library and information science (LIS) education--teaching, and research and development. The knowledge claim validation, invalidation and integration steps of the knowledge life cycle are translated to learning, unlearning and relearning processes. Mixed methods are used to determine…

  7. John Falk and Lynn Dierking: Building the Field of Informal/Free-Choice Science Education

    ERIC Educational Resources Information Center

    Rennie, Léonie J.

    2016-01-01

    This article establishes the importance of "context", a concept that underpins the academic contributions that John Falk and Lynn Dierking have made in building the field of informal/free-choice learning in science education. I consider, in turn, the individual contributions made by each of them prior to their seminal co-authored work,…

  8. Science for the Physically Handicapped in Higher Education: A Guide to Sources of Information.

    ERIC Educational Resources Information Center

    Adams, Gary H., Comp.

    This guide is intended to be a reference for persons needing to know where to find information about science education, career opportunities, and other programs for physically handicapped individuals. Sources listed in the guide include: (1) Federal agencies that run assistance programs for the handicapped; (2) Professional societies specifically…

  9. Applying Catastrophe Theory to an Information-Processing Model of Problem Solving in Science Education

    ERIC Educational Resources Information Center

    Stamovlasis, Dimitrios; Tsaparlis, Georgios

    2012-01-01

    In this study, we test an information-processing model (IPM) of problem solving in science education, namely the working memory overload model, by applying catastrophe theory. Changes in students' achievement were modeled as discontinuities within a cusp catastrophe model, where working memory capacity was implemented as asymmetry and the degree…

  10. Identity Development of Youth during Participation at an Informal Science Education Camp

    ERIC Educational Resources Information Center

    Riedinger, Kelly

    2015-01-01

    In this exploratory case study, I investigated the ways that youth engaged in negotiating their identity during learning conversations at an informal science education camp. In particular, I was interested in exploring the ways that youth positioned themselves within their learning group and how this influenced their identities as learners of…

  11. The Impact of Continuing Education Programmes on Library and Information Science Professionals.

    ERIC Educational Resources Information Center

    Ramaiah, Chennupati K.; Moorthy, A. Lakshman

    2002-01-01

    Describes the needs and impact of continuing education programs (CEP) for library and information science (LIS) professionals in India, particularly for college librarians. Discusses results of a survey that was conducted to assess the impact of CEP courses organized by different agencies in the field of LIS. (Author/LRW)

  12. Informal Science Education Policy: Issues and Opportunities. A CAISE Inquiry Group Report

    ERIC Educational Resources Information Center

    Eisenkraft, Arthur; Flatow, Ira; Friedman, Alan J.; Kirsch, Jeffrey W.; Macdonald, Maritza; Marshall, Eric; McCallie, Ellen; Nesbit, Trevor; Prosino, Rebecca Nesbitt; Petit, Charles; Schubel, Jerry R.; Traill, Saskia; Wharton, Dan; Williams, Steven H.; Witte, Joe

    2010-01-01

    The goal of the CAISE "Policy Study Inquiry Group" (PSIG) was to inventory and comment on policies (current or potential, organizational or governmental, explicit or implicit) which affect the capacity of informal science education to have an impact. This group represented a cross-section of organizations and entities that touch upon or play a…

  13. Evaluating ATM Technology for Distance Education in Library and Information Science.

    ERIC Educational Resources Information Center

    Stanford, Serena W.

    1997-01-01

    Investigates the impact of asynchronous transfer mode (ATM) technology in an interactive environment providing distance education in library and information science at two San Jose State University (California) sites. The main purpose of the study was to develop a reliable and valid evaluation instrument. Contains 6 tables. (Author/AEF)

  14. Information Processing: A Review of Implications of Johnstone's Model for Science Education

    ERIC Educational Resources Information Center

    St Clair-Thompson, Helen; Overton, Tina; Botton, Chris

    2010-01-01

    The current review is concerned with an information processing model used in science education. The purpose is to summarise the current theoretical understanding, in published research, of a number of factors that are known to influence learning and achievement. These include field independence, working memory, long-term memory, and the use of…

  15. Exploring the Effects of Communication Framed by Environmental Concern in Informal Science Education Contexts

    ERIC Educational Resources Information Center

    Yocco, Victor S.

    2010-01-01

    Informal science education (ISE) venues such as zoos, nature centers, parks, and natural history museums play a critical role in allowing the general public to learn scientific concepts (National Research Council, 2009; 2010). Most adult learning of scientific concepts takes place outside of classrooms and away from work (Rennie and Williams,…

  16. Thomism and science education: history informs a modern debate.

    PubMed

    Kondrick, Linda C

    2008-08-01

    There is no debate over the Theory of Evolution. Among biologists the Theory of Evolution is a settled principle. Yet, the issue is far from settled in the larger context of society; between sectors of lay society and biological scientists in the United States there is evidence of a deep divide. Faith and reason, religion, and science at odds-that is hardly a recent divide. It is the premise of the author that the origin of the current conflict over the teaching of evolution stems from a fundamental philosophical divide that began long before Darwin first proposed his Theory of Evolution. It predates the inclusion of physical and biological sciences in the curriculum of western universities. It is older than either Islam or Christianity. The conflict goes back to Plato's Academy in 385 BC where the schools of Idealism and Realism first emerged as two distinct philosophical systems. Idealism and Realism diverged over essential issues of philosophy: What are we, what is true, and how do we know? Answers to these questions about the natural order are framed within philosophical constructs, themselves based upon essential assumptions about the essence of being, the essence of truth, and the nature of learning. Idealism and Realism developed independently for over 1500 years into two competing schools: the Augustinians (fundamentally Idealists) and the Latin Averroists (fundamentally Realists). It was over the place of natural philosophy in the curriculum that these two competing schools collided violently at the University of Paris in 1252. It was Thomas Aquinas who brokered a ceasefire between two embattled schools. Aquinas forged a philosophical system, called Thomism, that allowed the two schools to agree to disagree to the extent that in the graduate curriculum of the University Natural Philosophy could be taught apart from theology. This separation of secular or natural philosophy from theology opened the way for the development of the empirical sciences, the

  17. An Invisible Infrastructure: Institutions of Informal Science Education, Findings from a National Survey of Institutions of Informal Science Education. Volume 1 [and] Volume 2.

    ERIC Educational Resources Information Center

    Dickey, Kathleen; And Others

    It has long been known that science centers and other science-rich institutions provide families, youths, and the entire public with rich out-of-school science education experiences. This report describes a survey designed to document the manner and extent to which science-rich institutions are helping schools and teachers in strengthening their…

  18. ERESE Professional Development in Science Education: A collaboration of scientists, teachers, and information technologists

    NASA Astrophysics Data System (ADS)

    Staudigel, H.; Helly, M.; Massel Symons, C.; Koppers, A.; Helly, J.; Miller, S.

    2005-12-01

    The Enduring Resources in Earth Science Education (ERESE) project promotes inquiry based teaching of plate tectonics through professional development and distribution of digital library objects in the National Science Digital Library network. The overall ERESE goal is to bridge the gap between the scientists and educators, and our experience has shown that much can be gained by establishing a close collaboration between all parties involved in earth science education, from high school student to teacher -educator, and scientist. These collaborations yield substantial gains in terms of effective educational approaches, contents selection, and to produce an authentic class room research experience. ERESE professional development workshops promote a model of inquiry-based teaching that keeps the educator as far in the background as possible, while empowering the student to carry out a maximally independent inquiry. Key components in this process are: (1) use of a well selected provocative phenomenon to promote student's curiosity and to start the inquiry process, (2) care in the student guidance towards selection and formulation of a researchable question, (3) the involvement of teachers and scientists, in a close collaboration (4) teaching resource development with a strong feed-back from professional development workshops and classroom practice, (5) integration of science inquiry resources on all expert levels providing an environment that allows continuous access to science information from the most basic to the full scale science level. We expanded ERESE resource development into a volcanology field class on Hawaii to produce a website and digital library contents including field reports, exercises and images and field data. We further expanded our resource development through the participation of three high school students in a three-week seagoing expedition to the Samoan Archipelago. The high school seniors maintained a live expedition website and they

  19. An Examination of Farmworker Pesticide Educators in a Southeastern State: Informal Science Educators and Risk Communication

    ERIC Educational Resources Information Center

    LePrevost, Catherine E.

    2011-01-01

    Because pesticide exposure is a significant hazard to farmworkers in their working and living environments, basic pesticide toxicology is a topic for farmworker science education that has implications beyond scientific literacy to encompass farmworkers' safety and health. Migrant and seasonal farmworkers have been identified as an at-risk…

  20. New Information Technology Directions for American Education. Improving Science and Mathematics Education. Final Report.

    ERIC Educational Resources Information Center

    Melmed, Arthur S.; Burnham, Robert A.

    This report is an analysis of the findings of four workshops exploring the ways interactive technology can be considered an option for improving American education after 25 years of research and development. Sections include: (1) "Manpower Needs and School Problems"; (2) "Science and Technology Option"; (3) "Barriers and Strategy"; and (4) "To…

  1. A case study of collaboration in science education: Integrating informal learning experiences into the school curriculum

    NASA Astrophysics Data System (ADS)

    Robertson, Amy Michelle

    This is a study of a collaboration between multiple stakeholders in science education for the purpose of creating educational field trip experiences. The collaboration involves four major facets of science education: formal education at the elementary and university levels, informal education, and educational research. The primary participants in the collaboration include two elementary school teachers, a scientist from a local university, an informal educator from an environmental education site, and the researcher acting as a participant observer. The coming together of these different sides of science education provided a unique opportunity to explore the issues and experiences that emerged as such a partnership was formed and developed. Strongly influenced by action research, this study is a qualitative case study. The data was collected by means of observation, semi-structured interviews, and written document review, in order to provide both a descriptive and an interpretive account of this collaboration. The final analysis integrates a description of the participants' experiences as evidenced in the data with the issues that arose from these experiences. The evolution of the collaborators' roles was examined, as was the development of shared vision. In this study, there were several factors that significantly affected the progress towards a shared vision and a successful collaboration. These factors include time, communication, understanding others' perspectives, dedication and ownership, as well as the collaborative environment. Each collaborator benefited both professionally and personally from their participation in the collaboration. In addition, the students gained cognitively, affectively, and socially from the educational experiences created through the collaboration. Steps, such as working towards communication and understanding others' perspectives, should continue to be taken to ensure the collaboration continues beyond the term of the current key

  2. TRUST: A Successful Formal-Informal Teacher Education Partnership Designed to Improve and Promote Urban Earth Science Education

    NASA Astrophysics Data System (ADS)

    Sloan, H.; Drantch, K.; Steenhuis, J.

    2006-12-01

    We present an NSF-funded collaborative formal-informal partnership for urban Earth science teacher preparation and professional development. This model brings together The American Museum of Natural History (AMNH) and Brooklyn and Lehman College of the City University of New York (CUNY) to address science-impoverished classrooms that lack highly qualified teachers by focusing on Earth science teacher certification. Project design was based on identified needs in the local communities and schools, careful analysis of content knowledge mastery required for Earth science teacher certification, and existing impediments to certification. The problem-based approach required partners to push policy envelopes and to invent new ways of articulating content and pedagogy at both intra- and inter-institutional levels. One key element of the project is involvement of the local board of education, teachers, and administrators in initial design and ongoing assessment. Project components include formal Earth systems science courses, a summer institute primarily led and delivered by AMNH scientists through an informal series of lectures coupled to workshops led by AMNH educators, a mechanism for assigning course credit for informal experiences, development of new teaching approaches that include teacher action plans and an external program of evaluation. The principal research strand of this project focuses on the resulting model for formal-informal teacher education partnership, the project's impact on participating teachers, policy issues surrounding the model and the changes required for its development and implementation, and its potential for Earth science education reform. As the grant funded portion of the project draws to a close we begin to analyze data collected over the past 3 years. Third-year findings of the project's external evaluation indicate that the problem-based approach has been highly successful, particularly its impact on participating teachers. In addition

  3. Why Machine-Information Metaphors are Bad for Science and Science Education

    NASA Astrophysics Data System (ADS)

    Pigliucci, Massimo; Boudry, Maarten

    2011-05-01

    Genes are often described by biologists using metaphors derived from computational science: they are thought of as carriers of information, as being the equivalent of "blueprints" for the construction of organisms. Likewise, cells are often characterized as "factories" and organisms themselves become analogous to machines. Accordingly, when the human genome project was initially announced, the promise was that we would soon know how a human being is made, just as we know how to make airplanes and buildings. Importantly, modern proponents of Intelligent Design, the latest version of creationism, have exploited biologists' use of the language of information and blueprints to make their spurious case, based on pseudoscientific concepts such as "irreducible complexity" and on flawed analogies between living cells and mechanical factories. However, the living organism = machine analogy was criticized already by David Hume in his Dialogues Concerning Natural Religion. In line with Hume's criticism, over the past several years a more nuanced and accurate understanding of what genes are and how they operate has emerged, ironically in part from the work of computational scientists who take biology, and in particular developmental biology, more seriously than some biologists seem to do. In this article we connect Hume's original criticism of the living organism = machine analogy with the modern ID movement, and illustrate how the use of misleading and outdated metaphors in science can play into the hands of pseudoscientists. Thus, we argue that dropping the blueprint and similar metaphors will improve both the science of biology and its understanding by the general public.

  4. Theorizing Information for Information Science.

    ERIC Educational Resources Information Center

    Cornelius, Ian

    2002-01-01

    Considers whether information science has a theory of information. Highlights include guides to information and its theory; constructivism; information outside information science; process theories; cognitive views of information; measuring information; meaning; and misinformation. (Contains 89 references.) (LRW)

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

    NASA Astrophysics Data System (ADS)

    Aubele, J. C.

    2005-12-01

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

  6. My NASA DATA: Earth System Science Data for Formal and Informal Education

    NASA Astrophysics Data System (ADS)

    Lewis, P. M., Jr.; Oostra, D.; Harte, T.; Crecelius, S.; Chambers, L. H.

    2014-12-01

    The Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA or MND) project was launched in 2004 to bring authentic science data to the K-12 classroom and informal education communities. One of the main features is its Live Access Server (LAS). The LAS is an open source tool that allows users to customize data sets to suit their individual needs, choosing from among 250 global Level III data sets. The MY NASA DATA project hosts over 120 lesson plans and activities that utilize this library of Earth system science data as collected by NASA satellites. This collection of data parameters are offered to help teachers easily add data exploration to their current curriculum, and give them an easy to use tool to keep coming back for all of their data needs. Through the built in inquiry of the lesson plans and the easy to navigate layout of the LAS, educators have numerous ways connect their students to the data, giving their students a unique hands on experience with authentic NASA data. With a shift in many states science standards, classroom teachers are rethinking how science can be taught in the classroom. Through the use of data exercises in the classroom, teachers now have the ability to introduce their students to the many possibilities of data. By using authentic data, students can immerse themselves in place based learning exercises and be driven by inquiry to answer all of their questions through immersion in the data. The MY NASA DATA lesson plans, activities, and the data itself, give formal and informal audiences a place to go for science understanding and the answers to many questions in the science classroom. By utilizing authentic data sets and materials on MY NASA DATA that are prepared specificaly for all areas of education, users will be more readily prepared to answer their own questions about the world around them meet the needs of classroom assessment.

  7. The Views of Science Pre-Service Teachers about the Usage of Basic Information Technologies (BIT) in Education and Instruction

    ERIC Educational Resources Information Center

    Çetin, Oguz

    2016-01-01

    In this study aiming to present a description based on science pre-service teachers' views related to use of Basic Information Technologies (BIT) in education and training, an interview is carried out with 21 pre-service science teachers who study in different classes in Faculty of Education, Nigde University. For this aim, improved interview form…

  8. Utilization of Electronic Information Resources by Undergraduate Students of University of Ibadan: A Case Study of Social Sciences and Education

    ERIC Educational Resources Information Center

    Owolabi, Sola; Idowu, Oluwafemi A.; Okocha, Foluke; Ogundare, Atinuke Omotayo

    2016-01-01

    The study evaluated utilization of electronic information resources by undergraduates in the Faculties of Education and the Social Sciences in University of Ibadan. The study adopted a descriptive survey design with a study population of 1872 undergraduates in the Faculties of Education and the Social Sciences in University of Ibadan, from which a…

  9. Toward Understanding the Nature of a Partnership between an Elementary Classroom Teacher and an Informal Science Educator

    ERIC Educational Resources Information Center

    Weiland, Ingrid S.; Akerson, Valarie L.

    2013-01-01

    This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight into the roles of each educator. In addition, student learning as a result of instruction was…

  10. A Science Information Infrastructure

    NASA Astrophysics Data System (ADS)

    Christian, C. A.; Hawkins, I.; Malina, R. F.; Dow, K.; Murray, S.

    1994-12-01

    We have created a partnership of science museums, research institutions, teachers, and other centers of informal science education to enable access to the rich resources of remote sensing data available from NASA and other sources and to deliver this information to the general community. We are creating science resource centers in the nation's science museums and planetarium facilities, linking them together through a national Science Information Infrastructure (SII). The SII framework is being founded on Internet connections between the resource centers, which are in turn linked to research institutions. The most up-to-date and exciting science data, related information, and interpretive material will be available from the research institutions. The science museums will present this information in appropriate ways that respond to the needs and interest of the general public and K--12 communities. The science information will be available through the World Wide Web using a Mosaic interface that individuals will use to explore the on-line materials through self-guided learning modules. K--12 teachers will have access to the materials and, in a workshop forum, learn to find and use the information to create lesson plans and curricula for their classrooms. Eventually, as the connectivity of schools and libraries improves, students and teachers will have access to the resource centers from their own locations. The core partnership of the SII includes the Center for EUV Astrophysics (CEA), and Smithsonian Astrophysical Observatory, Exploratorium, Lawrence Hall of Science, Smithsonian National Air and Space Museum, Science Museum of Virginia, New York Hall of Science, Adler Museum of Chicago, University of California Museum of Paleontology, Boston Museum of Science, and the Earth Observing Satellite Company (EOSAT). A demonstration of the application of resource center materials in the K--12 community is being conducted through the Science On-Line project at the Center

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

    PubMed

    Knapp, Maureen; Brower, Stewart

    2014-01-01

    The Association of College and Research Libraries is developing a new framework of information literacy concepts that will revise and replace the previously adopted standards. This framework consists of six threshold concepts that are more flexible than the original standards, and that work to identify both the function and the feelings behind information literacy education practices. This column outlines the new tentative framework with an eye toward its implications for health sciences libraries, and suggests ways the medical library community might work with this new document. PMID:25316079

  12. Scientific support, soil information and education provided by the Austrian Soil Science Society

    NASA Astrophysics Data System (ADS)

    Huber, Sigbert; Baumgarten, Andreas; Birli, Barbara; Englisch, Michael; Tulipan, Monika; Zechmeister-Boltenstern, Sophie

    2015-04-01

    The Austrian Soil Science Society (ASSS), founded in 1954, is a non-profit organisation aiming at furthering all branches of soil science in Austria. The ASSS provides information on the current state of soil research in Austria and abroad. It organizes annual conferences for scientists from soil and related sciences to exchange their recent studies and offers a journal for scientific publications. Annually, ASSS awards the Kubiena Research Prize for excellent scientific studies provided by young scientists. In order to conserve and improve soil science in the field, excursions are organized, also in cooperation with other scientific organisations. Due to well-established contacts with soil scientists and soil science societies in many countries, the ASSS is able to provide its members with information about the most recent developments in the field of soil science. This contributes to a broadening of the current scientific knowledge on soils. The ASSS also co-operates in the organisation of excursions and meetings with neighbouring countries. Several members of the ASSS teach soil science at various Austrian universities. More detail on said conferences, excursions, publications and awards will be given in the presentation. Beside its own scientific journal, published once or twice a year, and special editions such as guidebooks for soil classification, the ASSS runs a website providing information on the Society, its activities, meetings, publications, awards and projects. Together with the Environment Agency Austria the ASSS runs a soil platform on the internet. It is accessible for the public and thus informs society about soil issues. This platform offers a calendar with national and international soil events, contacts of soil related organisations and networks, information on national projects and publications. The society has access to products, information material and information on educational courses. Last but not least information on specific soil

  13. Science education research program

    NASA Astrophysics Data System (ADS)

    A deadline for receipt of research proposals on science literacy and science, technology, and society has been set by the National Science Foundation's Research in Science and Education (RISE) program. March 9 is the target date set by NSF to insure that proposals are considered for the RISE fiscal 1981 budget, which is expected to total $6 million.RISE'S purpose is to examine the science literacy of the U.S. public and to determine the publics needs. Although schools have been responsible for teaching science, only 50% of the American public receive formal science instruction after 15 years of age, according to NSF. Those who do not receive formal training must rely on a combination of electronic and print media, museums, and public agencies for science information.

  14. If We Teach Them, They Can Learn: Young Students Views of Nature of Science during an Informal Science Education Program

    ERIC Educational Resources Information Center

    Quigley, Cassie; Pongsanon, Khemmawadee; Akerson, Valarie L.

    2011-01-01

    There have been substantial reform efforts in science education to improve students' understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, "Benchmarks for science literacy," Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA,…

  15. Seeking science information online: Data mining Google to better understand the roles of the media and the education system.

    PubMed

    Segev, Elad; Baram-Tsabari, Ayelet

    2012-10-01

    Which extrinsic cues motivate people to search for science-related information? For many science-related search queries, media attention and time during the academic year are highly correlated with changes in information seeking behavior (expressed by changes in the proportion of Google science-related searches). The data mining analysis presented here shows that changes in the volume of searches for general and well-established science terms are strongly linked to the education system. By contrast, ad-hoc events and current concerns were better aligned with media coverage. The interest and ability to independently seek science knowledge in response to current events or concerns is one of the fundamental goals of the science literacy movement. This method provides a mirror of extrapolated behavior and as such can assist researchers in assessing the role of the media in shaping science interests, and inform the ways in which lifelong interests in science are manifested in real world situations. PMID:23832560

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

    NASA Astrophysics Data System (ADS)

    Grace, Shamarion Gladys

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

  17. Computer-Based Information Services for Education and the Social Sciences in New Zealand: A Review of Recent Developments.

    ERIC Educational Resources Information Center

    Pickens, Keith

    1990-01-01

    Describes the development of computer-based information services in New Zealand for education and the social sciences. Highlights include national systems; the influence of personal computer technology on the development of information services; the lack of a national information policy; and the lack of standardized software. (13 references) (LRW)

  18. Selective Bibliography about Education and Training in Library and Information Science in PR China, Taiwan, Hong Kong, Singapore.

    ERIC Educational Resources Information Center

    Simon, H.-R.; Meis, Nicola

    This selective bibliography lists 66 items published from 1980 until 1989 on education, training, and continuing education in library and information science and documentation in the Chinese-speaking countries, i.e., the People's Republic of China, Taiwan, Hong Kong, and Singapore. The document is divided into 10 sections: (1) a preface (in…

  19. Exploring the Solar System Activities Outline: Hands-On Planetary Science for Formal Education K-14 and Informal Settings

    NASA Technical Reports Server (NTRS)

    Allen, J. S.; Tobola, K. W.; Lindstrom, M. L.

    2003-01-01

    Activities by NASA scientists and teachers focus on integrating Planetary Science activities with existing Earth science, math, and language arts curriculum. The wealth of activities that highlight missions and research pertaining to the exploring the solar system allows educators to choose activities that fit a particular concept or theme within their curriculum. Most of the activities use simple, inexpensive techniques that help students understand the how and why of what scientists are learning about comets, asteroids, meteorites, moons and planets. With these NASA developed activities students experience recent mission information about our solar system such as Mars geology and the search for life using Mars meteorites and robotic data. The Johnson Space Center ARES Education team has compiled a variety of NASA solar system activities to produce an annotated thematic outline useful to classroom educators and informal educators as they teach space science. An important aspect of the outline annotation is that it highlights appropriate science content information and key science and math concepts so educators can easily identify activities that will enhance curriculum development. The outline contains URLs for the activities and NASA educator guides as well as links to NASA mission science and technology. In the informal setting educators can use solar system exploration activities to reinforce learning in association with thematic displays, planetarium programs, youth group gatherings, or community events. Within formal education at the primary level some of the activities are appropriately designed to excite interest and arouse curiosity. Middle school educators will find activities that enhance thematic science and encourage students to think about the scientific process of investigation. Some of the activities offered are appropriate for the upper levels of high school and early college in that they require students to use and analyze data.

  20. Institute for Science Education

    ERIC Educational Resources Information Center

    Schaefer, G.

    1974-01-01

    The functions of the Institute for Science Education (IPN) at Kiel, West Germany, are described. The main activities of the IPN focus on development of curricula for science education and investigation of special problems arising in science teaching. (PEB)

  1. Small Stories for Learning: A Sociocultural Analysis of Children's Participation in Informal Science Education

    NASA Astrophysics Data System (ADS)

    Desjardins, Elia Nelson

    2011-12-01

    This dissertation examines the ways children use language to construct scientific knowledge in designed informal learning environments such as museums, aquariums, and zoos, with particular attention to autobiographical storytelling. This study takes as its foundation cultural-historical activity theory, defining learning as increased participation in meaningful, knowledge-based activity. It aims to improve experience design in informal learning environments by facilitating and building upon language interactions that are already in use by learners in these contexts. Fieldwork consists of audio recordings of individual children aged 4--12 as they explored a museum of science and technology with their families. Recordings were transcribed and coded according to the activity (task) and context (artifact/exhibit) in which the child was participating during each sequence of utterances. Additional evidence is provided by supplemental interviews with museum educators. Analysis suggests that short autobiographical stories can provide opportunities for learners to access metacognitive knowledge, for educators to assess learners' prior experience and knowledge, and for designers to engage affective pathways in order to increase participation that is both active and contemplative. Design implications are discussed and a design proposal for a distributed informal learning environment is presented.

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

    NASA Astrophysics Data System (ADS)

    Grace, Shamarion Gladys

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

  3. Science teaching in science education

    NASA Astrophysics Data System (ADS)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-04-01

    Reading the interesting article Discerning selective traditions in science education by Per Sund, which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

  4. Science teaching in science education

    NASA Astrophysics Data System (ADS)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-06-01

    Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

  5. Science: Promising and Exemplary Programs and Materials in Elementary and Secondary Schools. [Science Education Information Report.

    ERIC Educational Resources Information Center

    Helgeson, Stanley L.; And Others

    This document contains 36 programs and/or material listings that were nominated by at least three persons and for which there was evidence of the quality of the program or materials. Reviewers looked for positive evaluation data on the impact of the materials on students, or other information that assessed the quality of the program or materials,…

  6. Science Teaching in Science Education

    ERIC Educational Resources Information Center

    Callahan, Brendan E.; Dopico, Eduardo

    2016-01-01

    Reading the interesting article "Discerning selective traditions in science education" by Per Sund, which is published in this issue of "CSSE," allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must…

  7. John Falk and Lynn Dierking: building the field of informal/free-choice science education

    NASA Astrophysics Data System (ADS)

    Rennie, Léonie J.

    2016-03-01

    This article establishes the importance of "context", a concept that underpins the academic contributions that John Falk and Lynn Dierking have made in building the field of informal/free-choice learning in science education. I consider, in turn, the individual contributions made by each of them prior to their seminal co-authored work, entitled The Museum Experience. I then document their joint contributions to the field, pointing out that although their interests and skills overlap in complementary ways to produce their jointly authored works, both have continued to make their individual contributions; Falk in his work on identity and impact, and Dierking in her work on community, youth, family and equity. Finally I come to the present, describing how they each continue their research and publication in lifelong, life-wide, and life-deep learning, with a particular focus on free-choice learning and the role it can play in addressing critical issues in the world.

  8. Lights, Camera: Learning! Findings from studies of video in formal and informal science education

    NASA Astrophysics Data System (ADS)

    Borland, J.

    2013-12-01

    As part of the panel, media researcher, Jennifer Borland, will highlight findings from a variety of studies of videos across the spectrum of formal to informal learning, including schools, museums, and in viewers homes. In her presentation, Borland will assert that the viewing context matters a great deal, but there are some general take-aways that can be extrapolated to the use of educational video in a variety of settings. Borland has served as an evaluator on several video-related projects funded by NASA and the the National Science Foundation including: Data Visualization videos and Space Shows developed by the American Museum of Natural History, DragonflyTV, Earth the Operators Manual, The Music Instinct and Time Team America.

  9. On Humanistic Science Education

    ERIC Educational Resources Information Center

    Hadzigeorgiou, Yannis

    2005-01-01

    As the potency of science and its impact upon society grow, the need for a humanistic perspective on science education becomes ever more urgent. Although there is not a consensus about a humanistic conception of science education, this monograph presents a normative conception of humanistic science education, which places primacy on the notion of…

  10. The Media as an Invaluable Tool for Informal Earth System Science Education

    NASA Astrophysics Data System (ADS)

    James, E.; Gautier, C.

    2001-12-01

    One of the most widely utilized avenues for educating the general public about the Earth's environment is the media, be it print, radio or broadcast. Accurate and effective communication of issues in Earth System Science (ESS), however, is significantly hindered by the public's relative scientific illiteracy. Discussion of ESS concepts requires the laying down of a foundation of complex scientific information, which must first be conveyed to an incognizant audience before any strata of sophisticated social context can be appropriately considered. Despite such a substantial obstacle to be negotiated, the environmental journalist is afforded the unique opportunity of providing a broad-reaching informal scientific education to a largely scientifically uninformed population base. This paper will review the tools used by various environmental journalists to address ESS issues and consider how successful each of these approaches has been at conveying complex scientific messages to a general audience lacking sufficient scientific sophistication. Different kinds of media materials used to this effect will be analyzed for their ideas and concepts conveyed, as well as their effectiveness in reaching the public at large.

  11. GeoPad: Innovative Applications of Information Technology in Field Science Education

    NASA Astrophysics Data System (ADS)

    Knoop, P. A.; van der Pluijm, B.

    2003-12-01

    A core requirement for most undergraduate degrees in the Earth sciences is a course in field geology, which provides students with training in field science methodologies, including geologic mapping. The University of Michigan Geological Sciences' curriculum includes a seven-week, summer field course, GS-440, based out of the university's Camp Davis Geologic Field Station, near Jackson, WY. Such field-based courses stand to benefit tremendously from recent innovations in Information Technology \\(IT\\), especially in the form of increasing portability, new haptic interfaces for personal computers, and advancements in Geographic Information System \\(GIS\\) software. Such innovations are enabling in-the-field, real-time access to powerful data collection, analysis, visualization, and interpretation tools. The benefits of these innovations, however, can only be realized on a broad basis when the IT reaches a level of maturity at which users can easily employ it to enhance their learning experience and scientific activities, rather than the IT itself being a primary focus of the curriculum or a constraint on field activities. The GeoPad represents a combination of these novel technologies that achieves that goal. The GeoPad concept integrates a ruggedized Windows XP TabletPC equipped with wireless networking, a portable GPS receiver, digital camera, microphone-headset, voice-recognition software, GIS, and supporting, digital, geo-referenced data-sets. A key advantage of the GeoPad is enabling field-based usage of visualization software and data focusing on \\(3D\\) geospatial relationships \\(developed as part of the complementary GeoWall initiative\\), which provides a powerful new tool for enhancing and facilitating undergraduate field geology education, as demonstrated during the summer 2003 session of GS-440. In addition to an education in field methodologies, students also gain practical experience using IT that they will encounter during their continued

  12. Development of Automatic Live Linux Rebuilding System with Flexibility in Science and Engineering Education and Applying to Information Processing Education

    NASA Astrophysics Data System (ADS)

    Sonoda, Jun; Yamaki, Kota

    We develop an automatic Live Linux rebuilding system for science and engineering education, such as information processing education, numerical analysis and so on. Our system is enable to easily and automatically rebuild a customized Live Linux from a ISO image of Ubuntu, which is one of the Linux distribution. Also, it is easily possible to install/uninstall packages and to enable/disable init daemons. When we rebuild a Live Linux CD using our system, we show number of the operations is 8, and the rebuilding time is about 33 minutes on CD version and about 50 minutes on DVD version. Moreover, we have applied the rebuilded Live Linux CD in a class of information processing education in our college. As the results of a questionnaires survey from our 43 students who used the Live Linux CD, we obtain that the our Live Linux is useful for about 80 percents of students. From these results, we conclude that our system is able to easily and automatically rebuild a useful Live Linux in short time.

  13. Science and citizenship education

    NASA Astrophysics Data System (ADS)

    Davies, Ian

    I argue that there is potential for collaborative work between science educators and citizenship educators. However, following comments about that potential, I raise a number of challenges. Those challenges relate to the public perception of science, narrow academic perspectives of some science educators, and problematic attempts to develop a form of science education that, at times, some have claimed is relevant to -- or, even, a form of -- citizenship education. The latter point is considered with reference to some science educators' perceptions concerning the nature of citizenship and citizenship education. I argue that the perceptions of some science educators seem to suggest significant differences in understanding from at least some of those who would regard themselves as citizenship education specialists. In the final main section of the article, I suggest, briefly, some ways in which further work to develop collaboration between science educators and citizenship educators could be considered.

  14. Toward Understanding the Nature of a Partnership Between an Elementary Classroom Teacher and an Informal Science Educator

    NASA Astrophysics Data System (ADS)

    Weiland, Ingrid S.; Akerson, Valarie L.

    2013-12-01

    This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight into the roles of each educator. In addition, student learning as a result of instruction was assessed. Prior research has predominately examined relationships and roles of groups of teachers and informal educators in the museum setting (Tal et al. in Sci Educ 89:920-935, 2005; Tal and Steiner in Can J Sci Math Technol Educ 6:25-46, 2006; Tran 2007). The current study utilized case study methodology to examine one relationship (between two educators) in more depth and in a different setting—an elementary classroom. The relationship was defined through a framework of cooperation, coordination, and collaboration (Buck 1998; Intriligator 1986, 1992) containing eight dimensions. Findings suggest a relationship of coordination, which requires moderate commitment, risk, negotiation, and involvement, and examined the roles that each educator played and how they negotiated these roles. Consistent with previous examinations in science education of educator roles, the informal educator's role was to provide the students with expertise and resources not readily available to them. The roles played by the classroom teacher included classroom management, making connections to classroom activities and curricula, and clarifying concepts. Both educators' perceptions suggested they were at ease with their roles and that they felt these roles were critical to the optimization of the short time frames (1 h) the informal educator was in the classroom. Pre and posttest tests demonstrated students learned as a result of the programs.

  15. Communicating Ocean Sciences to Informal Audiences (COSIA): Universities, Oceanographic Institutions, Science Centers and Aquariums Working Together to Improve Ocean Education and Public Outreach

    NASA Astrophysics Data System (ADS)

    Glenn, S.; McDonnell, J.; Halversen, C.; Zimmerman, T.; Ingram, L.

    2007-12-01

    Ocean observatories have already demonstrated their ability to maintain long-term time series, capture episodic events, provide context for improved shipboard sampling, and improve accessibility to a broader range of participants. Communicating Ocean Sciences, an already existing college course from COSEE-California has demonstrated its ability to teach future scientists essential communication skills. The NSF-funded Communicating Ocean Sciences to Informal Audiences (COSIA) project has leveraged these experiences and others to demonstrate a long-term model for promoting effective science communication skills and techniques applicable to diverse audiences. The COSIA effort is one of the pathfinders for ensuring that the new scientific results from the increasing U.S. investments in ocean observatories is effectively communicated to the nation, and will serve as a model for other fields. Our presentation will describe a long-term model for promoting effective science communication skills and techniques applicable to diverse audiences. COSIA established partnerships between informal science education institutions and universities nationwide to facilitate quality outreach by scientists and the delivery of rigorous, cutting edge science by informal educators while teaching future scientists (college students) essential communication skills. The COSIA model includes scientist-educator partnerships that develop and deliver a college course that teaches communication skills through the understanding of learning theory specifically related to informal learning environments and the practice of these skills at aquariums and science centers. The goals of COSIA are to: provide a model for establishing substantive, long-term partnerships between scientists and informal science education institutions to meet their respective outreach needs; provide future scientists with experiences delivering outreach and promoting the broader impact of research; and provide diverse role models

  16. Science Education. Oryx Science Bibliographies, Volume 6.

    ERIC Educational Resources Information Center

    Schroeder, Eileen E., Comp.; Tyckoson, David A., Ed.

    This bibliography provides 337 annotated references covering: science teaching at the preschool, kindergarten, elementary, and high school levels; science education as it relates to various science disciplines; science education for special populations; sexual stereotyping in science education; teacher education for science teachers; and how…

  17. 77 FR 17462 - Notice of Submission for OMB Review; Institute of Education Sciences; Quick Response Information...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-26

    ...The National Center for Education Statistics (NCES) Quick Response Information System (QRIS) consists of the Fast Response Survey System (FRSS) and the Postsecondary Education Quick Information System (PEQIS). The QRIS currently conducts surveys under OMB generic clearance 1850-0733, which expires in June 2012. This submission requests approval to continue the current clearance conditions......

  18. Teaching Adult Education Courses: The Business Management Model. Social Sciences. Agricultural Education 3. Information Bulletin 98.

    ERIC Educational Resources Information Center

    Bail, Joe P.; Cushman, Harold R.

    The model described here was developed for use as a program planning guide by teachers, many of them business and other lay people, at the secondary school level who offer adult education courses on how to make management decisions and solve problems. Ten features of the model are listed: (1) The purpose is to assist owner-operators or managers to…

  19. Education for Research in Library and Information Science--A Basis for Policy Analysis in the Nordic Countries.

    ERIC Educational Resources Information Center

    Schwarz, Stephan

    This paper discusses the evolution from the vocational emphasis of librarianship to a new research and higher education oriented concept of library and information science, focusing on changes in the Nordic countries, and Sweden in particular. Recognizing the strong interrelationship between analytical reviews for policy decisions, research and…

  20. On the Reform of Library and Information Science Education According to the Changes of Librarians' Function under Network Environment.

    ERIC Educational Resources Information Center

    Haiqun, Ma

    Based on an analysis of the direction of library development and changes in librarians' social functions, this paper presents some key measures in the reform of library and information science education. The first section discusses the developing direction of the library cause under the network environment. The second section covers librarians'…

  1. Education in Library and Information Science. Proceedings of the International Conference (Dubrovnik, Yugoslavia, May 21-26, 1984).

    ERIC Educational Resources Information Center

    Mihel, Ivan, Ed.; Tudor-Silovic, Neva, Ed.

    1984-01-01

    An international conference attended by 59 participants from 12 countries was organized to present Yugoslavia as a case study to the international audience, to bring to the Yugoslav audience a variety of international experiences in library and information science education and training, and to acquaint participants with some of the new…

  2. National Information Infrastructure of a Science, Culture and Education: Representation of Resources of Electronic Libraries

    NASA Astrophysics Data System (ADS)

    Filinov, E.; Boychenko, A.

    In the report are given questions concerned the choice of international standards for electronic libraries construction: - The alternative variants of choice standards on electronic catalogs and metacatalogs formats; - The alternative variants of choice standards for interlibrary loan; - The variants of choice standards for information search in online public catalogs (OPAC) and bibliographic databases; - The variants of choice standards for file representation of full text documents, vector and raster images, audio- and video-materials, text of public distributed programs. The questions for public discussion by interested organizations are intended to represent on special web site. The profile of electronic library as a total combination of standards on program interfaces and protocols may be constructed with the conceptual model of EL. This model is offered as a expansion of basic open systems environment / reference model (OSE/RM) for the area of applications to describe the Application Program Interface (APIs). Opinions of the interested organizations, which will be collected on a site by way of discussion of the questions put above, it is supposed to base on formation of a national information infrastructure of Russia for science, culture and education.

  3. If We Teach Them, They Can Learn: Young Students Views of Nature of Science Aspects to Early Elementary Students During an Informal Science Education Program

    NASA Astrophysics Data System (ADS)

    Quigley, Cassie; Pongsanon, Khemmawadee; Akerson, Valarie L.

    2010-11-01

    There have been substantial reform efforts in science education to improve students’ understandings of science and its processes and provide continual support for students becoming scientifically literate (American Association for the Advancement of Science in Benchmarks for science literacy, Oxford University Press, New York, 1993; National Research Council in Mathematics and science education around the world, National Academy Press, Washington DC, 1996; National Science Teachers Association in NSTA position statement 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize the ideas that are recommended in the reforms (Akerson V, Volrich M (2006) Journal of Research and Science Teaching, 43, 377-394). The purpose of this study was to explore how explicit-reflective instruction could improve young students’ understanding of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation in scientific work, although there was still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the particular problems students have in distinguishing these constructs.

  4. Issues in Informal Education: Event-Based Science Communication Involving Planetaria and the Internet

    NASA Technical Reports Server (NTRS)

    Adams, M.; Gallagher, D. L.; Whitt, A.; Six, N. Frank (Technical Monitor)

    2002-01-01

    For the past four years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of science communication through the web resources on the Internet. The program includes extended stories about NAS.4 science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. We give here, examples of events, problems, and lessons learned from these activities.

  5. Issues in Informal Education: Event-Based Science Communication Involving Planetaria and the Internet

    NASA Technical Reports Server (NTRS)

    Adams, Mitzi L.; Gallagher, D. L.; Whitt, A.; Whitaker, Ann F. (Technical Monitor)

    2001-01-01

    For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. The focus of sharing real-time science related events has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. Panel participation will be used to communicate the problems and lessons learned from these activities over the last three years.

  6. Information Science. Historical Paper 2

    ERIC Educational Resources Information Center

    Kent, Allen

    2015-01-01

    The author was assigned the task to comment on the broad topic: "New sciences, technologies, and media--impact on education for librarianship (or libraries)." The author choose to emphasize "information science." Narrowing the subject down even further, in this article the author emphasizes some of the aspects of the…

  7. Critical Information Literacy as Core Skill for Lifelong STEM Learning in the 21st Century: Reflections on the Desirability and Feasibility for Widespread Science Media Education

    ERIC Educational Resources Information Center

    Storksdieck, Martin

    2016-01-01

    Grace Reid and the late Stephen Norris argue in this issue the urgent need for widespread Science Media Education (SME) as an integral part of formal and informal science education. SME is to achieve two goals: First, allow learners to critically evaluate any media as a source for scientific information by understanding the socio-economic and…

  8. Alternatives for Science Education: A Consultative Document.

    ERIC Educational Resources Information Center

    Association for Science Education, Cambridge (England).

    Prepared by a small working party established under the auspices of the Education (Research) Committee of the Association for Science Education, this consultative document provides information for educational administrators and science teachers who are concerned with the place of science in education. Part one of the document reviews the…

  9. GeoPad and GeoPocket: Information Technology for Field Science Education

    NASA Astrophysics Data System (ADS)

    Knoop, P. A.; van der Pluijm, B.

    2006-12-01

    Over the past four years we have successfully incorporated and evaluated the use of field-based Information Technology (IT) in introductory through senior-level field courses offered at the University of Michigan's Camp Davis Geology Field Station, near Jackson, WY. The use of GeoPads (field-durable Tablet PCs) and GeoPockets (field-durable Pocket PCs) -- both equipped with GIS, GPS, wireless networking, electronic notebook and other pertinent software -- have significantly enhanced our field exercises and excursions, for both students and instructors. We have focused on three main applications: (1) Mapping facilitating the development of spatial reasoning skills via powerful, intuitive capabilities for in-the-field data entry, visualization, analysis, and interpretation in both 2-D and 3-D representations; (2) Field-Trips enriching the overall experience by providing in-the-field access to a broad, relevant collection of supplemental materials, such as papers, figures, maps, photos, thin section images, etc.; and, (3) Field-Based Exercises enhancing the learning opportunities afforded by field-based exercises by supporting data analysis and interpretation, while still in the context in which the data was gathered. This IT-based approach to field education utilizes standard, off-the-shelf hardware and software, and provides students with experience using tools that are increasingly relevant to their future academic or professional careers. Furthermore, this approach is generally applicable to education and research in many traditionally non-IT-savvy science domains, in addition to geology, such as archeology, biology, sociology, and natural resources.

  10. Information Literacy for Science Education: Evaluating Web-Based Materials for Socioscientific Issues

    ERIC Educational Resources Information Center

    Klosterman, Michelle L.; Sadler, Troy D.

    2008-01-01

    Students who engage in scientific inquiry must be able to evaluate the processes and evidence used to reach conclusions about scientific issues, regardless of whether the process is conducted in the classroom or through an information search on the internet. To explore strategies for integrating information literacy and science, the authors…

  11. The Federation of Earth Science Information Partners (ESIP Federation): Facilitating Partnerships that Work to Bring Earth Science Data into Educational Settings

    NASA Astrophysics Data System (ADS)

    Freuder, R.; Ledley, T. S.; Dahlman, L.

    2004-12-01

    The Federation of Earth Science Information Partners (ESIP Federation, http://www.esipfed.org) formed seven years ago and now with 77 member organizations is working to "increase the quality and value of Earth science products and services .for the benefit of the ESIP Federation's stakeholder communities." Education (both formal and informal) is a huge audience that we serve. Partnerships formed by members within the ESIP Federation have created bridges that close the gap between Earth science data collection and research and the effective use of that Earth science data to explore concepts in Earth system science by the educational community. The Earth Exploration Toolbook is one of those successful collaborations. The Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) grew out of a need of the educational community (articulated by the Digital Library for Earth System Education (DLESE) community) to have better access to Earth science data and data analysis tools and help in effectively using them with students. It is a collection of web-accessible chapters, each featuring step-by-step instructions on how to use an Earth science dataset and data analysis tool to investigate an issue or concept in Earth system science. Each chapter also provides the teacher information on the outcome of the activity, grade level, standards addressed, learning goals, time required, and ideas for exploring further. The individual ESIP Federation partners alone could not create the EET. However, the ESIP Federation facilitated the partnering of members, drawing from data providers, researchers and education tool developers, to create the EET. Interest in the EET has grown since it went live with five chapters in July 2003. There are currently seven chapters with another six soon to be released. Monthly online seminars in which over a hundred educators have participated have given very positive feedback. Post workshop surveys from our telecon-online workshops indicate that

  12. A Study on Science Teachers' Attitudes Toward Information and Communications Technologies in Education

    ERIC Educational Resources Information Center

    Cavas, Bulent; Cavas, Pinar; Karaoglan, Bahar; Kisla, Tarik

    2009-01-01

    Integration of Information and Communication Technologies (ICT) into education has been an important concern in many countries. Recently, Turkish Ministry of Education has also done great efforts and major financial investments to implement ICT into teaching and learning environments. However, as in many developing countries, ICT tools are…

  13. Science education ahead?

    NASA Astrophysics Data System (ADS)

    1999-01-01

    In spite of the achievements and successes of science education in recent years, certain problems undoubtedly remain. Firstly the content taught at secondary level has largely remained unchanged from what had been originally intended to meet the needs of those who would go on to become scientists. Secondly the curriculum is overloaded with factual content rather than emphasizing applications of scientific knowledge and skills and the connections between science and technology. Thirdly the curriculum does not relate to the needs and interests of the pupils. A recent report entitled Beyond 2000: Science Education for the Future, derived from a series of seminars funded by the Nuffield Foundation, attempts to address these issues by setting out clear aims and describing new approaches to achieve them. Joint editors of the report are Robin Millar of the University of York and Jonathan Osborne of King's College London. The recommendations are that the curriculum should contain a clear statement of its aims, with the 5 - 16 science curriculum seen as enhancing general `scientific literacy'. At key stage 4 there should be more differentiation between the literacy elements and those designed for the early stages of a specialist training in science; up to the end of key stage 3 a common curriculum is still appropriate. The curriculum should be presented clearly and simply, following on from the statement of aims, and should provide young people with an understanding of some key `ideas about science'. A wide variety of teaching methods and approaches should be encouraged, and the assessment approaches for reporting on students' performance should focus on their ability to understand and interpret information as well as their knowledge and understanding of scientific ideas. The last three recommendations in the report cover the incorporation of aspects of technology and the applications of science into the curriculum, with no substantial change overall in the short term but a

  14. Exploring the Effects of Communication Framed by Environmental Concern in Informal Science Education Contexts

    NASA Astrophysics Data System (ADS)

    Yocco, Victor S.

    Informal science education (ISE) venues such as zoos, nature centers, parks, and natural history museums play a critical role in allowing the general public to learn scientific concepts (National Research Council, 2009; 2010). Most adult learning of scientific concepts takes place outside of classrooms and away from work (Rennie and Williams, 2006). It is also true that zoos and natural history museums have stated missions regarding conveying concepts related to the conservation of our natural resources (Krishtalka and Humphrey, 2000; Patrick, Mathews, Ayers, and Tunicliffe, 2007). Theoretically, the successful communication of the desired message of these ISE institutions would inspire a more informed citizenry on the use and conservation of our natural resources. Framing communication is to present a topic in a manner that promote a specific view of the information. Effectively framing information can be an avenue to achieving the goal of ISE institutions (Chong & Druckman, 2007; Nisbet, 2009). Shultz and Zelezny (2003) posit that messages framed by egoistic concerns, concerns which focus on the individual, will be better received by the general public, leading to a greater likelihood for them to become engaged. This dissertation reports on a series of descriptive mixed methods studies conducted at a zoo, a natural history museum, and a science center, exploring the framing effects of communications framed by environmental concern (Schultz, 2001). In two of the studies the researcher examined the relationship between individuals' perceptions of the overlap between their lives and nature, their levels of environmental concern, and their preferences for statements designed to align with the types of environmental concern (i.e. egoistic, social-altruistic, and biospheric). Two studies were conducted using a quasi-experimental design in which the researcher randomly assigned messages framed by environmental concern while also taking measurements of prior involvement

  15. The TRUST Project: A Formal-Informal Teacher Education Partnership for the Promotion of Earth Science Teacher Certification

    NASA Astrophysics Data System (ADS)

    Sloan, H.; Miele, E.; Powell, W.; MacDonald, M.

    2004-12-01

    The American Museum of Natural History (AMNH) in partnership with Lehman and Brooklyn Colleges of the City University of New York (CUNY) has initiated The Teacher Renewal for Urban Science Teaching (TRUST) project. TRUST combines informal and formal teacher education in a four-year initiative to enhance professional development and masters of science education programs, grades K-8 at Brooklyn College and 7-12 at Lehman College. This NSF-funded partnership brings together the resources of AMNH, CUNY, New York City school districts, New York City Department of Education-Museum Partnerships, and the expertise of scientists and teachers with research experiences. Following an initial planning year, TRUST will recruit and sustain 90 teachers over a period of 3 years as well as engage 30 school administrators in support of Earth science instruction. Program components include two new formal Earth systems science courses, intensive informal summer institutes, and a lecture and workshop series during which participants gain new Earth science content knowledge, develop action plans, and present their work on the local and national level. In addition, participants have access to ongoing resource and material support to enhance their learning and instruction. Continuous documentation and data collection by project investigators are being used to address questions regarding the impact various aspects of the TRUST participant experience on classroom instruction and learning, the acquisition of scientific knowledge in the new courses and institutes, and to examine the nature of the Museum experience in meeting certification goals. External formative and summative evaluation of the project is addressing issues surrounding the value of the program as a model for formal-informal partnership in urban Earth science teacher education and certification, analysis of policies that facilitate partnership arrangements, and how socialization of novices with experts affects retention and

  16. Mapping and Auditing Information and Communication Technologies in Library and Information Science Education in Africa: A Review of the Literature

    ERIC Educational Resources Information Center

    Minishi-Majanja, Mabel K.

    2003-01-01

    Information and communication technologies (ICTs) have become basic ingredients of, and competitive tools in, the information-intensive tertiary/higher education sector. Their increased and specialised use in teaching and learning, research, academic administration, institutional management and information provision translates into greater access…

  17. Focus on science education

    NASA Astrophysics Data System (ADS)

    Richman, Barbara T.

    That the quality of precollege science and mathematics education in this country is sagging is not news. What is noteworthy, though, is that the science community is sizing up the dilemma and beginning to take official action. Last month, the National Academy of Sciences (NAS) hosted a National Convocation on Precollege Education in Mathematics and Science, and the American Association for the Advancement of Science (AAAS) and its affiliate societies met to form a coalition of affiliate societies on science and mathematics education. In addition, in mid-April the National Science Board, the policy-making arm of the National Science Foundation (NSF), announced the establishment of a new Commission on Precollege Education in Mathematics, Science, and Technology.

  18. Science Education Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1984

    1984-01-01

    Presents eight separate articles on science education. Topic areas addressed include: an inservice course in primary science; improving physics teaching; reducing chemistry curriculum; textbook readability measures; school-industry link for introductory engineering; local education authority initiatives in primary school science; and "Winnie the…

  19. Politicizing Science Education.

    ERIC Educational Resources Information Center

    Gross, Paul R.

    This report examines issues of politicization in elementary and secondary school science and science teaching. An introductory section introduces the issue of purposeful intrusion of politics into education theories, standards, and curricula. It focuses on the point of entry of politics into science education; the technology of truth; whether or…

  20. Science Education: Cassandra's Prophecy

    ERIC Educational Resources Information Center

    Brady, Thomas E.

    2008-01-01

    After "A Nation at Risk" was released, the state of American education was widely discussed, and not just by educators. The 1980s produced a number of reports on the status of science education that complained of declining science and mathematics achievement, falling enrollment in the subjects, and a shortage of qualified teachers. All the…

  1. Information Technology in Science (ITS) Center for Teaching and Learning Environment Design Experiment Study for the Development of New Generation Leaders in Science Education

    NASA Astrophysics Data System (ADS)

    Herbert, B. E.; Schroeder, C.; Brody, S.; Cahill, T.; Kenimer, A.; Loving, C.; Schielack, J.

    2003-12-01

    The ITS Center for Teaching and Learning is a five-year NSF-funded collaborative effort to engage scientists and university and school or district-based science educators in the use of information technology to improve science teaching and learning at all levels. One assumption is that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology in science classrooms has been shown to help achieve this objective. As a design study that is -working toward a greater understanding of a -learning ecology", the research related to the creation and refinement of the ITS Centeres collaborative environment for professional development is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. This presentation will discuss the results of the formative evaluation process that has moved the ITS Centeres collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). In particular, we will focus on the development of the ITS Centeres Project Teams, which create learning experiences over two summers focused on the exploration of science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the K-16

  2. Science in General Education

    ERIC Educational Resources Information Center

    Read, Andrew F.

    2013-01-01

    General education must develop in students an appreciation of the power of science, how it works, why it is an effective knowledge generation tool, and what it can deliver. Knowing what science has discovered is desirable but less important.

  3. Science Education Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1982

    1982-01-01

    Discusses: (1) the nature of science; (2) Ausubel's learning theory and its application to introductory science; and (3) mathematics and physics instruction. Outlines a checklist approach to Certificate of Extended Education (CSE) practical assessment in biology. (JN)

  4. Lessons Learned from Cosmic Serpent: A Professional Development Project for Informal Educators on Science and Native Ways of Knowing

    NASA Astrophysics Data System (ADS)

    Peticolas, L. M.; Maryboy, N.; Begay, D.; Paglierani, R.; Frappier, R.; Teren, A.

    2011-09-01

    How can one engage native communities and the public alike in understanding nature and our universe? Our approach has been to bring together practitioners at informal science centers, cultural museums, and tribal museums to develop relationships cross-culturally, to learn about different ways of studying and learning about nature and our universe, and to start to develop informal education programs or exhibits at their institution through their new understandings and peer networks. The design of this National Science Foundation (NSF) grant has been to provide an initial week-long professional development workshop in a region in the Western U.S. with a follow-up workshop in that region the following year, culminating in a final conference for all participants. We focus on three regions: the southwest (Utah, Arizona, New Mexico, and Colorado), the northwest (Alaska, Washington, and Oregon); and California. We are in our third year of our four-year grant and have in this time organized and run three regional week-long workshops and a follow-up workshop in the southwest. We have learned many lessons through this work, including: the importance of incorporating workshop participants as presenters in the workshop agenda; how the content of astronomy, ecology, and health resonates with these museum professionals and can easily be discussed with different world views in this type of cross-cultural science education; and how to best present different ways of knowing how nature and our universe work (science) in a manner that provides a context for science educators and museum professionals. In this article, we share these and other lessons we have learned from the leadership perspective of bringing together such a diverse and under-represented-in-science group of educators.

  5. Europe and Information Science.

    ERIC Educational Resources Information Center

    Ingwersen, Peter

    1997-01-01

    Discusses recent European library and information science (LIS) events. Describes the development and use of regional and intra-European Union networks for science. Highlights three European conferences held in 1996: ACM-SIGIR on information retrieval held in Switzerland, Information Seeking in Context (ISIC) held in Finland, and Conceptions of…

  6. Disturbingly Weak: The Current State of Financial Management Education in Library and Information Science Curricula

    ERIC Educational Resources Information Center

    Burger, Robert H.; Kaufman, Paula T.; Atkinson, Amy L.

    2015-01-01

    Financial management skills are necessary for responsible library management. In light of the profession's current emphasis on financial literacy, the authors posed four questions: (1) to what extent are library and information science schools providing courses in financial management for their graduates; (2) what is the quality and quantity of…

  7. Science Learning with Information Technologies as a Tool for "Scientific Thinking" in Engineering Education

    ERIC Educational Resources Information Center

    Smirnov, Eugeny; Bogun, Vitali

    2011-01-01

    New methodologies in science (or mathematics) learning process and scientific thinking in the classroom activity of engineer students with ICT (information and communication technology), including graphic calculator are presented: visual modelling with ICT, action research with graphic calculator, insight in classroom and communications and…

  8. In Brief: Improving science education

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2010-09-01

    Over the course of the next decade, 100,000 science, technology, engineering, and math (STEM) teachers should be recruited in the United States, and 1000 new STEM-focused schools should be created, according to a 16 September report, “Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America's future.” Noting that the United States lags behind other nations in STEM education at the elementary and secondary levels, the report, prepared by the President's Council of Advisors on Science and Technology, also recommends improving federal coordination and leadership on STEM education and supporting a state-led movement for shared standards in math and science. The release of the report coincides with President Barack Obama's announcement of the launch of Change the Equation, an organization that aims to help with math and science education. More information is available at http://www.whitehouse.gov/administration/eop/ostp and http://www.changetheequation.org/.

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

    NASA Astrophysics Data System (ADS)

    Storksdieck, Martin

    2016-03-01

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

  10. Narratives of silenced critiques and how they inform pedagogy and policy: Conversations with low-income urban parents about education, science, and science education

    NASA Astrophysics Data System (ADS)

    St. Prix, Courtney Desmond

    This dissertation examines the concerns of fourteen, low-income, urban parents for their children's needs in education in general and science education in particular. A motivation behind this investigation is to resist the top-down dissemination of educational policy and value the perspectives of so-called "culturally deprived" parents. I contrast the parents' vision for science education with those expressed by AAAS and NRC. I collected data through interviews, conversation groups, and participant observation conducted at a homeless shelter in a major American city. Initially, I conducted individual interviews that were coded, and themes of social mobility and issues of pedagogy surfaced as major areas of concern for parents. I developed questions under each theme for discussion with parents in conversation groups comprised of five parents. Additional conversation groups were developed later under emergent themes of parent-school relations and science education reform. As an assistant in both the after-school program and the parent-teachers association, I obtained additional data through field-notes. I analyzed the data using critical theory as my lens. However, it was a critical theory that had been repositioned from a eurocentric viewpoint to encompass the critical elements that emerge through the struggles of people of color and women. The parents considered the educational system to be uncaring and inflexible. They expressed that science is not taught in an engaging manner that is relevant to the lives of poor students. There was a great deal of overlap between the parents' vision and that of the science education reform initiatives. However, while the reform initiatives focused on "what" and "how" science was being taught, the parents' recommendations focused on "who" was being taught. They called for a more flexible, caring educational system that pays attention to the needs of the whole child. Finally, I analyzed the parents' perspectives as reflecting

  11. Theorie et Pratique dans l'Enseignement des Sciences de l'Information = Bridging the Gap between Theory and Practice. Proceedings of the Joint Meeting between the Association Internationale des Ecoles de Sciences de 1'Information and the Association for Library and Information Science Education (1st, Montreal, Canada, May 25-27, 1988).

    ERIC Educational Resources Information Center

    Savard, Rejean, Comp.

    These proceedings contain 38 papers--23 in French and 15 in English--that were presented in 15 sessions entitled: (1) Theory and Practice in Library and Information Science: The Context (Plenary Session 1); (2) Teaching Archives; (3) The Development of Library and Information Science Education in Developing Countries; (4) Research and Teaching in…

  12. Communicating Ocean Sciences to Informal Audiences (COSIA): Universities, Oceanographic Institutions, Science Centers and Aquariums Working Together to Improve Ocean Education and Public Outreach

    NASA Astrophysics Data System (ADS)

    Glenn, S.; McDonnell, J.; Halversen, C.; Zimmerman, T.

    2006-12-01

    Ocean observatories have already demonstrated their ability to maintain long-term time series, capture episodic events, provide context for improved shipboard sampling, and improve accessibility to a broader range of participants. Communicating Ocean Sciences, an already existing college course (http://www.cacosee.net/collegecourse) from COSEE California has demonstrated its ability to teach future scientists essential communication skills. The NSF-funded Communicating Ocean Sciences to Informal Audiences (COSIA) project will leverage these experiences and others to demonstrate a long-term model for promoting effective science communication skills and techniques applicable to diverse audiences. The COSIA effort will be one of the pathfinders for ensuring that the new scientific results from the increasing U.S. investments in ocean observatories is effectively communicated to the nation, and will serve as a model for other fields. Our presentation will describe a long-term model for promoting effective science communication skills and techniques applicable to diverse audiences. COSIA established partnerships between informal science education institutions and universities nationwide to facilitate quality outreach by scientists and the delivery of rigorous, cutting edge science by informal educators while teaching future scientists (college students) essential communication skills. The COSIA model includes scientist-educator partnerships that develop and deliver a college course derived from COS that teaches communication skills through the understanding of learning theory specifically related to informal learning environments and the practice of these skills at aquariums and science centers. The goals of COSIA are to: provide a model for establishing substantive, long-term partnerships between scientists and informal science education institutions to meet their respective outreach needs; provide future scientists with experiences delivering outreach to informal

  13. The New Information Technology: Critical Questions for Social Science Educators. Revised.

    ERIC Educational Resources Information Center

    Hepburn, Mary

    The role of social scientists and educators in the information revolution is to monitor the social, political, and economic consequences of increased use of technology and to research affective, cognitive, and social outcomes. Six issues provide a focus for addressing the impact of these changes. (1) An assessment of how the technological…

  14. Science enrichment through informal science. Final report

    SciTech Connect

    Katz, P.

    1996-07-01

    Hands On Science Outreach (HOSO) is a program of informal science education. Its mission is to bring to communities the option of out-of-school science explorations to small groups of children from the ages of 4-12. Such experiences encourage children to enjoy science without the fear of the consequences of failure that can occur in a formal school setting. It can start them on a life long pattern of participation, awareness and perhaps career interest, motivated by this kind of pleasurable learning. Since HOSO binds together adult training, materials and written guides, many of those not professionally employed in education, including parents, can and do become involved in {open_quotes}science for the fun of it.{close_quotes} The DOE grant to the HOSO program has funded the delivery of HOSO programming to five selected sites over the 1992-96 school years. It is the intention of both the DOE and HOSO to reach children who might otherwise not be able to afford the programming, with emphasis on underrepresented minorities. HOSO has developed fall, winter and spring theme-oriented informal science sessions on four age/grade levels. One hour classes take place once a week for eight weeks per session. At the original Washington, D.C. site, the program uses a mentoring model named STEPS (Successful Teaming for Educational Partnerships in Science) in partnership with the District of Columbia Schools, as well as HOSO and the DOE. That model continues to work in Washington, D.C. and has been replicated in parts of the Sacramento and Denver sites.

  15. Scholarship in Science Education

    ERIC Educational Resources Information Center

    Pringle, Rose M.

    2004-01-01

    Science education reform efforts set expectations for K-12 education to produce scientifically literate individuals. Implicit in this reform is the need for preservice teachers to be engaged in learning that builds their knowledge, understanding, and ability toward good science teaching. In this paper, I describe some of the experiences in science…

  16. Remodeling Science Education

    ERIC Educational Resources Information Center

    Hestenes, David

    2013-01-01

    Radical reform in science and mathematics education is needed to prepare citizens for challenges of the emerging knowledge-based global economy. We consider definite proposals to establish: (1) "Standards of science and math literacy" for all students. (2) "Integration of the science curriculum" with structure of matter,…

  17. Science, Worldviews, and Education

    ERIC Educational Resources Information Center

    Gauch, Hugh G., Jr.

    2009-01-01

    Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning…

  18. Proceedings of the 2000 Sino-United States Symposium and Workshop on Library and Information Science Education in the Digital Age (Wuhan, China, November 5-10, 2000).

    ERIC Educational Resources Information Center

    Perushek, D. E., Ed.

    The first International Symposium on Library and Information Science Education in the Digital Age, held in November 2000 at Wuhan University (Wuhan, China), drew more than 90 library and information science professionals from China, Macao, and the United States. Participants gathered to discuss a question of common concern: How are our respective…

  19. Strategies Which Foster Broad Use and Deployment of Earth and Space Science Informal and Formal Education Resources

    NASA Technical Reports Server (NTRS)

    Meeson, Blanche W.; Gabrys, Robert; Ireton, M. Frank; Einaudi, Franco (Technical Monitor)

    2001-01-01

    Education projects supported by federal agencies and carried out by a wide range of organizations foster learning about Earth and Space systems science in a wide array of venues. Across these agencies a range of strategies are employed to ensure that effective materials are created for these diverse venues. And that these materials are deployed broadly so that a large spectrum of the American Public, both adults and children alike, can learn and become excited by the Earth and space system science. This session will highlight some of those strategies and will cover representative examples to illustrate the effectiveness of the strategies. Invited speakers from selected formal and informal educational efforts will anchor this session. Speakers with representative examples are encouraged to submit abstracts for the session to showcase the strategies which they use.

  20. The CERES S'COOL Project: Dynamic NASA Earth Science Education and Public Outreach for Formal and Informal Audiences.

    NASA Astrophysics Data System (ADS)

    Crecelius, S.; Chambers, L. H.; Lewis, P. M., Jr.; Harte, T.

    2014-12-01

    The Clouds and the Earth's Radiant Energy System (CERES) Students' Cloud Observations On-Line (S'COOL) Project began in 1997 as a collaboration between a Virginia Middle School teacher, and several NASA Langley Research Center scientists. The project's aim is to involve classroom students in observing and reporting cloud parameters to assist in the validation of NASA's CERES satellite instruments, thus connecting classroom science work to the outside world. In 2007, S'COOL added a Citizen Science component called ROVER. ROVER is geared toward informal observers not tied to one observation location. The S'COOL Project has been successful due to a combination of its flexibility of implementation, training and involvement opportunities, intuitive and free resources, and this authentic connection to an ongoing scientific activity. Through S'COOL's multiple participation avenues, all participants are invited to collect cloud data following S'COOL guidelines. Their cloud data is later matched with corresponding satellite data. Within a week of submitting their report, a participant will be sent a "match" email, if their observation aligns to a satellite overpass. This "match" shows their ground report next to the satellite data for comparison and analysis. All ground observations and satellite matches are archived in a S'COOL database, accessible to the public. This multi-step process enables an on-going, two-way interaction between students and NASA, which is much more engaging than more typical one-way outreach experiences. To complement and enable the cloud observation component, the S'COOL website offers formal and informal education communities a wide variety of atmospheric science related learning resources. These educator created resources are supplemented with carefully crafted background information from the science team. Alignment of the project to the Next Generation Science Standards is underway now, and will highlight the many science process skills involved

  1. Linking Formal and Informal Science Education: A Successful Model using Libraries, Volunteers and NASA Resources

    NASA Astrophysics Data System (ADS)

    Race, M. S.; Lafayette Library; Learning Center Foundation (Lllcf)

    2011-12-01

    In these times of budget cuts, tight school schedules, and limited opportunities for student field trips and teacher professional development, it is especially difficult to expose elementary and middle school students to the latest STEM information-particularly in the space sciences. Using our library as a facilitator and catalyst, we built a volunteer-based, multi-faceted, curriculum-linked program for students and teachers in local middle schools (Grade 8) and showcased new astronomical and planetary science information using mainly NASA resources and volunteer effort. The project began with the idea of bringing free NASA photo exhibits (FETTU) to the Lafayette and Antioch Libraries for public display. Subsequently, the effort expanded by adding layers of activities that brought space and science information to teachers, students and the pubic at 5 libraries and schools in the 2 cities, one of which serves a diverse, underserved community. Overall, the effort (supported by a pilot grant from the Bechtel Foundation) included school and library based teacher workshops with resource materials; travelling space museum visits with hands-on activities (Chabot-to-Go); separate powerpoint presentations for students and adults at the library; and concurrent ancillary space-related themes for young children's programs at the library. This pilot project, based largely on the use of free government resources and online materials, demonstrated that volunteer-based, standards-linked STEM efforts can enhance curriculum at the middle school, with libraries serving a special role. Using this model, we subsequently also obtained a small NASA-Space Grant award to bring star parties and hand-on science activities to three libraries this Fall, linking with numerous Grade 5 teachers and students in two additional underserved areas of our county. It's not necessary to reinvent the wheel, you just collect the pieces and build on what you already have.

  2. Literacy, science, and science education

    NASA Astrophysics Data System (ADS)

    McVittie, Janet Elizabeth

    In examining the connections between literacy, science and science education, I laid out a number of questions. For example, what sorts of literate tools might facilitate writing to learn, and do children who are just becoming literate use these tools? I then examined the writing of children in science class in an attempt to determine if their writing can indeed facilitate their learning. The results of this research could help teachers make decisions about the use of writing in the learning of science. The kinds of literate tools I identified as being potentially helpful were transitionals---those words or grammatical devices which demonstrate how ideas are connected. Also, I suggested that data tables, sentences and paragraphs were also useful for students to learn. I found that grade 5/6 students used a wide range of literate tools, but that they were much more competent with those tools which were both oral and literate than those which could only be used for writing (punctuation, sentences, paragraphs, and data tables). When I attempted to determine if the children used their writing to learn, I found very little evidence that this was certainly so. However, there was some evidence that paragraphs had the potential to create a "dialogue" between student writing and thinking, so the students could make more explicit connections between science ideas. Lastly, I noticed certain gender difference in the classroom. Because of this, I contrasted the writing of the girls with the writing of the boys. I learned the girls were generally much more capable writers than the boys. More interesting, however, was that the girls generally attempted to explain their science concepts in different ways than did the boys. The girls were more likely to rely on their own reasoning, whereas the boys were more likely to persist in using culturally created science explanations. The research findings have important implications for analyzing students' learning and for finding ways to

  3. Opening Pandora's Box: Texas Elementary Campus Administrators use of Educational Policy And Highly Qualified Classroom Teachers Professional Development through Data-informed Decisions for Science Education

    NASA Astrophysics Data System (ADS)

    Brown, Linda Lou

    Federal educational policy, No Child Left Behind Act of 2001, focused attention on America's education with conspicuous results. One aspect, highly qualified classroom teacher and principal (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas elementary science education monitoring by campus administrators, Campus Instruction Leader (CILs), provides crucial relationships to 5th grade students' learning and achievement. Forty years research determined improved student results when sustained, supported, and focused professional development (PD) for teachers is available. Using mixed methods research, this study applied quantitative and qualitative analysis from two, electronic, on-line surveys: Texas Elementary, Intermediate or Middle School Teacher Survey(c) and the Texas Elementary Campus Administrator Survey(c) with results from 22.3% Texas school districts representing 487 elementary campuses surveyed. Participants selected in random, stratified sampling of 5th grade teachers who attended local Texas Regional Collaboratives science professional development (PD) programs between 2003-2008. Survey information compared statistically to campus-level average passing rate scores on the 5th grade science TAKS using Statistical Process Software (SPSS). Written comments from both surveys analyzed with Qualitative Survey Research (NVivo) software. Due to the level of uncertainty of variables within a large statewide study, Mauchly's Test of Sphericity statistical test used to validate repeated measures factor ANOVAs. Although few individual results were statistically significant, when jointly analyzed, striking constructs were revealed regarding the impact of HQ policy applications and elementary CILs use of data-informed decisions on improving 5th grade students' achievement and teachers' PD learning science content. Some constructs included the use of data

  4. Research in Science & Mathematics Education.

    ERIC Educational Resources Information Center

    Wanchoo, V. N., Ed.; Raina, T. N., Ed.

    This publication examines science and mathematics educational research in India and the question of whether science and mathematics education in that country has been an instrument of social change. Seven areas of research are included: (1) science education; (2) mathematics education; (3) science curriculum; (4) methods of teaching science; (5)…

  5. Lunar and Planetary Science XXXV: Undergraduate Education and Research Programs, Facilities, and Information Access

    NASA Technical Reports Server (NTRS)

    2004-01-01

    The titles in this section include: 1) GRIDVIEW: Recent Improvements in Research and Education Software for Exploring Mars Topography; 2) Software and Hardware Upgrades for the University of North Dakota Asteroid and Comet Internet Telescope (ACIT); 3) Web-based Program for Calculating Effects of an Earth Impact; 4) On-Line Education, Web- and Virtual-Classes in an Urban University: A Preliminary Overview; 5) Modelling Planetary Material's Structures: From Quasicrystalline Microstructure to Crystallographic Materials by Use of Mathematica; 6) How We Used NASA Lunar Set in Planetary and Material Science Studies: Textural and Cooling Sequences in Sections of Lava Column from a Thin and a Thick Lava-Flow, from the Moon and Mars with Terrestrial Analogue and Chondrule Textural Comparisons; 7) Classroom Teaching of Space Technology and Simulations by the Husar Rover Model; 8) New Experiments (In Meteorology, Aerosols, Soil Moisture and Ice) on the New Hunveyor Educational Planetary Landers of Universities and Colleges in Hungary; 9) Teaching Planetary GIS by Constructing Its Model for the Test Terrain of the Hunveyor and Husar; 10) Undergraduate Students: An Untapped Resource for Planetary Researchers; 11) Analog Sites in Field Work of Petrology: Rock Assembly Delivered to a Plain by Floods on Earth and Mars; 12) RELAB (Reflectance Experiment Laboratory): A NASA Multiuser Spectroscopy Facility; 13) Full Text Searching and Customization in the NASA ADS Abstract Service.

  6. If We Teach Them, They Can Learn: Young Students Views of Nature of Science Aspects to Early Elementary Students during an Informal Science Education Program

    ERIC Educational Resources Information Center

    Quigley, Cassie; Pongsanon, Khemmawadee; Akerson, Valarie L.

    2010-01-01

    There have been substantial reform efforts in science education to improve students' understandings of science and its processes and provide continual support for students becoming scientifically literate (American Association for the Advancement of Science in Benchmarks for science literacy, Oxford University Press, New York, 1993; "National…

  7. The Yohkoh Public Outreach Project: A Space Science Resource for Formal and Informal Education

    NASA Astrophysics Data System (ADS)

    Lemen, J. R.; Alexander, D.; Metcalf, T. R.; Freeland, S. L.; Acton, L. W.; Larson, M.; McKenzie, D.; Slater, T.

    2001-12-01

    The Yohkoh Public Outreach Project (YPOP) is a NASA-funded web site maintained by scientists and educators at Lockheed Martin Solar and Astrophysics Lab. and Montana State University. YPOP includes a range of activities for youngsters, parents, teachers and anyone interested in learning more about the Sun. YPOP utilizes a number of approaches to the dissemination of solar data which incorporates elements of both formaleducation, via a number of lesson plans and classroom activities, and informal education, via access to the latest solar images, a solar tour, and updated movies. This combination has proved extremely effective in providing quality access to scientific data for a broad audience with a wide range of interests. The Yohkoh Public Outreach Project can be found at http://www.LMSAL.com/YPOP.

  8. Globalization and Science Education

    NASA Astrophysics Data System (ADS)

    Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

    2013-06-01

    Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

  9. Globalization and Science Education

    NASA Astrophysics Data System (ADS)

    Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

    2012-12-01

    Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

  10. Individualized Adult Science Education.

    ERIC Educational Resources Information Center

    Lawrence, C. G.

    As the proceedings of a national seminar on individualized adult science education, a total of 13 articles is compiled in this volume concerning the theory and techniques of curriculum development and the individualization process in upgrading Canadian science courses. The topics include: The Characteristics and Formulation of Behavioral…

  11. Groundwater in Science Education

    ERIC Educational Resources Information Center

    Dickerson, Daniel L.; Penick, John E.; Dawkins, Karen R.; Van Sickle, Meta

    2007-01-01

    Although clean, potable groundwater constitutes one of our most valuable resources, few students or science educators hold complete and appropriate understandings regarding the concept. Recent studies that focus on secondary students' and preservice science teachers' understandings of groundwater found little difference between the groups'…

  12. Communicating Ocean Sciences to Informal Audiences (COSIA): Interim Evaluation Report

    ERIC Educational Resources Information Center

    St. John, Mark; Phillips, Michelle; Smith, Anita; Castori, Pam

    2009-01-01

    Communicating Ocean Sciences to Informal Audiences (COSIA) is a National Science Foundation (NSF)-funded project consisting of seven long-term three-way partnerships between the Lawrence Hall of Science (LHS) and an informal science education institution (ISEI) partnered with an institution of higher education (IHE). Together, educators from the…

  13. Communicating Ocean Sciences to Informal Audiences (COSIA): Final Evaluation Report

    ERIC Educational Resources Information Center

    Phillips, Michelle; St. John, Mark

    2010-01-01

    Communicating Ocean Sciences to Informal Audiences (COSIA) is a National Science Foundation (NSF)-funded project consisting of six three-way partnerships between the Lawrence Hall of Science (LHS) and an informal science education institution (ISEI) partnered with an institution of higher education (IHE). Together, educators from the ISEI (often…

  14. Reforming Science Education.

    ERIC Educational Resources Information Center

    Donmoyer, Robert, Ed.; Merryfield, Merry M., Ed.

    1995-01-01

    This theme issue highlights the diversity of reform initiatives in order to provide a deep understanding of the complexities associated with educational reform in general and the reform of science education in particular. Systemic reform initiatives at the national and state levels along with locally-inspired efforts at reform are outlined.…

  15. Science Education in Malta.

    ERIC Educational Resources Information Center

    Gatt, Suzanne V.

    2000-01-01

    Presents an historical background of changes in the Maltese science curriculum for boys and girls. Describes the levels of the Maltese educational system and briefly summarizes subject areas and objectives for physics, biology, chemistry, mathematics, and the arts taught in schools from preschool to postsecondary education. (YDS)

  16. Space Science Education Resource Directory

    NASA Astrophysics Data System (ADS)

    Christian, C. A.; Scollick, K.

    The Office of Space Science (OSS) of NASA supports educational programs as a by-product of the research it funds through missions and investigative programs. A rich suite of resources for public use is available including multimedia materials, online resources, hardcopies and other items. The OSS supported creation of a resource catalog through a group lead by individuals at STScI that ultimately will provide an easy-to-use and user-friendly search capability to access products. This paper describes the underlying architecture of that catalog, including the challenge to develop a system for characterizing education products through appropriate metadata. The system must also be meaningful to a large clientele including educators, scientists, students, and informal science educators. An additional goal was to seamlessly exchange data with existing federally supported educational systems as well as local systems. The goals, requirements, and standards for the catalog will be presented to illuminate the rationale for the implementation ultimately adopted.

  17. Statistical Handbook of Science Education.

    ERIC Educational Resources Information Center

    Petersen, Richard J.

    This publication by the National Science Foundation (NSF) is a compilation of pertinent statistical information on the education and training of scientists and engineers in the United States primarily during the period of 1950-1960. This publication is divided into three parts: (1) human resources data; (2) data that deal with the institutional…

  18. An Advanced Educational Program for Software Design Engineering at Graduate School of Information Science and Technology of Osaka University

    NASA Astrophysics Data System (ADS)

    Masuzawa, Toshimitsu; Inoue, Katsuro; Murakami, Koso; Fujiwara, Toru; Nishio, Shojiro

    This paper gives an overview of an advanced educational program for software design engineering that is currently conducted at Graduate School of Information Science and Technology, Osaka University under the grant “ Initiatives for Attractive Education in Graduate Schools” from MEXT. Software design engineering is highly expected to play a critical role in winning success in designing the next-generation software systems. The aim of the program is to bring up young researchers with the latest design methodologies and practical design experience, who can pioneer the frontier of software design engineering. The program is conducted with the collaboration of industries that have rich practical experience and are facing the engineering problems to be solved in developing the next-generation software.

  19. Science, Worldviews, and Education

    NASA Astrophysics Data System (ADS)

    Gauch, Hugh G.

    2009-06-01

    Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning the spectrum from positive to neutral to negative. To delineate a mainstream perspective on science, seven key characterizations or “pillars” of science are adopted from position papers from the world’s largest scientific organization, the American Association for the Advancement of Science. Based on those pillars and an examination of scientific method, I argue that the presuppositions and reasoning of science can and should be worldview independent, but empirical and public evidence from the sciences and humanities can support conclusions that are worldview distinctive. I also critique several problematic perspectives: asserting that science can say nothing about worldviews and the opposite extreme of insisting that science decisively supports one particular worldview; weakening science so severely that it lacks truth claims; and burdening science with unnecessary presuppositions. Worldview-distinctive conclusions based on empirical evidence are suitable for individual convictions and public discussions, but not for institutional endorsements and scientific literacy requirements.

  20. Informal Science Learning in the Formal Classroom

    ERIC Educational Resources Information Center

    Walsh, Lori; Straits, William

    2014-01-01

    In this article the authors share advice from the viewpoints of both a formal and informal educator that will help teachers identify the right Informal Science Institutions (ISIs)--institutions that specialize in learning that occurs outside of the school setting--to maximize their students' learning and use informal education to their…

  1. Data Science: The Revolution in Science Education

    NASA Astrophysics Data System (ADS)

    Borne, K. D.

    2011-12-01

    I will describe the data science undergraduate and graduate programs at George Mason University, within the context of the ongoing revolution in data-intensive science. Both general and specific recommendations regarding science education will also be presented, extending from graduate training, to undergraduate science majors, and to undergraduate general education students. Examples of professional opportunities for data scientists in the key informatics (data science) research areas will be highlighted.

  2. Science information systems: Visualization

    NASA Technical Reports Server (NTRS)

    Wall, Ray J.

    1991-01-01

    Future programs in earth science, planetary science, and astrophysics will involve complex instruments that produce data at unprecedented rates and volumes. Current methods for data display, exploration, and discovery are inadequate. Visualization technology offers a means for the user to comprehend, explore, and examine complex data sets. The goal of this program is to increase the effectiveness and efficiency of scientists in extracting scientific information from large volumes of instrument data.

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

    ERIC Educational Resources Information Center

    Center for Advancement of Informal Science Education, 2010

    2010-01-01

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

  4. Meaningful, Authentic and Place-Based Informal Science Education for 6-12 Students

    NASA Astrophysics Data System (ADS)

    Ito, E.; Dalbotten, D. M.

    2014-12-01

    American Indians are underrepresented in STEM and especially in Earth sciences. They have the lowest high school graduation rate and highest unemployment. On the other hand, tribes are in search of qualified young people to work in geo- and hydro-technical fields to manage reservations' natural resources. Dalbotten and her collaborators at the Fond du Lac Band of Lake Superior Chippewa and local 6-12 teachers ran a place-based but non-themed informal monthly science camps (gidakiimanaaniwigamig) for 7 years starting 2003. Camps were held on reservation and some activities focused on observing seasonal changes. The students enjoyed coming to the camps but the camp activities went largely unnoticed by the reservation itself. For the last 5 years, we and the same cast of characters from the gidakiimanaaniwigamig camps ran a very place-based, research-based camp program, manoomin. The research was focused on manoomin (wild rice) which is a culturally important plant and food that grows in local lakes and wetlands. Manmade changes in hydrology, toxic metals from mining, and changing weather patterns due to climate change threaten this precious resource. Our plan was for 6-12 students to investigate the past, the present and the future conditions of manoomin on and around the reservation. It became clear by 3rd year that the research project, as conceived, was overly ambitious and could not be completed at the level we hoped in a camp setting (6 weekend camps = 6 full days per year). However, students felt that they were involved in research that was beneficial to their reservation, reported gaining self-confidence to pursue a career in science, and stated a desired to obtain a college degree. They also became aware of STEM employment opportunities on reservation that they could aim for. The camps also fostered a trusting relationship between researchers at Fond du Lac resource managers and the U. of MN. Based on these experiences, we proposed a new format for these

  5. How do we support informal educators teaching for climate literacy? Lessons from design-based research to improve climate science field trips through educator experience

    NASA Astrophysics Data System (ADS)

    Allen, L. B.; Steiner, M.; Crowley, K. J.

    2012-12-01

    Climate literacy is an important and timely aspect of students' and educators' scientific understanding. Climate science is a challenging topic to understand and communicate, given that factors affecting change in climate are spatially and temporally distant from one another, and include layers of understanding biotic, abiotic, and anthropogenic factors. Some learning scientists describe complex processes such as these "constraint-based interactions" and consider them to be among the more difficult for learners to grasp. An additional challenge for climate education is the politicized nature of the issue of climate change among U.S. adults. Our goal is to create a climate literacy program that bridges informal and formal learning for middle school students by integrating tools and ideas from pre-field trip classroom activities into deep investigations on the floor of the natural history museum. In this presentation, we address the challenges and successes of an in-progress climate literacy project sponsored by NASA from the perspective of educator learning. A group of experienced natural history docents were asked to participate in an iteratively designed field trip program for climate education. The project challenged educators with both new content and a new pedagogical structure: using real NASA satellite data to visualize and explore earth's climate, while implementing student-centered, participatory learning on the floor of the museum. By engaging in an iterative, design-based research process of prototyping field trips at the Carnegie Museum of Natural History, we collected observational and interview data from seven dedicated informal educators who were asked to change both the content and the format of their interactions with middle school field trip students. These docents have a wide variety of experiences and opinions around climate science, data, and student-centered teaching and learning pedagogies. Over the course of one semester of iteratively

  6. Educational Technology for a Science of Education

    ERIC Educational Resources Information Center

    Ofiesh, Gabriel D.

    1970-01-01

    Dr. Ofiesh's essay introduces a series of articles on science education and educational technology by discussing the meaning of educational technology and its implications for the educational process. (LS)

  7. Measuring the impact of informal science education in zoos on environmental knowledge, attitudes and behaviors

    NASA Astrophysics Data System (ADS)

    Wilson, Christopher David

    Despite the emphasis in modern zoos and aquaria on conservation and environmental education, we know very little about what people learn in these settings, and even less about how they learn it. Research on informal learning in settings such as zoos has suffered from a lack of theory, with few connections being made to theories of learning in formal settings, or to theories regarding the nature of the educational goals. This dissertation consists of three parts: the development and analysis of a test instrument designed to measure constructs of environmental learning in zoos; the application of the test instrument along with qualitative data collection in an evaluation designed to measure the effectiveness of a zoo's education programs; and the analysis of individually matched pre- and post-test data to examine how environmental learning takes place, with respect to the constructivist view of learning, as well as theories of environmental learning and the barriers to pro-environmental behavior. The test instrument consisted of 40 items split into four scales: environmental knowledge, attitudes toward the environment, support for conservation, and environmentally responsible behavior. A model-driven approach was used to develop the instrument, which was analyzed using Item Response Theory and the Rasch dichotomous measurement model. After removal of two items with extremely high difficulty, the instrument was found to be unidimensional and sufficiently reliable. The results of the IRT analyses are interpreted with respect to a modern validity framework. The evaluation portion of this study applied this test instrument to measuring the impact of zoo education programs on 750 fourth through seventh grade students. Qualitative data was collected from program observations and teacher surveys, and a comparison was also made between programs that took place at the zoo, and those that took place in the school classroom, thereby asking questions regarding the role of

  8. Joint Interdisciplinary Earth Science Information Center

    NASA Technical Reports Server (NTRS)

    Kafatos, Menas

    2004-01-01

    The report spans the three year period beginning in June of 2001 and ending June of 2004. Joint Interdisciplinary Earth Science Information Center's (JIESIC) primary purpose has been to carry out research in support of the Global Change Data Center and other Earth science laboratories at Goddard involved in Earth science, remote sensing and applications data and information services. The purpose is to extend the usage of NASA Earth Observing System data, microwave data and other Earth observing data. JIESIC projects fall within the following categories: research and development; STW and WW prototyping; science data, information products and services; and science algorithm support. JIESIC facilitates extending the utility of NASA's Earth System Enterprise (ESE) data, information products and services to better meet the science data and information needs of a number of science and applications user communities, including domain users such as discipline Earth scientists, interdisciplinary Earth scientists, Earth science applications users and educators.

  9. Computer/Information Science

    ERIC Educational Resources Information Center

    Birman, Ken; Roughgarden, Tim; Seltzer, Margo; Spohrer, Jim; Stolterman, Erik; Kearsley, Greg; Koszalka, Tiffany; de Jong, Ton

    2013-01-01

    Scholars representing the field of computer/information science were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might change our understanding. The scholars included Ken Birman, Jennifer Rexford, Tim Roughgarden, Margo Seltzer, Jim Spohrer, and…

  10. Science Fiction and Science Education.

    ERIC Educational Resources Information Center

    Cavanaugh, Terence

    2002-01-01

    Uses science fiction films such as "Jurassic Park" or "Anaconda" to teach science concepts while fostering student interest. Advocates science fiction as a teaching tool to improve learning and motivation. Describes how to use science fiction in the classroom with the sample activity Twister. (YDS)

  11. The Role of Informal Science in the State Education Agenda. Issue Brief

    ERIC Educational Resources Information Center

    Thomasian, John

    2012-01-01

    Many governors have launched initiatives to raise student proficiency in math and science and encourage youth to pursue careers in STEM fields (i.e., science, technology, engineering, and math). Individuals with strong STEM skills play vital roles in technological innovation and economic growth and are rewarded with more secure jobs and higher…

  12. Tanzanian Teachers' Understanding of the Science Embedded in Traditional Technologies: A Study to Inform Teacher Education.

    ERIC Educational Resources Information Center

    Knamiller, G. W.; And Others

    1995-01-01

    Explored the degree to which a sample of Tanzania science teachers were able to interpret the local production of alcohol in light of their conceptual knowledge of the science involved, designed experiments for investigating factors relating to the processes of fermentation and distillation, and considered alternatives for improving this…

  13. Information sciences experiment system

    NASA Technical Reports Server (NTRS)

    Katzberg, Stephen J.; Murray, Nicholas D.; Benz, Harry F.; Bowker, David E.; Hendricks, Herbert D.

    1990-01-01

    The rapid expansion of remote sensing capability over the last two decades will take another major leap forward with the advent of the Earth Observing System (Eos). An approach is presented that will permit experiments and demonstrations in onboard information extraction. The approach is a non-intrusive, eavesdropping mode in which a small amount of spacecraft real estate is allocated to an onboard computation resource. How such an approach allows the evaluation of advanced technology in the space environment, advanced techniques in information extraction for both Earth science and information science studies, direct to user data products, and real-time response to events, all without affecting other on-board instrumentation is discussed.

  14. Science Education Resource Assistant for Science Teachers. [CD- ROM].

    ERIC Educational Resources Information Center

    ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.

    This CD-ROM provides a collection of Internet resources as well as K-16 related science materials and is divided into two sections. "Online Resources" includes information on the Educational Resources Information Center (ERIC), National Standards, AAAS Project 2061 Resources, U.S. Department of Education, Third International Mathematics and…

  15. History, Archives, and Information Science.

    ERIC Educational Resources Information Center

    McCrank, Lawrence J.

    1995-01-01

    Discusses trends and issues in the archival, historical, and information sciences. Examines the relationship between history and information science; surveys archives in the context of contemporary issues pervading history and information science. Also discusses concerns common to all three sciences, including technological obsolescence and…

  16. Curriculum Process in Science Education

    NASA Astrophysics Data System (ADS)

    Adamčíková, Veronika; Tarábek, Paul

    2010-07-01

    Physics/science education in the communicative conception is defined as the continuous transfer of the knowledge and methods of physics into the minds of individuals who have not participated in creating them. This process, called the educational communication of physics/science, is performed by various educational agents—teachers, curriculum makers, textbook designers, university teachers and does not mean only a simple transfer of information, but it also involves teaching and instruction at all levels of the school system, the study, learning, and cognition of pupils, students and all other learners, the assessment and evaluation of learning outcomes, curriculum composition and design, the production of textbooks and other means of educational communication and, in addition, university education and the further training of teachers. The educational communication is carried out by the curriculum process of physics/science, which is a sequence of variant forms of curriculum mutually interconnected by curriculum transformations. The variant forms of curriculum are as follows: conceptual curriculum, intended curriculum, project (written) curriculum, operational curriculum, implemented curriculum, and attained curriculum.

  17. Ocean Science Educator Award

    NASA Astrophysics Data System (ADS)

    The Office of Naval Research announces a program to identify and support academic ocean scientists (“Educators”) who have a distinguished record of educating high-quality doctoral and/or postdoctoral students and who will, under this program, draw postdoctoral scientists from other disciplines into the ocean sciences. Named “Educators” must be U.S. citizens with research and training experience in the ocean sciences and must have a current research and teaching position at a U.S. institution that confers doctoral degrees in ocean sciences.Participation is sought from U.S. institutions that confer doctoral degrees in one or more areas of ocean sciences; show a viable plan to identify, attract, and train, in the ocean sciences, U.S. citizen post-docs (Fellows) from other disciplines; and can show institutional commitment to ocean science education at the doctoral level. Three awards will be made via grants to institutions for a period of 3 years at $75,000 per year (at least $65,000 of these funds are intended for direct support of Fellows).

  18. Issues in Science Education: Changing Purposes of Science Education.

    ERIC Educational Resources Information Center

    Williamson, Stan

    This paper addresses the role of science education in today's society and the objectives of instruction in science. Observing that science cannot solve all of the problems of the world, and that science education has had little effect on the willingness of the general public to accept superstitions, the author argues that instructional approaches…

  19. Science education research in Papua New Guinea 1978-1990

    NASA Astrophysics Data System (ADS)

    Palmer, W. P.

    1990-01-01

    This paper presents a science/science education bibliography, to assist science educationalists interested in Papua New Guinea. 392 articles were reviewed. The bibliography was then categorised in a number of ways to indicate patterns of research productivity in various areas of science education, and at different levels of education. A questionnaire was devised to obtain information from former and current researchers in the field about their own contributions. This exercise produced some surprising information about science education research in Papua New Guinea.

  20. The National Science Education Standards.

    ERIC Educational Resources Information Center

    Bybee, Rodger W.; Champagne, Audrey B.

    2000-01-01

    Describes efforts under the sponsorship of the National Research Council (NRC) to improve science education. Provides an overview of the National Science Education Standards. First published in 1995. (YDS)

  1. Science Education - Deja Vu Revised.

    ERIC Educational Resources Information Center

    Walsh, John

    1982-01-01

    Summarizes views expressed and issues raised at the National Convocation on Precollege Education in Mathematics and Science and another meeting to establish a coalition of affiliates for science and mathematics education. (DC)

  2. Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence

    ERIC Educational Resources Information Center

    Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

    2011-01-01

    This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The…

  3. Invest in Today's Science Educators: Ensure Tomorrow's Science Workforce

    NASA Astrophysics Data System (ADS)

    MacLeish, Marlene Y.; Thomson, William A.

    2008-06-01

    The National Space Biomedical Research Institute (NSBRI) is contributing to United States of America's (US) efforts to educate a science workforce capable of competing in a knowledge-based 21st century global society by employing space exploration science to educate and encourage students to pursue careers in science, technology, engineering, and mathematics (STEM). This approach supports the National Aeronautics and Space Administration's (NASA) education mission to provide educational opportunities for scientists, students and teachers, and to inform the public about the benefits that space exploration hold for life on Earth [1] [2]. During the past decade, the NSBRI-Education Outreach Program (EOP) has evolved from a predominantly Kindergarten through undergraduate college (K-16) educational program to include graduate and post-doctoral components and a senior education fellow position. This position aims to foster STEM educational research and global conversations on a shared vision for space exploration.

  4. Science Education and Interactive Technology.

    ERIC Educational Resources Information Center

    Ittelson, John C.; Moriarty, Patricia J.

    The capabilities and applications of interactive video in science education are examined in four chapters. Chapter 1 discusses technology in science education, providing a comparative evaluation of interactive videodisc (IVD) systems and the microcomputer. Specific uses of microcomputers in science education are noted. Chapter 2 is a discussion of…

  5. Fusion Science Education Outreach

    NASA Astrophysics Data System (ADS)

    Danielson, C. A.; DIII-D Education Group

    1996-11-01

    This presentation will focus on education outreach activities at General Atomics that have been expanded to include the general population on science education with a focus on fusion energy. Outreach materials are distributed upon request both nationally and internationally. These materials include a notebook containing copies of DIII--D tour panels, fusion poster, new fusion energy video, new fusion energy brochure, and the electromagnetic spectrum curriculum. The 1996 Fusion Forum (held in the House Caucus Room) included a student/ teacher lunch with Energy Secretary Hazel O'Leary and a private visit to the Forum exhibits. The continuing partnership with Kearny High School includes lectures, job shadowing, internship, equipment donations and an award-winning electric car-racing program. Development of distribution by CD of the existing interactive fusion energy kiosk and a virtual reality tour of the DIII--D facility are underway. The DIII--D fusion education WWW site includes e-mail addresses to ``Ask the Wizard,'' and/or receive GA's outreach materials. Steve Rodecker, a local science teacher, aided by DIII--D fusion staff, won his second Tapestry Award; he also was named the ``1995 National Science Teacher of the Year'' and will be present to share his experiences with the DIII--D educational outreach program.

  6. Science Education Newsletter No. 28.

    ERIC Educational Resources Information Center

    British Council, London (England). Science Dept.

    This issue, number 28 in the series, is divided into the sections of: (1) British science activities, (2) Overseas science activities, and (3) International science activities. Presented in a newsletter format, numerous topics of interest to secondary school science and mathematics educators pertaining to British education are presented. Reports…

  7. 77 FR 40589 - Notice of Proposed Information Collection Requests; Institute of Education Sciences...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-10

    ... Title I/II Program Initiatives SUMMARY: This evaluation will examine the implementation of core policies... Records Management Services, Office of Management, publishes this notice containing proposed information... Division, Privacy, Information and Records Management Services, Office of Management. BILLING CODE...

  8. Curriculum Reform in Library and Information Science Education by Evidence-Based Decision Making

    ERIC Educational Resources Information Center

    Toshimori, Atsushi; Mizoue, Chieko; Matsumoto, Makoto

    2011-01-01

    The student surveys are conducted to better understand the student's views and help restructure curriculum. This article explored characteristics of students of the College of Knowledge and Library Sciences (KLIS) at the University of Tsukuba in Japan. The KLIS conducted two kinds of student surveys in 2009 and 2010: a) a standardized survey and…

  9. Beyond Nature of Science: The Case for Reconceptualising "Science" for Science Education

    ERIC Educational Resources Information Center

    Erduran, Sibel

    2014-01-01

    In this paper, I argue that contemporary accounts of nature of science (NoS) are limited in their depiction of "science" and that new perspectives are needed to broaden their characterisation and appeal for science education. In particular, I refer to the role of interdisciplinary characterisations of science in informing the theory and…

  10. New Directions in Library and Information Science Education. Final Report. Volume 2.10: Information Analysis Center Professional Competencies.

    ERIC Educational Resources Information Center

    Griffiths, Jose-Marie; And Others

    This document contains validated activities and competencies needed by information professionals working in an information analysis center. The activities and competencies are organized according to the functions which information professionals in such centers perform: acquisitions; indexing/abstracting; reference; information analysis research;…

  11. Vision to Purpose to Power: A Quest for Excellence in the Education of Library and Information Science Professionals.

    ERIC Educational Resources Information Center

    Hannigan, Jane Anne

    Perhaps librarianship is faced with problems even greater than those of education. In fact, its very existence is being challenged. Library schools have consistently tried to educate almost all librarians and information scientists in one mold. This simply cannot be done--it never could. Library educators must give up their rather immature notion…

  12. Discovering indigenous science: Implications for science education

    NASA Astrophysics Data System (ADS)

    Snively, Gloria; Corsiglia, John

    2001-01-01

    Indigenous science relates to both the science knowledge of long-resident, usually oral culture peoples, as well as the science knowledge of all peoples who as participants in culture are affected by the worldview and relativist interests of their home communities. This article explores aspects of multicultural science and pedagogy and describes a rich and well-documented branch of indigenous science known to biologists and ecologists as traditional ecological knowledge (TEK). Although TEK has been generally inaccessible, educators can now use a burgeoning science-based TEK literature that documents numerous examples of time-proven, ecologically relevant, and cost effective indigenous science. Disputes regarding the universality of the standard scientific account are of critical importance for science educators because the definition of science is a de facto gatekeeping device for determining what can be included in a school science curriculum and what cannot. When Western modern science (WMS) is defined as universal it does displace revelation-based knowledge (i.e., creation science); however, it also displaces pragmatic local indigenous knowledge that does not conform with formal aspects of the standard account. Thus, in most science classrooms around the globe, Western modern science has been taught at the expense of indigenous knowledge. However, because WMS has been implicated in many of the world's ecological disasters, and because the traditional wisdom component of TEK is particularly rich in time-tested approaches that foster sustainability and environmental integrity, it is possible that the universalist gatekeeper can be seen as increasingly problematic and even counter productive. This paper describes many examples from Canada and around the world of indigenous people's contributions to science, environmental understanding, and sustainability. The authors argue the view that Western or modern science is just one of many sciences that need to be

  13. 77 FR 31592 - Notice of Proposed Information Collection Requests; Institute of Education Sciences; What Works...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-29

    ... review, as well as evaluator and randomized controlled trials information. Primary members of the..., and populating the Registry of Evaulation Reserachers and Registry of Randomized Controlled Trials...

  14. Education, Careers and Professionalization in Librarianship and Information Science. Final Report.

    ERIC Educational Resources Information Center

    White, Rodney F.; Macklin, David B.

    The object of this study was to analyze the processes by which individuals enter the occupation of librarianship and are prepared for positions in the field. Attention was directed to the ways in which the educational institutions who prepare these entrants are responding to the challenges which are being presented them by the increasing demands…

  15. Vertical Integration of Geographic Information Sciences: A Recruitment Model for GIS Education

    ERIC Educational Resources Information Center

    Yu, Jaehyung; Huynh, Niem Tu; McGehee, Thomas Lee

    2011-01-01

    An innovative vertical integration model for recruiting to GIS education was introduced and tested following four driving forces: curriculum development, GIS presentations, institutional collaboration, and faculty training. Curriculum development was a useful approach to recruitment, student credit hour generation, and retention-rate improvement.…

  16. 77 FR 25994 - Notice of Proposed Information Collection Requests; Institute of Education Sciences; Pell Grant...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-02

    ... in the study while secondary outcomes include (2) students' experiences with and participation in education and training, (3) measures of student debt and financial aid, and (4) the extent of participation... administrative records, Social Security Administration earnings statements, and a survey of study...

  17. Monitoring Progress: How the 2012 National Survey of Science and Mathematics Education Can Inform a National K-12 STEM Education Indicator System

    ERIC Educational Resources Information Center

    Fulkerson, William O.; Banilower, Eric R.

    2014-01-01

    "Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing?" (National Research Council, 2013) describes a set of 14 indicators for assessing and tracking the health of pre-college STEM education in the United States. This 2012 National Survey of Science and Mathematics Education (NSSME), is the fifth in a series of…

  18. Beliefs of Science Educators Who Teach Pesticide Risk to Farmworkers

    ERIC Educational Resources Information Center

    LePrevost, Catherine E.; Blanchard, Margaret R.; Cope, W. Gregory

    2013-01-01

    Informal science educators play a key role in promoting science literacy, safety, and health by teaching pesticide toxicology to the large, at-risk Latino farmworker population in the United States (US). To understand the experiences of informal science educators and the nature of farmworker education, we must have knowledge of farmworker…

  19. The Importance of Place in Indigenous Science Education

    ERIC Educational Resources Information Center

    Sutherland, Dawn; Swayze, Natalie

    2012-01-01

    In this issue of Cultural Studies of Science Education, Mack and colleagues (Mack et al. "2011") seek to identify the necessary components of science education in Indigenous settings. Using a review of current research in informal science education in Indigenous settings, along with personal interviews with American educators engaged in these…

  20. Mothers as informal science class teachers

    NASA Astrophysics Data System (ADS)

    Katz, Phyllis

    This study explores the participation of mothers as teachers (termed "Adult Leaders") in the Hands On Science Outreach (HOSO) informal science program for pre-kindergarten through sixth grade children. Since women continue to be underrepresented in the sciences (AAUW, 1992; AAUW 1998), there is a need to probe the nature of mothers' choices in science experiences, in the family context, and as role models. Mothers of school age children who choose to lead informal science activities are in a position to teach and learn not only within this alternative setting, but within their homes where values, attitudes, beliefs and motivations are continually cultivated by daily choices (Gordon, 1972; Tamir, 1990; Gerber, 1997). Policy makers recognize that schools are only one environment from many for learning science (National Science Board, 1983; National Research Council, 1996). Using complementary methodology, this study was conducted in two HOSO sessions that extended over six months. Twelve mothers who were HOSO teachers were case study participants. Primary data collection strategies were interviews, journals, and "draw-a-scientist." A larger sample of HOSO mother-teachers (N = 112) also contributed to a surrey, developed from an analysis of the case studies. Informal learning settings must, by their non-compulsory nature, focus on the affective component of learning as a necessity of participation. The framework for the qualitative analysis was from the affective characteristics described by Simpson et al. (1994). The interpretation is informed by sociobiology, science education and adult education theories. The study finds that the twelve mothers began their HOSO teaching believing in science as a way of knowing and valuing the processes and information from its practice. These women perceive their participation as a likely means to increase the success of their child(ren)'s education and are interested in the potential personal gains of leading an informal science

  1. Enhancing Physical Education and Sport Science Students' Self-Efficacy and Attitudes regarding Information and Communication Technologies through a Computer Literacy Course

    ERIC Educational Resources Information Center

    Papastergiou, Marina

    2010-01-01

    Information and Communication Technologies (ICT) have become an integral component of Physical Education (PE) and Sport Science (SS) curricula and professions. It is thus imperative that PE and SS students develop ICT skills, self-efficacy in ICT and positive attitudes towards ICT. This study was aimed at designing a computer literacy course…

  2. The Right to Communicate: At What Price? Economic Constraints to the Effective Use of Telecommunications in Education, Science, Culture and in the Circulation of Information.

    ERIC Educational Resources Information Center

    International Telecommunication Union, Geneva (Switzerland).

    This document presents the findings of a joint study on telecommunications in support of the education, science, culture, communication, and information sectors, particularly from the point of view of developing countries. The topics include: (1) an overview of the present situation from the user's perspective, with a focus on present practices…

  3. Creating Learning Experiences that Promote Informal Science Education: Designing Conservation-Focused Interactive Zoo Exhibits through Action Research

    NASA Astrophysics Data System (ADS)

    Kalenda, Peter

    Research on exhibit design over the past twenty years has started to identify many different methods to increase the learning that occurs in informal education environments. This study utilized relevant research on exhibit design to create and study the effectiveness of a mobile interactive exhibit at the Seneca Park Zoo that promotes socialization, engagement in science, and conservation-related practices among guests. This study will serve as one component of a major redesign project at the Seneca Park Zoo for their Rocky Coasts exhibit. This action research study targeted the following question, "How can interactive exhibits be designed to promote socialization, engagement in science, and real-world conservation-related practices (RCPs) among zoo guests?" Specific research questions included: 1. In what ways did guests engage with the exhibit? 2. In what ways were guests impacted by the exhibit? a) What evidence exists, if any, of guests learning science content from the exhibit? b) What evidence exists, if any, of guests being emotionally affected by the exhibit? c) What evidence exists, if any, of guests changing their RCPs after visiting the exhibit? Data were collected through zoo guest surveys completed by zoo guests comparing multiple exhibits, interviews with guests before and after they used the prototype exhibit, observations and audio recordings of guests using the prototype exhibit, and follow-up phone interviews with guests who volunteered to participate. Data were analyzed collaboratively with members of the zoo's exhibit Redesign Team using grounded theory qualitative data analysis techniques to find patterns and trends among data. Initial findings from data analysis were used to develop shifts in the exhibit in order to increase visitor engagement and learning. This process continued for two full action research spirals, which resulted in three iterations of the prototype exhibit. The overall findings of this study highlight the ways in which

  4. New Directions in Library and Information Science Education. Final Report. Volume 2.7: Information Center/Clearinghouse Professional Competencies.

    ERIC Educational Resources Information Center

    Griffiths, Jose-Marie; And Others

    This document contains validated activities and competencies needed by information professionals working in an information center/clearinghouse. The activities and competencies are organized according to the functions which information center professionals perform: acquisitions; thesaurus development and control; indexing/abstracting;…

  5. New Directions in Library and Information Science Education. Final Report. Volume 2.11: Information Service Company Professional Competencies.

    ERIC Educational Resources Information Center

    Griffiths, Jose-Marie; And Others

    This document contains validated activities and competencies needed by information professionals working in an information service company. The activities and competencies are organized according to the functions which information professionals in such companies perform: project management; reference/analysis of secondary data; research, analysis,…

  6. Use of information and communication technologies (ICT) in science education: The views and experiences of three high school teachers

    NASA Astrophysics Data System (ADS)

    Barreto-Marrero, Luz N.

    This case study presents the experiences of three public school chemistry teachers in the transformation of their teaching processes with the use of ICT. The processes' characteristics are documented, what knowledge and skills were learned, and how it changed their organization, planning and teaching. D. H. Jonassen's (1999) ideas on learning strategies for the integration of ICT, from a constructivism and critical thinking perspective guide this study. MacFarlane and Sakellariou's (2002) ideas on the use of ICT in science teaching are also considered. The relationship between ICT, mind tools, learning strategies and teaching methods is studied. The information was collected by semi-structured interviews, classroom observations and document analysis. The results were analyzed according to Wolcott's qualitative analysis model (1994), along with the QRS NVivo (2002) computer program. The teachers learned to use several new ICT equipment and materials that facilitated their teaching and evaluation processes. Among these are the use of lab simulators, various software, CBL sensors, graphic calculators, electronic blackboards, and the Internet. They used teaching strategies for active, authentic, collaborative, constructive and reflective learning according to Jonassen. Their science teaching methods corresponds to the three types, according to MacFarlane and Sakellariou, which fosters scientific method skills and scientific reasoning for science literacy. The teachers, as facilitators and mediators, were inquirers of their students needs; investigators of their curricula, strategists as they organize their teaching skills and methods; experimenters with what they had learned; and collaborators as they fostered cooperative learning. Teachers' developed better lessons, lab exercises and assessment tools, such as rubrics, concept maps, comic strips, and others. They also affirmed that their students demonstrated more motivation, participation, collaboration and learning

  7. Small Stories for Learning: A Sociocultural Analysis of Children's Participation in Informal Science Education

    ERIC Educational Resources Information Center

    Desjardins, Elia Nelson

    2011-01-01

    This dissertation examines the ways children use language to construct scientific knowledge in designed informal learning environments such as museums, aquariums, and zoos, with particular attention to autobiographical storytelling. This study takes as its foundation cultural-historical activity theory, defining learning as increased participation…

  8. Information Communication Technology (ICT) Integration in a Science Education Unit for Preservice Science Teachers; Students' Perceptions of Their ICT Skills, Knowledge and Pedagogy

    ERIC Educational Resources Information Center

    Dawson, Vaille; Forster, Patricia; Reid, Doug

    2006-01-01

    There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources in the science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This…

  9. IPY: Engaging Antarctica: Bringing Antarctic Geoscience to the Public Through a NOVA Documentary and an Innovative Flexible Exhibit for Informal Science Education Venues

    NASA Astrophysics Data System (ADS)

    Rack, F.; Diamond, J.; Levy, R.; Berg, M.; Dahlman, L.; Jackson, J.

    2006-12-01

    IPY: Engaging Antarctica is an informal science education project designed to increase the general public's understanding of scientific research conducted in Antarctica. The project focuses specifically on the multi- national, NSF-funded Antarctic Drilling Project (ANDRILL). The ANDRILL project is the newest geological drilling program in an ongoing effort to recover stratigraphic records from Antarctica. ANDRILL's primary objectives are to investigate Antarctica's role in global environmental change over the past 65 million years and to better understand its future response to global changes. Additionally, through ANDRILL's Research Immersion for Science Educators program (ARISE), 12 science educators from four countries will work on science research teams in Antarctica and produce educational materials that feature Antarctic geoscience. The Engaging Antarctica project will produce both a NOVA television documentary and an innovative informal learning exhibit. The documentary, Antarctica's Icy Secrets, will provide a geological perspective on how Antarctica continues to play a major role in affecting global climate by altering ocean currents and sea levels. The learning exhibit, one that blends standards- and inquiry-based learning with the latest information technologies, is coined the Flexhibit. The Engaging Antarctica Flexhibit will provide a digital package of high resolution images for banners as well as learning activities and ideas for exhibit stations that can be implemented by youth groups. Flexhibit images will feature ANDRILL scientists at work, and audio files, available as podcasts, will tell scientists' stories in their own words, speaking directly to the public about the joys and challenges of Antarctic geological research.

  10. Romantic Understanding and Science Education

    ERIC Educational Resources Information Center

    Hadzigeorgiou, Yannis

    2004-01-01

    This essay outlines the potential role for Kieran Egan's (1990) notion of "romantic understanding" in science education. A summary of conventional approaches to science education is followed by a detailed analysis of the implications that romantic understanding may have for the science curriculum, teaching and student learning. In particular the…

  11. Computer Science Education in China.

    ERIC Educational Resources Information Center

    Yun-Lin, Su

    1988-01-01

    Describes the history of computer science departments at universities in China. Educational principles that characterize Chinese computer science education are discussed, selection of students for universities is described, and curricula for both undergraduate and graduate computer science studies are outlined. (LRW)

  12. Review of the Contribution of the Scottish Science Centres Network to Formal and Informal Science Education: Report of Follow-Through Visits by HM Inspectorate of Education--June 2009

    ERIC Educational Resources Information Center

    Her Majesty's Inspectorate of Education, 2009

    2009-01-01

    In 2006, the Scottish Executive's Enterprise, Transport and Lifelong Learning Department (SEETLLD) asked HM Inspectorate of Education (HMIE) to carry out a review of the four Scottish science centres--Glasgow Science Centre (GSC), Our Dynamic Earth (ODE) in Edinburgh, Satrosphere Science Centre in Aberdeen, and Sensation Science Centre in Dundee.…

  13. Education in space science

    NASA Astrophysics Data System (ADS)

    Philbrick, C. Russell

    2005-08-01

    The educational process for teaching space science has been examined as a topic at the 17th European Space Agency Symposium on European Rocket and Balloon, and Related Research. The approach used for an introductory course during the past 18 years at Penn State University is considered as an example. The opportunities for using space science topics to motivate the thinking and efforts of advanced undergraduate and beginning graduate students are examined. The topics covered in the introductory course are briefly described in an outline indicating the breath of the material covered. Several additional topics and assignments are included to help prepare the students for their careers. These topics include discussions on workplace ethics, project management, tools for research, presentation skills, and opportunities to participate in student projects.

  14. The Globalization of Science Education

    ERIC Educational Resources Information Center

    DeBoer, George E.

    2011-01-01

    Standards-based science education, with its emphasis on monitoring and accountability, is rapidly becoming a key part of the globalization of science education. Standards-based testing within countries is increasingly being used to determine the effectiveness of a country's educational system, and international testing programs such as Programme…

  15. Science Education Newsletter No. 17.

    ERIC Educational Resources Information Center

    British Council, London (England).

    Short notes on the progress of five science and four mathematics curriculum projects in Britain; reports of conferences on mathematics and science education, educational technology, and the Mathematics Association; reports on the activities of a number of educational and professional associations; comments on examination procedures, a teachers'…

  16. Antonio Gramsci, Education and Science

    ERIC Educational Resources Information Center

    Balampekou, Matina; Floriotis, Georgis

    2012-01-01

    This paper explores how the ideas of a great political thinker and philosopher Antonio Gramsci, are relevant to education and science and to critical science education. One of the main points in Gramsci's analysis is the social value and impact of certain aspects of the superstructure. He understands that education is a means which can be used for…

  17. Feyerabend on Science and Education

    ERIC Educational Resources Information Center

    Kidd, Ian James

    2013-01-01

    This article offers a sympathetic interpretation of Paul Feyerabend's remarks on science and education. I present a formative episode in the development of his educational ideas--the "Berkeley experience"--and describe how it affected his views on the place of science within modern education. It emerges that Feyerabend arrived at a…

  18. Nevada Underserved Science Education Program

    SciTech Connect

    Nicole Rourke; Jason Marcks

    2004-07-06

    Nevada Underserved Science Education Program (NUSEP) is a project to examine the effect of implementing new and innovative Earth and space science education curriculum in Nevada schools. The project provided professional development opportunities and educational materials for teachers participating in the program.

  19. Scientists Interacting With University Science Educators

    NASA Astrophysics Data System (ADS)

    Spector, B. S.

    2004-12-01

    Scientists with limited time to devote to educating the public about their work will get the greatest multiplier effect for their investment of time by successfully interacting with university science educators. These university professors are the smallest and least publicized group of professionals in the chain of people working to create science literate citizens. They connect to all aspects of formal and informal education, influencing everything from what and how youngsters and adults learn science to legislative rulings. They commonly teach methods of teaching science to undergraduates aspiring to teach in K-12 settings and experienced teachers. They serve as agents for change to improve science education inside schools and at the state level K-16, including what science content courses are acceptable for teacher licensure. University science educators are most often housed in a College of Education or Department of Education. Significant differences in culture exist in the world in which marine scientists function and that in which university science educators function, even when they are in the same university. Subsequently, communication and building relationships between the groups is often difficult. Barriers stem from not understanding each other's roles and responsibilities; and different reward systems, assumptions about teaching and learning, use of language, approaches to research, etc. This presentation will provide suggestions to mitigate the barriers and enable scientists to leverage the multiplier effect saving much time and energy while ensuring the authenticity of their message is maintained. Likelihood that a scientist's message will retain its authenticity stems from criteria for a university science education position. These professors have undergraduate degrees in a natural science (e.g., biology, chemistry, physics, geology), and usually a master's degree in one of the sciences, a combination of natural sciences, or a master's including

  20. Catalyzing Effective Science Education: Contributions from the NASA Science Education and Public Outreach Forums

    NASA Astrophysics Data System (ADS)

    Smith, Denise A.; Bartolone, L.; Eisenhamer, B.; Lawton, B. L.; Schultz, G. R.; Peticolas, L.; Schwerin, T.; Shipp, S.; Astrophysics E/PO Community, NASA; NASA Astrophysics Forum Team

    2013-06-01

    Advancing scientific literacy and strengthening the Nation’s future workforce through stimulating, informative, and effective learning experiences are core principles of the NASA Science Mission Directorate (SMD) education and public outreach (E/PO) program. To support and coordinate its E/PO community in offering a coherent suite of activities and experiences that effectively meet the needs of the education community, NASA SMD has created four Science Education and Public Outreach Forums (Astrophysics, Planetary Science, Heliophysics, Earth Science). Forum activities include: professional development to raise awareness of the existing body of best practices and educational research; analysis and cataloging of SMD-funded education materials with respect to AAAS Benchmarks for Science Literacy; Working Groups that assemble needs assessment and best practices data relevant to Higher Education, K-12 Formal Education, and Informal Science Education audiences; and community collaborations that enable SMD E/PO community members to develop new partnerships and to learn and share successful strategies and techniques. This presentation will highlight examples of Forum and community-based activities related to astronomy education and teacher professional development, within the context of the principles articulated within the NRC Framework for K-12 Science Education and the Next Generation Science Standards. Among these are an emerging community of practice for K-12 educators and online teacher professional development and resources that incorporate misconception research and authentic experiences with NASA Astrophysics data.

  1. Space Weather Outreach: An Informal Education Perspective

    NASA Astrophysics Data System (ADS)

    Dusenbery, P. B.

    2008-12-01

    Informal science education institutions, such as science centers, play an important role in science education. They serve millions of people, including students and teachers. Within the last decade, many have tried to improve the public's understanding of science and scientific research through informal education projects. The recent success of several space weather-related missions and research programs and the launch of the International Heliophysical Year (IHY) research and education programs make this an ideal time to inform the public about the importance and relevance of space weather to our understanding of heliophysical science. Communication efforts associated with space weather both benefit and are compromised by analogies to terrestrial weather. This paper summarizes the benefits and challenges of the terrestrial weather analogy using two exhibit evaluation studies. The paper also describes three components of the Space Science Institute's Space Weather Outreach Program: Space Weather Center Website, Educator Workshops, and Small Exhibits for Libraries and Science Centers.

  2. Space Weather Outreach: An informal education perspective

    NASA Astrophysics Data System (ADS)

    Dusenbery, P. B.; Harold, J. B.; McLain, B.; Curtis, L.

    2008-12-01

    Informal science education institutions, such as science centers, play an important role in science education. They serve millions of people, including students and teachers. Within the last decade, many have tried to improve the public's understanding of science and scientific research through informal education projects. The recent success of several space weather-related missions and research programs and the launch of the International Heliophysical Year (IHY) research and education programs make this an ideal time to inform the public about the importance and relevance of space weather to our understanding of heliophysical science. Communication efforts associated with space weather both benefit and are compromised by analogies to terrestrial weather. This paper summarizes the benefits and challenges of the terrestrial weather analogy using two exhibit evaluation studies. The paper also describes three components of the Space Science Institute's Space Weather Outreach Program - Space Weather Center Website, Educator Workshops, and Small Exhibits - and how they can help to achieve the education goals of IHY.

  3. Space Weather Outreach: An Informal Education Perspective

    NASA Astrophysics Data System (ADS)

    Dusenbery, P. B.; Harold, J.; McLain, B.; Curtis, L.

    2008-05-01

    Informal science education institutions, such as science centers, play an important role in science education. They serve millions of people, including students and teachers. Within the last decade, many have tried to improve the public's understanding of science and scientific research through informal education projects. The recent success of several space weather-related missions and research programs and the launch of the International Heliophysical Year (IHY) research and education programs make this an ideal time to inform the public about the importance and relevance of space weather to our understanding of heliophysical science. Communication efforts associated with space weather both benefit and are compromised by analogies to terrestrial weather. This paper summarizes the benefits and challenges of the terrestrial weather analogy using two exhibit evaluation studies. The paper also describes three components of the Space Science Institute's Space Weather Outreach Program - Space Weather Center Website, Educator Workshops, and Small Exhibits - and how they can help to achieve the education goals of IHY.

  4. Teaching Science through Physical Education.

    ERIC Educational Resources Information Center

    Kumar, David; Whitehurst, Michael

    1997-01-01

    Physical education can serve as a vehicle for teaching science and make student understanding of certain personal health-related science concepts meaningful. Describes activities involving the musculoskeletal system, the nervous system, and the cardiovascular system. (DKM)

  5. Science, Sciencing and Science Education: An Integrated Approach to Science Education in Early Childhood.

    ERIC Educational Resources Information Center

    Feng, Jianhua

    This article discusses the nature of science and of the child, and the implications of these natures for the teaching of science in the preschool. It is argued that science has three interrelated aspects: content, process, and attitude. Science education should integrate all three aspects. Content can be separated into the areas of physical, life,…

  6. Globalisation and science education: Rethinking science education reforms

    NASA Astrophysics Data System (ADS)

    Carter, Lyn

    2005-05-01

    Like Lemke (J Res Sci Teach 38:296-316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship.

  7. Education: Firms Offer Academics Polymer Science Training.

    ERIC Educational Resources Information Center

    Chemical and Engineering News, 1983

    1983-01-01

    Provides information on industry-sponsored programs for college faculty and advanced undergraduate students designed to improve polymer science training: these include residency programs for professors available at industrial laboratories, establishment of a Polymer Education Award, newsletter on course materials/sources in polymer science,…

  8. NASA's Earth Science Enterprise: 1998 Education Catalog

    NASA Technical Reports Server (NTRS)

    1998-01-01

    The goals of the Earth Science Enterprise (ESE) are to expand the scientific knowledge of the Earth system; to widely disseminate the results of the expanded knowledge; and to enable the productive use of this knowledge. This catalog provides information about the Earth Science education programs and the resources available for elementary through university levels.

  9. The Nature of Science and Science Education: A Bibliography

    NASA Astrophysics Data System (ADS)

    Bell, Randy; Abd-El-Khalick, Fouad; Lederman, Norman G.; Mccomas, William F.; Matthews, Michael R.

    Research on the nature of science and science education enjoys a long history, with its origins in Ernst Mach's work in the late nineteenth century and John Dewey's at the beginning of the twentieth century. As early as 1909 the Central Association for Science and Mathematics Teachers published an article - A Consideration of the Principles that Should Determine the Courses in Biology in Secondary Schools - in School Science and Mathematics that reflected foundational concerns about science and how school curricula should be informed by them. Since then a large body of literature has developed related to the teaching and learning about nature of science - see, for example, the Lederman (1992)and Meichtry (1993) reviews cited below. As well there has been intense philosophical, historical and philosophical debate about the nature of science itself, culminating in the much-publicised Science Wars of recent time. Thereferences listed here primarily focus on the empirical research related to the nature of science as an educational goal; along with a few influential philosophical works by such authors as Kuhn, Popper, Laudan, Lakatos, and others. While not exhaustive, the list should prove useful to educators, and scholars in other fields, interested in the nature of science and how its understanding can be realised as a goal of science instruction. The authors welcome correspondence regarding omissions from the list, and on-going additions that can be made to it.

  10. Informal STEM Education in Antarctica

    NASA Astrophysics Data System (ADS)

    Chell, K.

    2010-12-01

    Tourism in Antarctica has increased dramatically with tens of thousands of tourists visiting the White Continent each year. Tourism cruises to Antarctica offer a unique educational experience for lay people through informal science-technology-engineering-mathematics (STEM) education. Passengers attend numerous scientific lectures that cover topics such as the geology of Antarctica, plate tectonics, glaciology, and climate change. Furthermore, tourists experience the geology and glaciology first hand during shore excursions. Currently, the grand challenges facing our global society are closely connected to the Earth sciences. Issues such as energy, climate change, water security, and natural hazards, are consistently on the legislative docket of policymakers around the world. However, the majority of the world’s population is uninformed about the role Earth sciences play in their everyday lives. Tourism in Antarctica provides opportunities for informal STEM learning and, as a result, tourists leave with a better understanding and greater appreciation for both Antarctica and Earth sciences.

  11. Linking Science Education to the Workplace

    NASA Astrophysics Data System (ADS)

    Hurd, Paul Dehart

    1998-12-01

    This article examines the issue of linking education in the sciences with the world of work for all students. Traditionally, science teaching has been limited to preparing student for research career in science at the university level. The reform movement in science education is focused on intellectual skills that serve to fortify the human capital of all students and the economic productivity of the nation. The educational issue arises from evolutionary changes that are taking place in the practice of science, the development of a global economy, the nation's entrance into an Information Age, and the changing nature of the workplace. To identify and integrate these factors in the practice of science teaching is the goal of this article.

  12. Rocket Science: An Exploration of What Information Is of Meaning to Educational Psychologists when Evaluating Their Work

    ERIC Educational Resources Information Center

    Lowther, Cath

    2013-01-01

    Evaluation is a central feature of educational psychologists' (EPs) work. Different evaluation tools have been used in the published literature but a consistent approach is yet to emerge. Informed by Interpretative Phenomenological Analysis, this research asks what information EPs find meaningful when they evaluate their work. Six EPs working…

  13. How Might Native Science Inform "Informal Science Learning"?

    ERIC Educational Resources Information Center

    Brayboy, Bryan McKinley Jones; Castagno, Angelina E.

    2008-01-01

    This article examines the literature on Native science in order to address the presumed binaries between formal and informal science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and…

  14. A Summary of Research in Science Education--1991.

    ERIC Educational Resources Information Center

    Lederman, Norman G.; And Others

    This summary of research in science education continues a long tradition of review and analysis of research in science education by the ERIC Clearinghouse for Science, Mathematics, and Environmental Education. The summaries provide an overview of recent research, provide research information in a succinct form for practitioners and development…

  15. Education and the Behavioral Sciences.

    ERIC Educational Resources Information Center

    Helwig, Carl

    The author delineates characteristics of research in education, focusing on the influence of the educational philosophies of logical positivism, operationalism, and pragmatism and on the strong behavioristic movements in education. A comparison is made between techniques in behavioral science research and traditional educational research methods.…

  16. Educational Concepts in Library Science.

    ERIC Educational Resources Information Center

    Derr, Richard L.

    1980-01-01

    Uses techniques from analytic philosophy of education to clarify key concepts in library education, such as "training,""education,""knowing," and "teaching." Implications of the viewing of professional programs in library science as training programs rather than education are discussed, and references are provided. (Author/BK)

  17. Islam, Science and Science Education: Conflict or Concord?

    ERIC Educational Resources Information Center

    Loo, Seng Piew

    2001-01-01

    Focuses on the relationship between science and Islam in the context of science education. Describes Islamic science and whether it is a valid philosophy of science. Discuses islamisation or marginalization of science education. Discusses implications and offers suggestions for science education. (Contains 63 references.) (ASK)

  18. Register of Education and Training Activities in Librarianship, Information Science and Archives = Inventaire des activites de formation dans le domaine de la bibliotheconomie, des sciences de l'information et de l'archivistique = Inventario de las actividades de formacion en la esfera de la bibliotecologia, las ciencias de la informacion y la archivologia.

    ERIC Educational Resources Information Center

    de Grolier, Eric, Comp.

    This register provides information on information science, librarianship, documentation, and archival science training activities conducted outside regular university courses organized by specialized schools. Based on a December 1980 UNESCO questionnaire survey, the register includes seminars, refresher courses, continuing education courses, and…

  19. Science education and everyday action

    NASA Astrophysics Data System (ADS)

    McCann, Wendy Renee Sherman

    2001-07-01

    This dissertation addresses three related tasks and issues in the larger field of science education. The first is to review of the several uses of "everydayness" at play in the science education literature, and in the education and social science literatures more generally. Four broad iterations of everydayness were found in science education, and these were traced and analyzed to develop their similarities, and contradictions. It was concluded that despite tendencies in science education research to suppose a fundamental demarcation either between professional science and everyday life, or between schools and everyday life, all social affairs, including professional science and activity in schools, are continuous with everyday life, and consist fundamentally in everyday, ordinary mundane actions which are ordered and organized by the participants to those social activities and occasions. The second task for this dissertation was to conduct a naturalistic, descriptive study of undergraduate-level physics laboratory activities from the analytic perspective of ethnomethodology. The study findings are presented as closely-detailed analysis of the students' methods of following their instructions and 'fitting' their observed results to a known scientific concept or principle during the enactment of their classroom laboratory activities. Based on the descriptions of students' practical work in following instructions and 'fitting'. The characterization of school science labs as an "experiment-demonstration hybrid" is developed. The third task of this dissertation was to synthesize the literature review and field study findings in order to clarify what science educators could productively mean by "everydayness", and to suggest what understandings of science education the study of everyday action recommends. It is argued that the significance of the 'experiment-demo hybrid' characterization must be seen in terms of an alternate program for science education research, which

  20. Blended Learning Improves Science Education.

    PubMed

    Stockwell, Brent R; Stockwell, Melissa S; Cennamo, Michael; Jiang, Elise

    2015-08-27

    Blended learning is an emerging paradigm for science education but has not been rigorously assessed. We performed a randomized controlled trial of blended learning. We found that in-class problem solving improved exam performance, and video assignments increased attendance and satisfaction. This validates a new model for science communication and education. PMID:26317458

  1. Heroism and Science Education Reform.

    ERIC Educational Resources Information Center

    White, Robyn; Wallace, John

    1999-01-01

    Describes the activities of two prominent science educators who presided over Australian science curriculum reforms during the 1960s and 1970s. Represents the educators' actions as heroic and describe how the Heroes shaped, modified, and united the culture through referents, rituals, and artifacts. Speculates on the importance of heroic activity…

  2. "Futuring" About Science Teacher Education.

    ERIC Educational Resources Information Center

    Hurd, Paul Dehart

    As a background paper for discussion at the 1973 National Annual Convention of the Association for the Education of Teachers of Science, analyses are made concerning the present status and future development of science teacher education. Shortcomings in current teacher preparation are discussed in connection with recent changes in the economy and…

  3. Artificial Intelligence and Science Education.

    ERIC Educational Resources Information Center

    Good, Ron

    1987-01-01

    Defines artificial intelligence (AI) in relation to intelligent computer-assisted instruction (ICAI) and science education. Provides a brief background of AI work, examples of expert systems, examples of ICAI work, and addresses problems facing AI workers that have implications for science education. Proposes a revised model of the Karplus/Renner…

  4. Defending Constructivism in Science Education.

    ERIC Educational Resources Information Center

    Gil-Perez, Daniel; Guisasola, Jenaro; Moreno, Antonio; Cachapuz, Antonio; Pessoa de Carvalho, Anna M.; Torregrosa, Joaquin Martinez; Salinas, Julia; Valdes, Pablo; Gonzalez, Eduardo; Duch, Anna Gene; Dumas-Carre, Andree; Tricarico, Hugo; Gallego, Romulo

    2002-01-01

    Desribes the transformation of science education throughout the last two decades into a specific field of research and knowledge associated with the establishment of the constructivist position. Analyzes some of the current criticisms of the constructivist orientation and studies their implications for the development of science education as a…

  5. Desettling Expectations in Science Education

    ERIC Educational Resources Information Center

    Bang, M.; Warren, B.; Rosebery, A. S.; Medin, D.

    2012-01-01

    Calls for the improvement of science education in the USA continue unabated, with particular concern for the quality of learning opportunities for students from historically nondominant communities. Despite many and varied efforts, the field continues to struggle to create robust, meaningful forms of science education. We argue that "settled…

  6. Science, Worldviews and Education: An Introduction

    NASA Astrophysics Data System (ADS)

    Matthews, Michael R.

    2009-06-01

    This special issue of Science & Education deals with the theme of ‘Science, Worldviews and Education’. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the Nature of Science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to questions about science and worldviews: What is a worldview? Does science have a worldview? Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? Does science lack a worldview but nevertheless have implications for worldviews? How can scientific worldviews be reconciled with seemingly discordant religious and cultural worldviews? In addition to this major curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science, make very pressing the questions of whether, and how, science is committed to particular worldviews. Hugh Gauch Jr. provides a long and extensive lead essay in the volume, and 12 philosophers, educators, scientists and theologians having read his paper, then engage with the theme. Hopefully the special issue will contribute to a more informed understanding of the relationship between science, worldviews and education, and provide assistance to teachers who are routinely engaged with the subject.

  7. Risk and School Science Education

    ERIC Educational Resources Information Center

    Christensen, Clare

    2009-01-01

    In this paper I consider a role for risk understanding in school science education. Grounds for this role are described in terms of current sociological analyses of the contemporary world as a "risk society" and recent public understanding of science studies where science and risk are concerns commonly linked within the wider community. These…

  8. Science Education and Meaningful Learning.

    ERIC Educational Resources Information Center

    Summers, M. K.

    1982-01-01

    Argues that there should be no equation between modern methods of teaching science and discovery methods, suggesting that the emphasis on discovery has resulted from confused thinking among science educators. Also, describes research-based developments promising better theoretical/practical perspectives for improved science teaching, focusing on…

  9. Interdisciplinary Approaches to Science Education.

    ERIC Educational Resources Information Center

    McGinnis, Jane

    This paper addresses the problem of an inadequate science teaching approach at a time when students need to be familiar with, and be able to understand, global problems and personal problems delving into complex, interrelated issues based on the science of a living universe. This report focuses on research about the problems in science education,…

  10. Standardizing and personalizing science in medical education.

    PubMed

    Lambert, David R; Lurie, Stephen J; Lyness, Jeffrey M; Ward, Denham S

    2010-02-01

    In the century since the initial publication of the Flexner Report, medical education has emphasized a broad knowledge of science and a fundamental understanding of the scientific method, which medical educators believe are essential to the practice of medicine. The enormous growth of scientific knowledge that underlies clinical practice has challenged medical schools to accommodate this new information within the curricula. Although innovative educational modalities and new curricula have partly addressed this growth, the authors argue for a systematic restructuring of the content and structure of science education from the premedical setting through clinical practice. The overarching goal of science education is to provide students with a broad, solid foundation applicable to medicine, a deep understanding of the scientific method, and the attitudes and skills needed to apply new knowledge to patient care throughout their careers. The authors believe that to accomplish this successfully, the following changes must occur across the three major stages of medical education: (1) a reshaping of the scientific preparation that all students complete before medical school, (2) an increase in individualized science education during medical school, and (3) an emphasis on knowledge acquisition skills throughout graduate medical education and beyond to assure lifelong scientific learning. As students progress through the educational continuum, the balance of standardized and personalized scientific knowledge will shift toward personalization. Greater personalization demands that physicians possess well-refined skills in information acquisition, interpretation, and application for optimal lifelong learning and effective clinical practice. PMID:20107368

  11. Is Christian Education Compatible With Science Education?

    NASA Astrophysics Data System (ADS)

    Martin, Michael

    Science education and Christian education are not compatible if by Christian education one means teaching someone to be a Christian. One goal of science education is to give students factual knowledge. Even when there is no actual conflict of this knowledge with the dogmas of Christianity, there exists the potential for conflict. Another goal of science education is to teach students to have the propensity to be sensitive to evidence: to hold beliefs tentatively in light of evidence and to reject these beliefs in the light of new evidence if rejection is warranted by this evidence. This propensity conflicts with one way in which beliefs are often taught in Christian education: namely as fundamental dogmas, rather than as subject to revision in the light of the evidence.

  12. Multicultural Science Education and Curriculum Materials

    ERIC Educational Resources Information Center

    Atwater, Mary M.

    2010-01-01

    This article describes multicultural science education and explains the purposes of multicultural science curricula. It also serves as an introductory article for the other multicultural science education activities in this special issue of "Science Activities".

  13. PoliNet and Information Utilities: Using Telecommunications in Political Science and Public Administration Education and Research.

    ERIC Educational Resources Information Center

    Vasu, Michael L.; Garson, G. David

    General information utilities and specialized networks, such as PoliNet, provide educators and researchers in public administration and allied fields with a diversity of new tools which include: (1) bibliographic searching; (2) international teleconferencing; (3) electronic news clipping services; (4) electronic mail; and (5) free public domain…

  14. Information Science; Search for Identity.

    ERIC Educational Resources Information Center

    Debons, Anthony, Ed.

    At the 1972 NATO Advanced Study Institute in Information Science the plenary sessions covered four main areas: the nature of information, information technology and its implications, the impact of information technology on social institutions, and professional issues. In addition, working groups were formed which addressed themselves to specific…

  15. Science Education and Equity.

    ERIC Educational Resources Information Center

    Bates, Percy; And Others

    1994-01-01

    This double issue of "Equity Coalition" deals with issues related to the need for inclusive science training and encouraging the interest of women and minorities groups in science. The following articles are included: (1) "Say Yes to Science" (Percy Bates); (2) "Science and Equity: Why This Issue Is Important" (Eleanor Linn); (3) "Race Equity and…

  16. Science Education in Bhutan: Issues and challenges

    NASA Astrophysics Data System (ADS)

    Childs, Ann; Tenzin, Wangpo; Johnson, David; Ramachandran, Kiran

    2012-02-01

    Science education in a developing country is pivotal in the developmental process. Bhutan, like other developing countries, places great importance in institutionalising a relevant and challenging science curriculum for all of its school-aged children. A number of factors have made the review of the science curriculum in Bhutan a priority including international debates about scientific literacy and the changing time and needs of Bhutanese society and its students. This article reports on the findings of a study to investigate the present status and challenges of the current science curriculum from interviews with teachers, students, and other key stakeholders such as higher education lecturers and employers. The study also draws on observations of science classes and key curriculum documents. This study was conducted as a prelude to the major science curriculum reform prioritised in the government's 10th Five Year Plan (2008-2012) in order to provide a research informed perspective for science curriculum development. The findings from the research are reported here and show a number of positive issues in science education including good student motivation in lower classes. Challenges are identified including issues of teacher development, resourcing, and fragmentation and discontinuity in the current curriculum. These issues and challenges are discussed in the light of literature on science education in developing countries.

  17. 76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-03

    ... Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview... in the Education Sciences. Research on Statistical and Research Methodology in Education. Under the... of Education Sciences: FY 2012 Grant Competitions To Support Education Research and Special...

  18. Science and religion: implications for science educators

    NASA Astrophysics Data System (ADS)

    Reiss, Michael J.

    2010-03-01

    A religious perspective on life shapes how and what those with such a perspective learn in science; for some students a religious perspective can hinder learning in science. For such reasons Staver's article is to be welcomed as it proposes a new way of resolving the widely perceived discord between science and religion. Staver notes that Western thinking has traditionally postulated the existence and comprehensibility of a world that is external to and independent of human consciousness. This has led to a conception of truth, truth as correspondence, in which our knowledge corresponds to the facts in this external world. Staver rejects such a conception, preferring the conception of truth as coherence in which the links are between and among independent knowledge claims themselves rather than between a knowledge claim and reality. Staver then proposes constructivism as a vehicle potentially capable of resolving the tension between religion and science. My contention is that the resolution between science and religion that Staver proposes comes at too great a cost—both to science and to religion. Instead I defend a different version of constructivism where humans are seen as capable of generating models of reality that do provide richer and more meaningful understandings of reality, over time and with respect both to science and to religion. I argue that scientific knowledge is a subset of religious knowledge and explore the implications of this for science education in general and when teaching about evolution in particular.

  19. Opening Pandora's Box: Texas Elementary Campus Administrators Use of Educational Policy and Highly Qualified Classroom Teachers Professional Development through Data-Informed Decisions for Science Education

    ERIC Educational Resources Information Center

    Brown, Linda Lou

    2009-01-01

    Federal educational policy, "No Child Left Behind Act of 2001", focused attention on America's education with conspicuous results. One aspect, "highly qualified classroom teacher" and "principal" (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas…

  20. Business involvement in science education

    SciTech Connect

    Winter, P.

    1995-12-31

    Science and math education in grades K through 12 directly affects America`s ability to meet tomorrow`s challenges. If America is to stay competitive in the world, we will need highly qualified scientists and engineers in industry and government and at universities. Jobs of the future will require greater technical and mathematical literacy than jobs of the past. Our goal is both to improve the quality of science education and to encourage more students to pursue science careers. General Atomics, a privately held research and development company, has joined the growing list of businesses that are committed to helping educators prepare students to meet these challenges.

  1. Is religious education compatible with science education?

    NASA Astrophysics Data System (ADS)

    Mahner, Martin; Bunge, Mario

    1996-04-01

    This paper tackles a highly controversial issue: the problem of the compatibility of science and religion, and its bearing on science and religious education respectively. We challenge the popular view that science and religion are compatible or even complementary. In order to do so, we give a brief characterization of our conceptions of science and religion. Conspicuous differences at the doctrinal, metaphysical, methodological and attitudinal level are noted. Regarding these aspects, closer examination reveals that science and religion are not only different but in fact incompatible. Some consequences of our analysis for education as well as for education policy are explored. We submit that a religious education, particularly at an early age, is an obstacle to the development of a scientific mentality. For this and other reasons, religious education should be kept away from public schools and universities. Instead of promoting a religious world view, we should teach our children what science knows about religion, i.e., how science explains the existence of religion in historical, biological, psychological and sociological terms.

  2. Satellite Observations in Science Education

    NASA Astrophysics Data System (ADS)

    Jasmin, T. J.; Whittaker, T. M.; Ackerman, S. A.; Howles, L. L.

    2005-12-01

    Satellite Observations in Science Education (SOSE) is a five year project funded by the NASA REASoN (Research, Education, Applications Solutions Network) mission. The goal is to develop an Internet-based education environment which provides interactive learning activities teaching remote sensing principles and exploratory data analysis. A toolkit of Reusable Content Objects will allow scientists and educators from many disciplines to easily assemble learning modules accessible from any Java-enabled web browser.

  3. Earth System Science Education Modules

    NASA Astrophysics Data System (ADS)

    Hall, C.; Kaufman, C.; Humphreys, R. R.; Colgan, M. W.

    2009-12-01

    The College of Charleston is developing several new geoscience-based education modules for integration into the Earth System Science Education Alliance (ESSEA). These three new modules provide opportunities for science and pre-service education students to participate in inquiry-based, data-driven experiences. The three new modules will be discussed in this session. Coastal Crisis is a module that analyzes rapidly changing coastlines and uses technology - remotely sensed data and geographic information systems (GIS) to delineate, understand and monitor changes in coastal environments. The beaches near Charleston, SC are undergoing erosion and therefore are used as examples of rapidly changing coastlines. Students will use real data from NASA, NOAA and other federal agencies in the classroom to study coastal change. Through this case study, learners will acquire remotely sensed images and GIS data sets from online sources, utilize those data sets within Google Earth or other visualization programs, and understand what the data is telling them. Analyzing the data will allow learners to contemplate and make predictions on the impact associated with changing environmental conditions, within the context of a coastal setting. To Drill or Not To Drill is a multidisciplinary problem based module to increase students’ knowledge of problems associated with nonrenewable resource extraction. The controversial topic of drilling in the Arctic National Wildlife Refuge (ANWR) examines whether the economic benefit of the oil extracted from ANWR is worth the social cost of the environmental damage that such extraction may inflict. By attempting to answer this question, learners must balance the interests of preservation with the economic need for oil. The learners are exposed to the difficulties associated with a real world problem that requires trade-off between environmental trust and economic well-being. The Citizen Science module challenges students to translate scientific

  4. Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings

    NASA Astrophysics Data System (ADS)

    Worsham, Heather M.; Friedrichsen, Patricia; Soucie, Marilyn; Barnett, Ellen; Akiba, Motoko

    2014-02-01

    Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching as a career. Analysis of interns' subsequent career plans revealed the internships were not effective in recruiting the interns into the secondary science teacher education program, although many interns thought they might consider becoming teachers later in their lives. Reasons for not pursuing teaching included continued indecisiveness, inflexibility of required plans of study, and concerns about teachers' pay and classroom management.

  5. Problems with German Science Education

    NASA Astrophysics Data System (ADS)

    Riess, Falk

    The main problems of science (especially physics) teaching in Germany are students'' lack of interest and motivation in the subject, their poor understanding of scientific concepts, ideas, methods,and results, and their lack of comprehension of the social, political, and epistemological role of science. These circumstances result in a growing `scientific illiteracy'' of the population and adecline in democratic quality concerning decision making processes about scientific and technological projects. One means of improving this situation lies in the use of history and philosophy of science in science teaching. School science curricula and textbooks neglect almost completely the importance of history and philosophy of science. In this paper, the main empirical results concerning motivation and knowledge are given. Some examples from science curricula and textbooks are presented, and some of the few reform projects in Germany are listed. As a consequence a compensatory program is proposed in order to create the prerequisites for raising science education in Germany to an international standard.

  6. The Nature of Science Education

    ERIC Educational Resources Information Center

    Connors, Margaret M.; Perkins, Bill

    2009-01-01

    A number of studies have shown that spending time in nature produces cognitive benefits. What if a child's exposure to the out-of-doors is considered not just a beneficial extracurricular activity, but a fundamental building block to an elementary education in math and science? The Young Achievers Science and Math Pilot School operates a 9:30 a.m.…

  7. Constructivism, Education, Science, and Technology

    ERIC Educational Resources Information Center

    Boudourides, Moses A.

    2003-01-01

    The purpose of this paper is to present a brief review of the various streams of constructivism in studies of education, society, science and technology. It is intended to present a number of answers to the question (what really is constructivism?) in the context of various disciplines from the humanities and the sciences (both natural and…

  8. Computer Sciences in Secondary Education.

    ERIC Educational Resources Information Center

    Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

    Speeches presented to an international seminar on computer science are reprinted. These aspects of computer science courses in secondary education are considered: the significance of including such courses in the curriculum; objectives and contents for such courses; the integration of computer courses with other school subjects; methods and…

  9. Research on Early Science Education.

    ERIC Educational Resources Information Center

    Landry, Christopher E.; Forman, George E.

    The implementation of basic research on children's scientific thinking into science curricula continues to be a slow process. This chapter summarizes research on cognitive development that has helped to establish the goals for much of early science education and examines its implications. The chapter begins by describing scientific thinking and…

  10. Education for Health Sciences Librarianship.

    ERIC Educational Resources Information Center

    Smith, Linda C.

    1998-01-01

    An overview is provided of education for health sciences librarianship by considering its development, current status, and possible future evolution. Discusses the role of the professional association in providing a credentialing program for its members. Resources for the study of health sciences librarianship are appended. Contains 50 references.…

  11. Science Education in Arab States: Bright Future or Status Quo?

    ERIC Educational Resources Information Center

    Dagher, Zoubeida R.; BouJaoude, Saouma

    2011-01-01

    This paper describes the current state of science education in Arab states and anticipates some of the challenges faced by those states as they reform their science education. After discussing problems of illiteracy, access and quality we provide contextual information about the structure of the educational systems and describe recent efforts to…

  12. The Interstate 99 (I-99) project and geological information exchanges: A study of the interplay among selected variables from science education, geology/earth science, and environmental policy

    NASA Astrophysics Data System (ADS)

    Snowden, Daniel Eugene

    The Interstate 99 (I-99) highway project has been the source of extensive attention over the past few years. Its most infamous aspect is the excavation of a geological formation---the Bald Eagle Sandstone---that was found to contain acidic rock material, which, upon exposure to water, leached sulfuric acid to several surface water bodies and private groundwater wells. This matter managed to suspend construction of the project for several years. Numerous parties, representing academia, government (particularly the Pennsylvania Department of Environmental Protection (PA DEP) and the Pennsylvania Department of Transportation (PennDOT)), private industry (consultants), environmental organizations and advocacy groups, and the citizenry, have been involved in the development of a resolution to the I-99 acidic rock problem. The interactions among these parties are interdisciplinary by nature, given the sectors of society that they represent. Consideration of how these parties interacted with each other while evaluating the options for addressing the environmental dilemma posed by the I-99 project provides opportunities for academic research. The discipline of Science Education is viable for studying the I-99 case, with accompaniment by 2 other disciplines, which have direct relevance to this case: Geology/Earth Science (per the underlying cause of the I-99 acidic rock problem) and Environmental Policy (per the regulations and policies that had to be followed while developing a solution to the environmental dilemma). Pairing Science Education with the other two aforementioned disciplines can create additional niches for the former discipline, and enhance academic research both within itself, and, across other disciplines, as relevant.

  13. Situated Learning in Computer Science Education

    NASA Astrophysics Data System (ADS)

    Ben-Ari, Mordechai

    2004-06-01

    Sociocultural theories of learning such as Wenger and Lave's situated learning have been suggested as alternatives to cognitive theories of learning like constructivism. This article examines situated learning within the context of computer science (CS) education. Situated learning accurately describes some CS communities like open-source software development, but it is not directly applicable to other CS communities, especially those that deal with non-CS application areas. Nevertheless, situated learning can inform CS education by analyzing debates on curriculum and pedagogy within this framework. CS educators should closely examine professional CS communities of practice and design educational activities to model the actual activities of those communities.

  14. [Secondary Career Education Activities: Science.

    ERIC Educational Resources Information Center

    Radford City Schools, VA.

    The guide is one of a series developed in a pilot project to integrate career education concepts with subject matter in secondary grades. The units are designed to reveal career orientation aspects of traditional topics within five major subject areas: English, social studies, mathematics, science, and health and physical education. The lesson…

  15. Science Education for the Nonscientist

    ERIC Educational Resources Information Center

    Andrews, Ted F.

    1970-01-01

    "The primary goal of education in the sciences in American schools and colleges is to produce a body politic that is scientifically literate. A leading scientist/educator discusses what is being done, what is not being done, and what should be being done in this area. (Author/LS)

  16. Information Highway's Educator's Update.

    ERIC Educational Resources Information Center

    Cornell, Richard; And Others

    1994-01-01

    Describes construction of the information highway and some of the current players. Alternative uses of the information highway being developed by several private companies are described. The impact of the information highway on education and how it will be delivered to all grades and ages are considered. (Contains two references.) (KRN)

  17. Romanticism and Romantic Science: Their Contribution to Science Education

    ERIC Educational Resources Information Center

    Hadzigeorgiou, Yannis; Schulz, Roland

    2014-01-01

    The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent research in history of science has come to delineate the value of both topics for the development of modern science, their merit for the educational field…

  18. Science, Religion, and Education.

    ERIC Educational Resources Information Center

    Nord, Warren A.

    1999-01-01

    Liberal theologians and some scientists subscribe to integrationist theories of science and religion. Late 20th-century developments in quantum mechanics, cosmology, chaos theory, and ecology have rendered nature more mysterious and open to religious interpretation than to deterministic approaches. Students should learn how science connects to…

  19. Engaging students in STEM outside the classroom walls: preliminary evaluation of two informal science education programs at NASA Goddard Space Flight Center

    NASA Astrophysics Data System (ADS)

    Robbins, G.; Delaney, M. P.; Conaty, C.

    2011-12-01

    "School is not where most Americans learn most of their science" (Falk, Dierking). With a recent focus on summer learning and the understanding that much of the achievement gap may be directly related to "unequal access to summer learning opportunities" (Russo), educators are targeting after-school and summer times to fill the gap. For those students who "don't get it" during the day, a longer school day may not be the solution. More of the same is not always better. Different, on the other hand, may well be the key to improved learning. The nature of this investigation was to identify those informal science education programs at NASA Goddard Space Flight Center that instilled STEM inspiration and engagement in participants. During 2011, NASA Goddard Space Flight Center hosted two such programs: an open house event for the general public and a museum educators' workshop. The open house drew approximately 15,000 people and the workshop supported 30 participants from museums across the United States. Each was a very unique experience. Formative evaluation of these programs was implemented and preliminary results indicated high level of engagement, desire for follow-on learning, and interest in additional hands-on, internship or partnership opportunities. These results confirmed the design of the museum workshop and lead to the development of a new student summer experience and educator professional development, planned for 2012.

  20. An Ethically Ambitious Higher Education Data Science

    ERIC Educational Resources Information Center

    Stevens, Mitchell L.

    2014-01-01

    The new data sciences of education bring substantial legal, political, and ethical questions about the management of information about learners. This piece provides a synoptic view of recent scholarly discussion in this domain and calls for a proactive approach to the ethics of learning research.

  1. Earth Science Enterprise: 2002 Education Catalog.

    ERIC Educational Resources Information Center

    Schwerin, Theresa, Ed.

    The National Aeronautics and Space Administration's (NASA) Earth Science Enterprise (ESE) aims to understand Earth systems from every component including land surface, oceans, atmosphere, ice sheets, and biota from an interdisciplinary approach. This catalog provides information on ESE programs and resources for all educational audiences including…

  2. Hubert H. Humphrey: Champion of Information Science; Some Reminiscences

    ERIC Educational Resources Information Center

    Cahn, Julius

    1978-01-01

    Humphrey's personal involvements as educator, communicator, and catalyst in national and international developments in information science are presented. Examples include his support of the scientific and technical information program and trips to Europe and the Soviet Union to promote information science advancement. (MBR)

  3. Learning from education to communicate science as a good story.

    PubMed

    Negrete, Aquiles; Lartigue, Cecilia

    2004-09-01

    Science communicators must learn from science educators in their crusade to counteract the traditional boring and inefficient approaches to convey science. Educators encounter a need for methods of teaching that portray science as 'hard fun' and resources that encourage students' minds to burst into action. Narratives are considered by several authors as highly valuable resources for science education. However, little research has been undertaken to measure the efficiency of narratives in the context of science communication to the general public. Recent work however, suggests that narratives are indeed an alternative and an important means for science communication to convey information in an accurate, attractive, imaginative and memorable way. To present scientific information through stories, novels, comics and plays should be regarded as an important means to transmit information in the repertoire of both science teachers and science communicators. PMID:15350764

  4. Information science team

    NASA Technical Reports Server (NTRS)

    Billingsley, F.

    1982-01-01

    Concerns are expressed about the data handling aspects of system design and about enabling technology for data handling and data analysis. The status, contributing factors, critical issues, and recommendations for investigations are listed for data handling, rectification and registration, and information extraction. Potential supports to individual P.I., research tasks, systematic data system design, and to system operation. The need for an airborne spectrometer class instrument for fundamental research in high spectral and spatial resolution is indicated. Geographic information system formatting and labelling techniques, very large scale integration, and methods for providing multitype data sets must also be developed.

  5. Scientific Literacy and Thailand Science Education

    ERIC Educational Resources Information Center

    Yuenyong, Chokchai; Narjaikaew, Pattawan

    2009-01-01

    Education and political leaders worldwide are increasingly placing emphasis on developing scientific literacy. This also is the case in Thailand with science education influenced by educational reform in 1999, in which the goals of science education are shaped by the notion of scientific literacy. Thai science education emphasizes the scientific…

  6. Bridging the digital divide through the integration of computer and information technology in science education: An action research study

    NASA Astrophysics Data System (ADS)

    Brown, Gail Laverne

    The presence of a digital divide, computer and information technology integration effectiveness, and barriers to continued usage of computer and information technology were investigated. Thirty-four African American and Caucasian American students (17 males and 17 females) in grades 9--11 from 2 Georgia high school science classes were exposed to 30 hours of hands-on computer and information technology skills. The purpose of the exposure was to improve students' computer and information technology skills. Pre-study and post-study skills surveys, and structured interviews were used to compare race, gender, income, grade-level, and age differences with respect to computer usage. A paired t-test and McNemar test determined mean differences between student pre-study and post-study perceived skills levels. The results were consistent with findings of the National Telecommunications and Information Administration (2000) that indicated the presence of a digital divide and digital inclusion. Caucasian American participants were found to have more at-home computer and Internet access than African American participants, indicating that there is a digital divide by ethnicity. Caucasian American females were found to have more computer and Internet access which was an indication of digital inclusion. Sophomores had more at-home computer access and Internet access than other levels indicating digital inclusion. Students receiving regular meals had more computer and Internet access than students receiving free/reduced meals. Older students had more computer and Internet access than younger students. African American males had been using computer and information technology the longest which is an indication of inclusion. The paired t-test and McNemar test revealed significant perceived student increases in all skills levels. Interviews did not reveal any barriers to continued usage of the computer and information technology skills.

  7. Guidelines for Building Science Education

    SciTech Connect

    Metzger, Cheryn E.; Rashkin, Samuel; Huelman, Pat

    2015-03-11

    The U.S. Department of Energy’s (DOE) residential research and demonstration program, Building America, has triumphed through 20 years of innovation. Partnering with researchers, builders, remodelers, and manufacturers to develop innovative processes like advanced framing and ventilation standards, Building America has proven an energy efficient design can be more cost effective, healthy, and durable than a standard house. As Building America partners continue to achieve their stretch goals, they have found that the barrier to true market transformation for high performance homes is the limited knowledge-base of the professionals working in the building industry. With dozens of professionals taking part in the design and execution of building and selling homes, each person should have basic building science knowledge relevant to their role, and an understanding of how various home components interface with each other. Instead, our industry typically experiences a fragmented approach to home building and design. After obtaining important input from stakeholders at the Building Science Education Kick-Off Meeting, DOE created a building science education strategy addressing education issues preventing the widespread adoption of high performance homes. This strategy targets the next generation and provides valuable guidance for the current workforce. The initiative includes: • Race to Zero Student Design Competition: Engages universities and provides students who will be the next generation of architects, engineers, construction managers and entrepreneurs with the necessary skills and experience they need to begin careers in clean energy and generate creative solutions to real world problems. • Building Science to Sales Translator: Simplifies building science into compelling sales language and tools to sell high performance homes to their customers. • Building Science Education Guidance: Brings together industry and academia to solve problems related to

  8. Science Education Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1990

    1990-01-01

    Described is the Graded Assessment in Science Project (GASP). Students' attitudes toward this program were assessed using essays, questionnaires, and interviews. The results, conclusions, and cautions about this program are included. (KR)

  9. Earth Science Education in Eritrea

    NASA Astrophysics Data System (ADS)

    Teklay, Mengist

    1999-05-01

    In Eritrea, Earth Science Education is taught only by the Earth Sciences Department based at the College of Science, University of Asmara. Currently, the University of Asmara has eight teaching Colleges: Agriculture & Aquatic Sciences, Arts and Social Sciences, Business and Economics, Education, Engineering, Health Sciences, Law, and Science offering Bachelor degrees, Diplomas and Certificates in various fields. The Earth Sciences Department was established as a Geology Unit in 1983 and until 1996 offered minor and service geology courses for students of Science and Agriculture. The Department started a four-year degree programme in Geology (B.Sc. in Geology) at the beginning of the 1996/97 academic year. The B.Sc. programme in Geology provides students with a Geology major and a minor in Physics or Chemistry. Potential major organisations which employ the geology graduates include the Ministry of Mines and Energy, and the Ministry of Land, Water and Environment, as well as mining and petroleum companies which are currently active in mineral resources exploration in the country.

  10. Interactive 3D Visualization of the Great Lakes of the World (GLOW) as a Tool to Facilitate Informal Science Education

    NASA Astrophysics Data System (ADS)

    Yikilmaz, M.; Harwood, C. L.; Hsi, S.; Kellogg, L. H.; Kreylos, O.; McDermott, J.; Pellett, B.; Schladow, G.; Segale, H. M.; Yalowitz, S.

    2013-12-01

    Three-dimensional (3D) visualization is a powerful research tool that has been used to investigate complex scientific problems in various fields. It allows researchers to explore and understand processes and features that are not directly observable and help with building of new models. It has been shown that 3D visualization creates a more engaging environment for public audiences. Interactive 3D visualization can allow individuals to explore scientific concepts on their own. We present an NSF funded project developed in collaboration with UC Davis KeckCAVES, UC Davis Tahoe Environmental Research Center, ECHO Lake Aquarium & Science Center, and Lawrence Hall of Science. The Great Lakes of the World (GLOW) project aims to build interactive 3D visualization of some of the major lakes and reservoirs of the world to enhance public awareness and increase understanding and stewardship of freshwater lake ecosystems, habitats, and earth science processes. The project includes a collection of publicly available satellite imagery and digital elevation models at various resolutions for the 20 major lakes of the world as well as the bathymetry data for the 12 lakes. It also includes the vector based 'Global Lakes and Wetlands Database (GLWD)' by the World Wildlife Foundation (WWF) and the Center for Environmental System Research University of Kassel, Germany and the CIA World DataBank II data sets to show wetlands and water reservoirs at global scale. We use a custom virtual globe (Crusta) developed at the UC Davis KeckCAVES. Crusta is designed to specifically allow for visualization and mapping of features in very high spatial resolution (< 1m) and large extent (1000's of km2) raster imagery and topographic data. In addition to imagery, a set of pins, labels and billboards are used to provide textual information about these lakes. Users can interactively learn about the lake and watershed processes as well as geologic processes (e.g. faulting, landslide, glacial, volcanic

  11. Partners in Science Education: SOFIA EPO Program

    NASA Astrophysics Data System (ADS)

    Backman, D.; DeVore, E.; Bennett, M.

    2003-05-01

    NASA's Stratospheric Observatory for Infrared Astronomy (SOFIA) represents a unique opportunity for education and public outreach (EPO) as the first research observatory designed to include by educators, journalists and others in research missions. The EPO program will include formal K-12 and undergraduate educational activities, informal education, public outreach, and media relations. SOFIA will carry educators on science flights, enabling them to partner with scientists and see science in action. Up to 200 formal and informal educators will participate in the SOFIA Airborne Astronomy Ambassadors (AAA) program each year. The AAAs will be sustained as a national network via continued communications and material support from the observatory's EPO program office, and will constitute a wide-spread outreach cadre for NASA and space sciences. wide-spread outreach cadre for NASA and space sciences. Scientists, engineers, and other members of the SOFIA team will partner with local teachers and visit their classrooms as a part of the SOFIA Education Partners Program. Trained via the Project ASTRO network of astronomy education sites, SOFIA team members will work with teachrs and students to forge long-lasting science education partnerships. Participating educators may fly onboard SOFIA with their scientist partners. The professors and instructors at community colleges, small colleges, and minority serving institutions teach astronomy in general education courses that include the majority of future K-12 teachers. SOFIA EPO will provide an opportunity for this important segment of the college/university faculty plus staff of science and technology centers and planetaria to learn about research astronomy through summer workshops at the observatory. Participants will be encouraged to develop partnerships with SOFIA-affiliated scientists and participate in research flights. SOFIA is being developed and will be operated for NASA by SOFIA is being developed and will be operated

  12. Space Science and Interdisciplinary Education

    NASA Astrophysics Data System (ADS)

    Foing, B. H.

    The contribution of space science to an education cursus can be conceived as a series of educational modules (each including text books for teacher and pupil, exercises, CD-roms, observations or study projects, kits for hands-on projects, and Internet products from space agencies) covering different age groups (elementary 7-10, middle 10-14, high school 15-17). These modules should not be limited to the science teacher area, but must pervade in all topics of education the same way as space is part of everyday life. Space agencies can contribute to this by supporting a pilot group of teachers on sabbatical residence to develop these modules. These teachers should cover different European languages (e.g. English, French, German, other languages), different educational systems experience, and different backgrounds (Language/arts, science, history, technology). These modules could be developed in one year, in partnership with education ministers, publishers, for validation and production. They should be distributed and inserted in curricula via education authorities and networks of teachers. We list some examples of space (science) modules to be developed, in different teachers courses for a total of about 20 hours courses/yr, with basic modules for age group (7-10 yr) and Advanced Modules for (10-15 yr).

  13. The Impact of Information Technology on Information Science: Implications for Courses in the U.K.

    ERIC Educational Resources Information Center

    Oppenheim, Charles

    1983-01-01

    This essay discusses technological developments that are likely to have an impact on information science in next few years: microcomputers, satellite telecommunications, graphic information, online developments. Implications for the information profession, implications for information science courses, educational practice in 2001, and information…

  14. EDUCATIONAL INFORMATION PROJECT.

    ERIC Educational Resources Information Center

    LINDQUIST, E.F.; AND OTHERS

    TO AID DATA COLLECTION ANALYSIS, STORAGE, AND DISSEMINATION, INSTRUMENTS AND PROCEDURES WERE DEVELOPED FOR COLLECTING INFORMATION ON ALL ASPECTS OF THE EDUCATIONAL PROGRAM FOR A LARGE POPULATION OF SCHOOLS, INCLUDING INFORMATION ON INDIVIDUAL PUPILS, SCHOOL PERSONNEL, SCHOOLS, AND SCHOOL DISTRICTS. COMPUTER PROGRAMS AND DATA-PROCESSING TECHNIQUES…

  15. Science Education with the LSST

    NASA Astrophysics Data System (ADS)

    Jacoby, S. H.; Khandro, L. M.; Larson, A. M.; McCarthy, D. W.; Pompea, S. M.; Shara, M. M.

    2004-12-01

    LSST will create the first true celestial cinematography - a revolution in public access to the changing universe. The challenge will be to take advantage of the unique capabilities of the LSST while presenting the data in ways that are manageable, engaging, and supportive of national science education goals. To prepare for this opportunity for exploration, tools and displays will be developed using current deep-sky multi-color imaging data. Education professionals from LSST partners invite input from interested members of the community. Initial LSST science education priorities include: - Fostering authentic student-teacher research projects at all levels, - Exploring methods of visualizing the large and changing datasets in science centers, - Defining Web-based interfaces and tools for access and interaction with the data, - Delivering online instructional materials, and - Developing meaningful interactions between LSST scientists and the public.

  16. Persuasion and attitude change in science education

    NASA Astrophysics Data System (ADS)

    Koballa, Thomas R., Jr.

    Many strategies used to induce the occurrence of desirable science-related beliefs, attitudes, and behaviors involve the use of persuasive messages. Science educators need to become acquainted with persuasion in the context of social influence and learning theory to be able to evaluate its usefulness in the science education milieu. Persuasion is the conscious attempt to bring about a jointly developed mental state common to both source and receiver through the use of symbolic cues, and it can be distinguished from other forms of social influence. Propaganda is a type of persuasion directed toward a mass audience. Coercion relies on reinforcement control, whereas persuasion is prompted by information. Brainwashing involves coercive techniques used to obtain cooperation and compliance. Persuasion and instruction are much alike; both require conscious cognitive activity by the recipient and involve communication which includes giving arguments and evidence for the purpose of getting someone to do something or to believe something.Persuasion research is anchored in learning theory. Early efforts were based on information processing. Studies following an information process approach focused on the effect of the variables harbored within the question Who says what in which channel to whom with what effect? on belief and attitude change. Cognitive processing and social exchange approaches to persuasion represent extensions to information process. Cognitive processing is concerned specifically with how people personally process the arguments presented in a persuasive message. Social exchange emphasizes the interchange that takes place between the message source and recipient. These approaches seem to be fruitful areas for future persuasion research in science education.Science educators' unfamiliarity with persuasion research stems from the fact that it is largely reported in the social psychology literature and has not been integrated into a framework familiar to

  17. Studies in Science Education, Volume Nine, 1982.

    ERIC Educational Resources Information Center

    Layton, David, Ed.

    1982-01-01

    Studies in Science Education is an international review of research for all who are interested in the educational dimensions of science. This issue contains these articles: "Teaching about Science, Technology and Society at the Secondary School Level in the United States. An Educational Dilemma for the 1980s" (Mary C. McConnell); Science Education…

  18. Philosophy of Science, Critical Thinking and Science Education

    ERIC Educational Resources Information Center

    Davson-Galle, Peter

    2004-01-01

    In this article I explore a case for the inclusion of some aspects of critical thinking and of philosophy of science within science education that appeals to two commonly accepted aims of science education. Although motivated by reading Harvey Siegel's "Educating Reason" (1988), and emerging from his discussion there, the aspects I explore go…

  19. Protecting Information: The Role of Community Colleges in Cybersecurity Education. A Report from a Workshop Sponsored by the National Science Foundation and the American Association of Community Colleges (Washington, DC, June 26-28, 2002).

    ERIC Educational Resources Information Center

    American Association of Community Colleges, Washington, DC.

    The education and training of the cybersecurity workforce is an essential element in protecting the nation's computer and information systems. On June 26-28, 2002, the National Science Foundation supported a cybersecurity education workshop hosted by the American Association of Community Colleges. The goals of the workshop were to map out the role…

  20. Core Competencies in Information Management Education.

    ERIC Educational Resources Information Center

    Gorman, G. E.; Corbitt, B. J.

    2002-01-01

    Discusses core competencies in library and information science and in information systems to use as a background for an examination of core competencies in information management. Suggests a set of core competencies and educational outcomes that might be applied to curricula in both developed and developing countries. (Author/LRW)

  1. Ocean science educator award announced

    NASA Astrophysics Data System (ADS)

    The Office of Naval Research has announced a program to identify and support academic ocean scientists (“educators”) who have a distinguished record of educating high-quality doctoral and/or postdoctoral students and who will, under this program, draw postdoctoral scientists from other disciplines into the ocean sciences.Named “educators” must be U.S. citizens with research and training experience in the ocean sciences and must have a current research and teaching position at a U.S. institution that confers doctoral degrees in ocean sciences.

  2. POLAR-PALOOZA Polar Researchers and Arctic Residents Engage, Inform and Inspire Diverse Public Audiences by sharing Polar Science and Global Connections during the International Polar Year, using a New Model of Informal Science Education

    NASA Astrophysics Data System (ADS)

    Haines-Stiles, G.; Akuginow, E.

    2006-12-01

    (Please note that the POLAR-PALOOZA initiative described in this Abstract is-as of 9/7/2006-"pending" for possible support from NSF and NASA as part of this year's IPY solicitation. Subject to decisions expected by 9/30, this presentation would either be withdrawn, or amplified with specific participants, locations and dates.) Despite the success of well-regarded movies like "March of the Penguins", the polar regions remain a great unknown for most people. Public knowledge about the Arctic and Antarctic, and the critical role of the Poles in the entire Earth system, is nonexistent, incomplete or burdened with misperceptions. The International Polar Years of 2007-2009-and associated "I*Y" science years such as IHY, IYPE and eGY-present a unique opportunity to change this. The people who can best effect this change are those who know the Poles best, through living or working there. Based on innovative but proven models, POLAR-PALOOZA will use three complementary strategies to engage, inform and inspire large public audiences. (1) A national tour, under the working title "Stories from a Changing Planet", will include in-person presentations at science centers, museums, libraries and schools across North America, including Canada and Mexico. The presentations will be augmented by High Definition Video taped on location at the Poles, audio and video podcasts, and special education and outreach activities for targeted audiences. "Stories from a Changing Planet" will provide diverse audiences with an exciting opportunity to meet and interact directly with polar experts, and to appreciate why the Poles and the research done there are directly relevant to their lives. (2) The "HiDef Video Science Story Capture Corps" is a team of professional videographers, using the latest generation of low-cost, high-quality cameras, deployed to both Poles. They will document the work of multiple researchers and projects, rather than focusing on one topic for a single broadcast program

  3. Archaeoastronomy and Science Education

    NASA Astrophysics Data System (ADS)

    Dearborn, David S. P.

    1994-12-01

    Acquisition and utilization of knowledge can be a determinate for survival and prosperity. As a process for exploring nature, science has enabled people with the tremendous capabilities of modern technology, but many students fail to see the connection between their lives and this process. Even those students that do appreciate a connection, frequently leave high school or non-major college classes, confusing the scientific process itself with a catalog of abstract facts. Archaeoastronomy provides a vehicle to teach both scientific methodology, and the range of human reason for the pursuit of science. As a study of the interaction between societies and their science, it may included the development of mathematics, navigation, surveying, units of measurement, and urban planning. Astronomy serves as a focus across many cultures, because the need to respond to the seasons is biologically based, and these seasons are driven and defined by celestial motions. This connection between sky and earth exists for all people, and sophisticated sky watching activities developed on every inhabited continent. At the foundation of archaeoastronomy studies are the mechanics of astronomical observation, methods for organizing those observations, and making interpretations. The celestial phenomena of interest are readily available and easily observable. This permits a discovery basis for teaching how the scientific method developed and how is used. A course in archaeoastronomy permits students of wide disciplinary and cultural backgrounds to appreciate the interrelation between science and society. Additionally, students that will not pursue scientific research, who will instead become leaders in other areas, will be enriched with an understanding of how the process operates whether watching for the first appearance of the new moon, or attempting to detect the top quark.

  4. Science, Medicine, and Education.

    ERIC Educational Resources Information Center

    Tosteson, Daniel C.

    1981-01-01

    The impact of the new biology on what, how, and why persons learn in medicine is discussed. The transformation of medical education is reflected in the radical changes in views of man as organism that are arising from new discoveries in molecular and cellular biology. (MLW)

  5. Case for Building Informal Ontology of a Subject Matter at School Level Science Education with Community Collaboration

    ERIC Educational Resources Information Center

    Datt, Sachin

    2015-01-01

    School science textbooks are an amalgamation of concepts collected from different fields of Science like Physics, Chemistry and Biology. The actual number of concepts in the different domains of science are enormous. Educationists have to make a decision of choosing some concept that they think are necessary for students to know at a certain age.…

  6. SOURCES OF EARTH SCIENCE INFORMATION.

    ERIC Educational Resources Information Center

    MATTHEWS, WILLIAM H., III

    U.S. AND CANADIAN SOURCES OF INFORMATION ABOUT EARTH SCIENCE FOR ELEMENTARY AND SECONDARY SCHOOL TEACHERS ARE CONTAINED IN THIS MANUAL. MAJOR SECTIONS ARE DEVOTED TO ASTRONOMY, GEOLOGY, METEOROLOGY, OCEANOGRAPHY, AND PHYSICAL GEOGRAPHY. EACH SECTION CONTAINS LISTS OF (1) DEGREE-GRANTING DEPARTMENTS IN COLLEGES AND UNIVERSITIES, (2) GOVERNMENT…

  7. The Japanese science education centers.

    PubMed

    Glass, B

    1966-10-14

    These six Japanese science education centers signify a sweeping reform of elementary and secondary school science teaching. They achieve their striking results because they are established on a permanent, local basis and are supported mainly by the local boards of education. They have avoided control by pedagogues and specialists in "education." Instead, they are operated by trained scientists and experienced school teachers who work together to devise programs specially suited to the needs of their teachers. With small and practicable steps, the teachers improve their understanding of methods which they can readily test in their own classrooms rooms and laboratories. The laboratory equipment in the science education centers is only slightly superior to that which the teachers have in their own schools, but superior enough to make them desire to improve their own facilities. Major facilities, such as x-ray machines, electron microscopes, telescopes (15-cm), and machine shops, as well as good working collections of minerals and fossils, and adequate greenhouses, permit the teachers to work with more expensive equipment, to gain a firsthand knowledge of its operation, and to bring groups of students to the center to observe what such instruments make possible. The use of American experimental course content improvement programs is widespread. Every science education center I visited is using PSSC, CHEMS, CBA, BSCS, or ESCP materials and studying the philosophy of these programs. Yet no center is entirely dependent on these programs, but uses them critically to supplement and improve its own courses. The emphasis is on good laboratory and field teaching as a basis for understanding scientific methods and concepts. Science as investigation and inquiry, instead of treatment solely as an authoritative body of facts, is coming into its own. The few defects of the science education centers of Japan inhere in the educational situation itself. The centers are at present

  8. The National Centers for Ocean Sciences Education Excellence Network: Building Bridges Between Ocean Scientists and Science Education

    NASA Astrophysics Data System (ADS)

    Scowcroft, G.; Hotaling, L. A.

    2009-12-01

    Since 2002 the National Centers for Ocean Sciences Education Excellence (COSEE) Network, funded by the National Science Foundation with support from the National Oceanic and Atmospheric Administration, has worked to increase the understanding of the ocean and its relevance to society. The Network is currently comprised of twelve Centers located throughout the United States and a Central Coordinating Office. COSEE focuses on innovative activities that transform and broaden participation in the ocean science education enterprise. A key player in the national ocean literacy movement, COSEE’s objectives are to develop partnerships between ocean scientists and educators and foster communication and coordination among ocean science education programs nationwide. COSEE has grown into the nation's most comprehensive ocean science and education network with over 200 partners, including universities and research institutions, community colleges, school districts, informal science education institutions, and state/federal agencies. Each Center is a consortium of one or more ocean science research institutions, informal science education organizations, and formal education entities. The mission of the National COSEE Network is to engage scientists and educators to transform ocean sciences education. Center activities include the development of catalytic partnerships among diverse institutions, the integration of ocean science research into high-quality educational materials, and the establishment of pathways that enable ocean scientists to interact with educators, students, and the public. In addition to the work and projects implemented locally and regionally by the Centers, Network-level efforts occur across Centers, such as the national promotion of Ocean Literacy Principals and encouragement of our nation’s youth to pursue ocean related areers. This presentation will offer several examples of how the National COSEE Network is playing an important and evolving role in

  9. Science Education News, September 1976.

    ERIC Educational Resources Information Center

    McCarley, Orin, Ed.

    This issue of the newsletter of the American Association for the Advancement of Science (AAAS) presents articles relating to minorities in engineering, declining enrollment, introducing metric, descriptions of 1976 high school graduates, child understanding, and hand calculators in schools. Articles presented relating to higher education include…

  10. Blogs: Applications in Science Education

    ERIC Educational Resources Information Center

    Brownstein, Erica; Klein, Robert

    2006-01-01

    Blogs are reshaping our political, social, and cultural environment. Education is affected by blogs because of their potential for learning and teaching, and also their risks. This article elaborates a set of rules for evaluating and implementing blogs in teaching college science. (Contains 5 figures.)

  11. The Utopia of Science Education

    ERIC Educational Resources Information Center

    Castano, Carolina

    2012-01-01

    In this forum I expand on the ideas I initially presented in "Extending the purposes of science education: addressing violence within socio-economic disadvantaged communities" by responding to the comments provided by Matthew Weinstein, Francis Broadway and Sheri Leafgren. Focusing on their notion of utopias and superheroes, I ask us to reconsider…

  12. Educational Television: "Let's Explore Science".

    ERIC Educational Resources Information Center

    King, Kenneth P.

    2000-01-01

    Provides an historical overview of the development of instructional television as a tool within the context of science education. Traces the technology from its beginning as experiments in public service broadcasting by universities and television networks. Examines the use of the technology as a teaching tool in terms of scientific literacy.…

  13. The Educational Role of Health Sciences Librarians.

    ERIC Educational Resources Information Center

    Rankin, Jocelyn A.; Sayre, Jean Williams

    1993-01-01

    Considers the expanding educational role of health sciences librarians in both academic centers and in hospitals resulting from influences of new educational models and new technology. Topics addressed include undergraduate health sciences education; continuing education; new technology and medical informatics; library educational programs;…

  14. Science Education in Atlantic Canada in Historical Perspective

    ERIC Educational Resources Information Center

    McFadden, Charles

    2003-01-01

    This invited research report was presented in August 2003 to a science education conference convened by the Atlantic Provinces Committee on the Sciences. Based on 20 interviews and documentary information from the Departments of Education of the Provinces of Newfoundland & Labrador, New Brunswick, Nova Scotia and Prince Edward Island, this report…

  15. Practical Considerations for Integrating Alternate Reality Gaming into Science Education

    ERIC Educational Resources Information Center

    Bellocchi, Alberto

    2012-01-01

    In this article, I present my experience with integrating an alternate reality gaming (ARG) framework into a pre-service science teacher education course. My goal is to provide an account of my experiences that can inform other science education practitioners at the tertiary and secondary levels that wish to adopt a similar approach in their…

  16. Creationism, Evolution, and Science Education

    SciTech Connect

    Scott, Eugenie C.

    2005-06-22

    Many topics in the curriculum of American schools are controversial, but perhaps the one with the longest tenure is evolution. Three arguments are made against evolution: that it is allegedly weak science ('evolution is a theory in crisis'); that it is incompatible with religion; and that it is only 'fair' to 'balance' evolution with creationism. Regardless of the appropriateness of their application to science education, all three of the arguments are made to try to restrict the teaching of evolution. Variants of the fairness argument such as balancing evolution with 'scientific alternatives to evolution' or balancing evolution with 'arguments against evolution' have in fact become the current predominant antievolutionist strategy. Current events in the creationism/evolution controversy will be reviewed, and suggestions made for how to promote sound science education in the schools.

  17. The Impact of a Professional Development Program Integrating Informal Science Education on Early Childhood Teachers' Self-Efficacy and Beliefs about Inquiry-Based Science Teaching

    ERIC Educational Resources Information Center

    Duran, Emilio; Ballone-Duran, Lena; Haney, Jodi; Beltyukova, Svetlana

    2009-01-01

    This report aimed to measure the impact of a unique professional development program entitled Project ASTER III (Active Science Teaching Encourages Reform) on teachers' self-efficacy and perceptions about inquiry-based science teaching. Project ASTER III enabled teachers to explore inquiry-based science teaching through exhibit-based…

  18. Earth Science Information System (ESIS)

    USGS Publications Warehouse

    U.S. Geological Survey

    1982-01-01

    The Earth Science Information System (ESIS) was developed in 1981 by the U.S. Geological Survey's Office of the Data Administrator. ESIS serves as a comprehensive data management facility designed to support the coordination, integration, and standardization of scientific, technical, and bibliographic data of the U.S. Geological Survey (USGS). ESIS provides, through an online interactive computer system, referral to information about USGS data bases, data elements which are fields in the records of data bases, and systems. The data bases contain information about many subjects from several scientific disciplines such as: geology, geophysics, geochemistry, hydrology, cartography, oceanography, geography, minerals exploration and conservation, and satellite data sensing.

  19. NASA Earth Science Update with Information Science Technology

    NASA Technical Reports Server (NTRS)

    Halem, Milton

    2000-01-01

    This viewgraph presentation gives an overview of NASA earth science updates with information science technology. Details are given on NASA/Earth Science Enterprise (ESE)/Goddard Space Flight Center strategic plans, ESE missions and flight programs, roles of information science, ESE goals related to the Minority University-Space Interdisciplinary Network, and future plans.

  20. The Invisible Substrate of Information Science.

    ERIC Educational Resources Information Center

    Bates, Marcia J.

    1999-01-01

    Articulates key elements in the "invisible substrate" of information science. Emphasizes information science's role as a meta-science--conducting research and developing theory around documentary products of other disciplines and activities. Suggests that mental activities of information science center around "representation" and "organization" of…

  1. The utopia of science education

    NASA Astrophysics Data System (ADS)

    Castano, Carolina

    2012-09-01

    In this forum I expand on the ideas I initially presented in "Extending the purposes of science education: addressing violence within socio-economic disadvantaged communities" by responding to the comments provided by Matthew Weinstein, Francis Broadway and Sheri Leafgren. Focusing on their notion of utopias and superheroes, I ask us to reconsider science as inevitably violent. Utopia is a concept that contributes to articulating our ideals, and serves to give us perspective on how our current reality differs from our goals. I suggest that by recognising alternative views of nature, science and "superheroes" we could see a science that is committed to the lives and struggles of students as well as the lives and struggles of other animals.

  2. Themes. Informal Education Series.

    ERIC Educational Resources Information Center

    Kessens, Rosanne

    Part of the larger Informal Education Series, this publication brings together many of the materials prepared by Rosanne Kessens for teachers and parents involved in Follow Through settings. Contents first explore theme development as an integrated approach to learning and then describe strategies for planning themes. Subsequent materials offer…

  3. Education and Training in Forensic Science: A Guide for Forensic Science Laboratories, Educational Institutions, and Students. Special Report.

    ERIC Educational Resources Information Center

    US Department of Justice, 2004

    2004-01-01

    Forensic science provides scientific and foundational information for investigators and courts, and thus plays a crucial role in the criminal justice system. This guide was developed through the work of the Technical Working Group on Education and Training in Forensic Science (TWGED) to serve as a reference on best education and training practices…

  4. D. Carlos de Braganca, a Pioneer of Experimental Marine Oceanography: Filling the Gap between Formal and Informal Science Education

    ERIC Educational Resources Information Center

    Faria, Claudia; Pereira, Goncalo; Chagas, Isabel

    2012-01-01

    The activities presented in this paper are part of a wider project that investigates the effects of infusing the history of science in science teaching, toward students' learning and attitude. Focused on the work of D. Carlos de Braganca, King of Portugal from 1889 to 1908, and a pioneer oceanographer, the activities are addressed at the secondary…

  5. U.S. National Commission on Libraries and Information Science Report to the Office of Science and Technology Policy on Library and Information Services' Roles in the National Research and Education Network.

    ERIC Educational Resources Information Center

    National Commission on Libraries and Information Science, Washington, DC.

    This report summarizes the results of an open forum conducted by the National Commission on Libraries and Information Science (NCLIS) that provided an opportunity for representatives from library and service organizations and representatives from related agencies to offer comments, suggestions, and proposals related to the roles of libraries and…

  6. Innovation in Science Education - World-Wide.

    ERIC Educational Resources Information Center

    Baez, Albert V.

    The purpose of this book is to promote improvements in science education, world-wide, but particularly in developing countries. It is addressed to those in positions to make effective contributions to the improvement of science education. The world-wide role of science education, the goals of innovative activities, past experience in efforts to…

  7. Science Teacher Education: An International Perspective.

    ERIC Educational Resources Information Center

    Abell, Sandra K., Ed.

    This book presents reform efforts in science teacher education from an international perspective. Chapters include: (1) "International Perspectives on Science Teacher Education: An Introduction" (Sandra K. Abell); (2) "The Development of Preservice Elementary Science Teacher Education in Australia" (Ken Appleton, Ian S. Ginns, and James J.…

  8. Science Education as South Africa's Trojan Horse.

    ERIC Educational Resources Information Center

    Rogan, John M.; Gray, Brian V.

    1999-01-01

    Presents the story of one nongovernmental organization (NGO) and the role it played in reconceptualizing science education in South Africa. Describes the success of the Science Education Project (SEP) in confronting authoritarian practices of government organizations and those within its own ranks. Science education can become the Trojan horse of…

  9. Science Education in the United States.

    ERIC Educational Resources Information Center

    Champagne, Audrey B.

    1997-01-01

    Discusses science education in the United States, which is in the midst of an unprecedented reform movement driven by national standards developed with support from the federal government. These standards are redefining the character of science education from kindergarten to the post-graduate education of scientists and science teachers. The new…

  10. Linking General Education and Science Teacher Preparation

    ERIC Educational Resources Information Center

    Talanquer, Vicente; Morgan, Del; Maeyer, Jenine; Young, Krista

    2007-01-01

    This educational project involves prospective science teachers in implementing a natural science course for nonscience majors. The model creates a space for nonscience majors to experience learner-centered teaching practices while giving prospective teachers an opportunity to apply their science and science education course knowledge and learning.…

  11. The Role of Public Policy in K-12 Science Education. Research in Science Education

    ERIC Educational Resources Information Center

    DeBoer, George E., Ed.

    2011-01-01

    The goal of this volume of "Research in Science Education" is to examine the relationship between science education policy and practice and the special role that science education researchers play in influencing policy. It has been suggested that the science education research community is isolated from the political process, pays little attention…

  12. Rethinking Science Education: Meeting the Challenge of "Science for All"

    ERIC Educational Resources Information Center

    Millar, Robin

    2012-01-01

    This article presents the author's Presidential Address delivered to the Association for Science Education Annual Conference, University of Liverpool, January 2012. "Science for all" has been an aspiration of the Association for Science Education and the organisations from which it evolved for almost a century. It has, however, proved an elusive…

  13. Making Philosophy of Science Education Practical for Science Teachers

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  14. Innovations in Science Education in Europe

    NASA Astrophysics Data System (ADS)

    Schuepbach, E.

    2001-12-01

    At many European Universities, the retention of skilled science graduates is hindered mainly by organisational structures. In particular, women students are often under-represented in sciences, and career progression is in general difficult. The linear system of knowhow transfer is inefficient from the pedagogical point of view and unsatisfactory for many students. Owing to fast changes in society and the working environment, a re-building of curricula in tertiary education (including University Education) has begun. Conceptual visions aim at influencing the investment in the largely untapped human capital and preparing the students for quick adaptation and enhanced flexiblity. Traditional methods of classroom teaching and knowhow transfer are increasingly complemented by New Learning Technologies and Mentoring. The EU Project INDECS (Potentials of Interdisciplinary Degree Courses in Engineering, Information Technology, Natural and Socio-Economic Sciences in a Changing Society) examines such pedagogical aspects in European degree courses combining engineering, IT, physical sciences and socio-economic sciences. Inclusion of specific IT and social science topics in modular form is examined. How innovation in University Teaching will meet the attractiveness to both students and employers in Europe is major focus of the study.

  15. "Contributions of Piaget to Science Education." Science Education. Science Curriculum Concept Paper #2.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    This paper discusses the implications of Piaget's theory to science education. The first section of the paper, "What Science Teachers Need To Know: Scientific Knowledge and Its Source," describes three sources of students' knowledge and corresponding educational practices. The second section, "Functions of Intelligence," discusses the concept of…

  16. Earth System Science Education Alliance

    NASA Astrophysics Data System (ADS)

    Myers, R.; Schwerin, T.

    2007-12-01

    The Earth System Science Education Alliance (ESSEA) professional development program is providing in-depth geoscience content and teaching methods to pre- and in-service teachers. The program is building and expanding on NASA's successful ESSEA program that was funded from 2000-2005. Now sponsored by NSF, the network has expanded to nearly 40 institutions of higher learning committed to teacher Earth system science education. The program supports participating institutions with funding, training, and standards-aligned courses and resources for pre- and in-service teachers. As a result, teachers are prepared to teach Earth system science using inquiry-based classroom methods, geoscience data and tools. From 1999-2005, the NASA funded ESSEA Program delivered online Earth system science professional development for K-12 teachers through a network of 20 colleges and universities. The program was led by the Institute for Global Environmental Strategies (IGES) and based on a trio of 16-week online courses (for elementary, middle, and high school teachers) that had been developed and piloted by NASA's Classroom of the Future at Wheeling Jesuit University. The ESSEA program's mission was to: 1) support universities, colleges, and science education organizations delivering the K-12 online graduate courses; 2) strengthen teachers' understanding of Earth system science; 3) demonstrate the ability to deliver exceptional professional development to a national audience; and 4) create a solid infrastructure to sustain the program. As of spring 2006, the courses had been used by 40 faculty at 20 institutions educating over 1,700 K-12 teachers in Earth system science. Through NSF funding beginning in late 2006, IGES is enhancing and building on the ESSEA foundation by: 1. Introducing extensive use of data, models and existing Earth system educational materials to support the courses; 2. Implementing a rigorous evaluation program designed to demonstrate growth in teachers' Earth

  17. Earth System Science Education Alliance

    NASA Astrophysics Data System (ADS)

    Myers, R.; Schwerin, T.

    2006-12-01

    The Earth System Science Education Alliance (ESSEA) professional development program is providing in- depth geoscience content and teaching methods to pre- and in-service teachers. The program is building and expanding on NASA's successful ESSEA program that was funded from 2000-2005. Beginning in 2006 NSF funding will enable ESSEA will expand to 40 institutions of higher learning that are committed to teacher education in Earth system science. The program will support participating institutions with funding, training, and standards-aligned courses and resources for pre- and in-service teachers. As a result, teachers will be prepared to teach Earth system science using inquiry-based classroom methods, geoscience data and tools. From 1999-2005, the NASA funded ESSEA Program delivered online Earth system science professional development for K-12 teachers through a network of 20 colleges and universities. The program was led by the Institute for Global Environmental Strategies (IGES) and based on a trio of 16-week online courses (for elementary, middle, and high school teachers) that had been developed and piloted by NASA's Classroom of the Future at Wheeling Jesuit University. The ESSEA program's mission was to: 1) support universities, colleges, and science education organizations delivering the K-12 online graduate courses; 2) strengthen teachers' understanding of Earth system science; 3) demonstrate the ability to deliver exceptional professional development to a national audience; and 4) create a solid infrastructure to sustain the program. As of spring 2006, the courses had been used by 40 faculty at 20 institutions educating over 1,700 k-12 teachers in Earth system science. Although NASA funding ended in late 2005, the courses continue to be offered by 17 of the original 20 institutions. Through NSF funding beginning in late 2006, IGES will enhance and build upon the ESSEA foundation by: 1.Using the ESSEA courses as a model to introduce newly upgraded Earth

  18. Exploiting Untapped Information Resources in Earth Science

    NASA Astrophysics Data System (ADS)

    Ramachandran, R.; Fox, P. A.; Kempler, S.; Maskey, M.

    2015-12-01

    One of the continuing challenges in any Earth science investigation is the amount of time and effort required for data preparation before analysis can begin. Current Earth science data and information systems have their own shortcomings. For example, the current data search systems are designed with the assumption that researchers find data primarily by metadata searches on instrument or geophysical keywords, assuming that users have sufficient knowledge of the domain vocabulary to be able to effectively utilize the search catalogs. These systems lack support for new or interdisciplinary researchers who may be unfamiliar with the domain vocabulary or the breadth of relevant data available. There is clearly a need to innovate and evolve current data and information systems in order to improve data discovery and exploration capabilities to substantially reduce the data preparation time and effort. We assert that Earth science metadata assets are dark resources, information resources that organizations collect, process, and store for regular business or operational activities but fail to utilize for other purposes. The challenge for any organization is to recognize, identify and effectively utilize the dark data stores in their institutional repositories to better serve their stakeholders. NASA Earth science metadata catalogs contain dark resources consisting of structured information, free form descriptions of data and pre-generated images. With the addition of emerging semantic technologies, such catalogs can be fully utilized beyond their original design intent of supporting current search functionality. In this presentation, we will describe our approach of exploiting these information resources to provide novel data discovery and exploration pathways to science and education communities

  19. Sources of Information about Promising and Exemplary Programs and Materials for Secondary School Science. ERIC/SMEAC Science Education Digest No. 2, 1989.

    ERIC Educational Resources Information Center

    Helgeson, Stanley L.; Howe, Robert W.

    Many school staff and their client communities are concerned about student achievement, skills, and attitudes related to science. To respond to these concerns, staff need to determine how they can improve their science programs by modifying the content and skills emphasized in the curriculum, changing and supplementing instructional materials,…

  20. Sources of Information about Promising and Exemplary Programs and Materials for Elementary School Science. ERIC/SMEAC Science Education Digest No. 1, 1989.

    ERIC Educational Resources Information Center

    Helgeson, Stanley L.; Howe, Robert W.

    Many school staff and their client communities are concerned about pupil achievement, skills, and attitudes related to science. To respond to these concerns, staff need to determine how they can improve their science programs by modifying the content and skills emphasized in the curriculum, changing and supplementing instructional materials,…

  1. Modern Publishing Approach of Journal of Astronomy & Earth Sciences Education

    NASA Astrophysics Data System (ADS)

    Slater, Timothy F.

    2015-01-01

    Filling a needed scholarly publishing avenue for astronomy education researchers and earth science education researchers, the Journal of Astronomy & Earth Sciences Education - JAESE published its first volume and issue in 2014. The Journal of Astronomy & Earth Sciences Education - JAESE is a scholarly, peer-reviewed scientific journal publishing original discipline-based education research and evaluation, with an emphasis of significant scientific results derived from ethical observations and systematic experimentation in science education and evaluation. International in scope, JAESE aims to publish the highest quality and timely articles from discipline-based education research that advance understanding of astronomy and earth sciences education and are likely to have a significant impact on the discipline or on policy. Articles are solicited describing both (i) systematic science education research and (ii) evaluated teaching innovations across the broadly defined Earth & space sciences education, including the disciplines of astronomy, climate education, energy resource science, environmental science, geology, geography, agriculture, meteorology, planetary sciences, and oceanography education. The publishing model adopted for this new journal is open-access and articles appear online in GoogleScholar, ERIC, and are searchable in catalogs of 440,000 libraries that index online journals of its type. Rather than paid for by library subscriptions or by society membership dues, the annual budget is covered by page-charges paid by individual authors, their institutions, grants or donors: This approach is common in scientific journals, but is relatively uncommon in education journals. Authors retain their own copyright. The journal is owned by the Clute Institute of Denver, which owns and operates 17 scholarly journals and currently edited by former American Astronomical Society Education Officer Tim Slater, who is an endowed professor at the University of Wyoming and

  2. Member Perceptions of Informal Science Institution Graduate Certificate Program: Case Study of a Community of Practice

    ERIC Educational Resources Information Center

    Ball, Lois A.

    2012-01-01

    This research attempted to understand the experiences of a cohort of informal and formal science educators and informal science institution (ISI) community representatives during and after completion of a pilot graduate certificate program. Informal science educators (ISEs) find limited opportunities for professional development and support which…

  3. Federal Agency and Federal Library Reports. Library of Congress; Center for the Book; Federal Library and Information Center Committee; National Commission on Libraries and Information Science; National Agricultural Library; National Library of Medicine;United States Government Printing Office; National Technical Information Service; National Archives and Records Administration; National Center for Education Statistics Library Statistics Program; National Library of Education; Educational Resources Information Center.

    ERIC Educational Resources Information Center

    Fischer, Audrey; Cole, John Y.; Tarr, Susan M.; Vlach, Rosalie B.; Carey, Len; Mehnert, Robert; Sherman, Andrew M.; Davis, Linda; Vecchiarelli, Marion H.; Chute, Adrienne; Dunn, Christina

    2002-01-01

    Includes reports from Library of Congress, Center for the Book, Federal Library and Information Center Committee, National Commission on Libraries and Information Science, National Agricultural Library, National Library of Medicine, Government Printing Office, National Technical Information Service, National Archives and Records Administration,…

  4. Broad and Visionary. Commentary on Allen Kent (1977) Information Science. (Journal of Education for Librarianship, 17(3), 131-139)

    ERIC Educational Resources Information Center

    Bates, Marcia J.

    2015-01-01

    Allen Kent was a pioneer in many aspects of library and information science (LIS), and yet, as this author reads Kent's 1977 article, there is not much in it that has become ancient, irrelevant history. The questions he discusses are still alive in the discipline in 2014, whether it is called LIS (library and information science), information…

  5. The Higher Education Clearinghouse for Space Sciences

    NASA Astrophysics Data System (ADS)

    Dalton, H.; Cobabe-Ammann, E. A.; Shipp, S. S.

    2011-12-01

    The Higher Education Clearinghouse (HECl) is a searchable database of undergraduate classroom materials for faculty teaching planetary sciences and solar and space physics at both the introductory and upper division levels. Modeled after the highly successful SERC clearinghouse for geosciences assets, HECl was designed for easy submission of classroom assets - from homeworks and computer interactives to laboratories and demonstrations. All materials are peer-reviewed before posting, and authors adhere to the Creative Commons Attribution (CC BY). HECl materials are automatically cross-posted to other digital libraries (e.g., ComPADRE) and virtual higher education communities (e.g., Connexions). In addition to classroom materials, HECl provides news and information about educational research and best practices, funding opportunities, and ongoing efforts and collaborations for undergraduate education.

  6. Innovations in Science and Technology Education through Science Teacher Associations

    ERIC Educational Resources Information Center

    Akpan, Ben B.

    2010-01-01

    One emerging issue highlighted in a UNESCO booklet (Fensham, 2008, p6) is to draw attention to the need for students to receive science education from able science teachers. The booklet emphasizes that quality science learning time, albeit less, is preferable to the damage done by underequipped science teachers. It also draws attention to the…

  7. Joe L. Kincheloe: Embracing criticality in science education

    NASA Astrophysics Data System (ADS)

    Bayne, Gillian U.

    2009-09-01

    This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political, economic, and cognitive dynamics—the bricolage. Kincheloe's ideas provide for a compelling understanding of, and insights into, the forces that shape the intricacies of teaching and learning science and science education. They have implications in improving science education policies, in developing actions that challenge and cultivate the intellect while operating in ways that are more understanding of difference and are socially just.

  8. Science Education Resource Assistant for Researchers. [CD-ROM].

    ERIC Educational Resources Information Center

    ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.

    This CD-ROM provides a collection of Internet resources as well as K-16 related science materials and is divided into two sections. "Online Resources" includes information on the Educational Resources Information Center (ERIC), National Standards, AAAS Project 2061 Resources, U.S. Department of Education, Third International Mathematics and…

  9. Reforming Science Education: Part II. Utilizing Kieran Egan's Educational Metatheory

    ERIC Educational Resources Information Center

    Schulz, Roland M.

    2009-01-01

    This paper is the second of two parts and continues the conversation which had called for a shift in the conceptual focus of science education towards philosophy of education, with the requirement to develop a discipline-specific "philosophy" of science education. In Part I, conflicting conceptions of science literacy were identified with…

  10. Science of Education and Teacher Education.

    ERIC Educational Resources Information Center

    De Corte, Erik

    The application of a scientific attitude to the field of education is reviewed, with particular regard to the varying perspective concerning the cognitive development and learning processes of children. Flaws in the "top-down" system of research and information dissemination, in which universities are viewed as "producers" and practitioners as…

  11. Native American Science Education: A Compelling Opportunity for the Integration of Earth and Space Science

    NASA Astrophysics Data System (ADS)

    Morrow, C. A.; Maryboy, N.; Begay, D.

    2005-05-01

    The strong relationships between Earth and sky in the worldviews of Native American people presents a wonderful opportunity for collaborations that can co-create compelling educational opportunities for both Native and non-Native learners. This paper will discuss the relationship among successful science education for Native Americans, standards-based science education, and informal science education. It will address some strategies for combining best practice in education with a deep cultural authenticity. Presenting astronomy in a culturally relevant and correct way is not only of value to the Native learner, but it is also of value to the non-Native learner because cultural relevance for Native people demands that science be presented via different learning modalities (e.g. visual, kinesthetic, tactile) and in a way that is more interconnected with other science and non-science disciplines. This kind of multi-modal and interdisciplinary approach is valuable and progressive for Non-native learners as well.

  12. Learning science and science education in a new era.

    PubMed

    Aysan, Erhan

    2015-06-01

    Today, it takes only a few months for the amount of knowledge to double. The volume of information available has grown so much that it cannot be fully encompassed by the human mind. For this reason, science, learning, and education have to change in the third millennium. The question is thus: what is it that needs to be done? The answer may be found through three basic stages. The first stage is persuading scientists of the necessity to change science education. The second stage is more difficult, in that scientists must be told that they should not place an exaggerated importance on their own academic field and that they should see their field as being on an equal basis with other fields. In the last stage, scientists need to condense the bulk of information on their hands to a manageable size. "Change" is the magic word of our time. Change brings about new rules, and this process happens very quickly in a global world. If we scientists do not rapidly change our scientific learning and education, we will find our students and ourselves caught up in an irreversibly destructive and fatal change that sets its own rules, just like the Arab spring. PMID:26005569

  13. Learning science and science education in a new era

    PubMed Central

    Aysan, Erhan

    2015-01-01

    Today, it takes only a few months for the amount of knowledge to double. The volume of information available has grown so much that it cannot be fully encompassed by the human mind. For this reason, science, learning, and education have to change in the third millennium. The question is thus: what is it that needs to be done? The answer may be found through three basic stages. The first stage is persuading scientists of the necessity to change science education. The second stage is more difficult, in that scientists must be told that they should not place an exaggerated importance on their own academic field and that they should see their field as being on an equal basis with other fields. In the last stage, scientists need to condense the bulk of information on their hands to a manageable size. “Change” is the magic word of our time. Change brings about new rules, and this process happens very quickly in a global world. If we scientists do not rapidly change our scientific learning and education, we will find our students and ourselves caught up in an irreversibly destructive and fatal change that sets its own rules, just like the Arab spring. PMID:26005569

  14. Automated information for Earth science

    NASA Astrophysics Data System (ADS)

    Detailed descriptions of nearly 300 digital data bases and the systems operating them are featured in a revised edition of a comprehensive report on the automated earth science information systems and data bases of the U.S. Geological Survey (USGS), the Bureau of Land Management, and the Minerals Management Service.Among the earth science data bases available are lunar geochemical data from the Apollo missions; data on newly identified coal resources in the United States; seismic data on earthquake magnitudes from 2,700 stations worldwide; data on more than 2 million place names nationwide; data from more than 200,000 aerial photographs used in USGS mapping efforts; the locations and ages of aquifer systems throughout the country; and water use data for the nation. The publication also provides indexes of titles, acronyms, and contact persons. A keyword list contains 2,000 subject words with references to specific data bases and systems.

  15. Basic space science education in Nigeria

    NASA Astrophysics Data System (ADS)

    Onuora, L. I.; Ubachukwu, A. A.; Asogwa, M. O.

    1995-01-01

    The role of basic space science in the present curriculum for primary and secondary schools is discussed as well as the future development of Space Science Education at all levels (Primary, Secondary, and Tertiary). The importance of educating teachers in basic space science is emphasized. Provision of Planetariums in the country could go a long way to help in the education process as well as in popularizing space science.

  16. Early science education and astronomy

    NASA Astrophysics Data System (ADS)

    Wilgenbus, David; Léna, Pierre

    2011-06-01

    Inquiry-based science education is currently receiving a consensus as a pedagogy to teach science at primary and middle school levels, with the goal to reach all children and youngsters, no matter what their future professional choices will be. By the same token, it also greatly increases the fraction of the school population in which future technicians, engineers and sciences could be recruited for further training. La main à la pâte is the name of the action undertaken by the French Académie des Sciences to develop inquiry in France, and then in many collaborating countries. The focus is on science as a whole, and not on particular disciplines such as physics, biology, and so on, since it is the understanding of scientific method and use of evidence which is at the heart of inquiry. Yet, astronomy is offering so many opportunities to demonstrate the scientific method that La main à la pâte has developed a number of inquiry activities in this field, which are presented here, such as Measuring the Earth, Calendars and cultures, the use of One Laptop per Child for Moon observations, etc.

  17. Building Ocean Learning Communities: A COSEE Science and Education Partnership

    NASA Astrophysics Data System (ADS)

    Robigou, V.; Bullerdick, S.; Anderson, A.

    2007-12-01

    The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups

  18. Science.gov: gateway to government science information.

    PubMed

    Fitzpatrick, Roberta Bronson

    2010-01-01

    Science.gov is a portal to more than 40 scientific databases and 200 million pages of science information via a single query. It connects users to science information and research results from the U.S. government. This column will provide readers with an overview of the resource, as well as basic search hints. PMID:20391165

  19. New Information Technology in Social Science Education: Viewpoints from Europe and the United States. Annual Conference of the Social Science Education Consortium (20th, Athens, Georgia, June 8-11, 1983).

    ERIC Educational Resources Information Center

    Hepburn, Mary A., Ed.

    Fourteen conference papers dealing with the effects of electronic information technology on social studies education are provided. Microcomputers received most of the attention, followed by satellite telecommunications, as the conference participants examined implications for student learning styles, student knowledge and attitudes, teacher…

  20. Philosophy of Science and Education

    NASA Astrophysics Data System (ADS)

    Jung, Walter

    2012-08-01

    This is a vast and vague topic. In order to do justice to it one has to write a book or maybe more than one. For it can be understood in quite different ways and on different levels For example you may think mainly of the historical aspect, that is how philosophy of science developed in the last hundred or so years and how its influence on education changed; you may think of quite different schools of philosophy, from Marxist or positivist to such exotic but at some places influential philosophic positions like that of Rudolph Steiner; of course, you may limit the subject to special fields like epistemology, theory of scientific methodology, or, what has become fashionable recently, sociology of knowledge which may have a considerable bearing on physics teaching (Collins and Shapin 1983; Jung 1985). Again we may think of the topic treated by a philosopher, a scientist, an educationalist, a teacher, which would mean quite a difference. I am trying here to speak as an educationalist, with the physics teacher in mind: this is my vocational perspective as someone who educates physics teachers. Of course, our main concern is the contribution of science, especially physics, to general education, which integrates many of the special topics mentioned. Philosophy of science comes in because it is not at all clear what science and physics is, and what of it should be taught, and how such chosen parts should be taught. I also take this opportunity to give an idea of the longstanding tradition of this discussion in Germany, connected with names like Wagenshein, Litt, Heisenberg and many others.

  1. The Nature of Information Science: Changing Models

    ERIC Educational Resources Information Center

    Robinson, Lyn; Karamuftuoglu, Murat

    2010-01-01

    Introduction: This paper considers the nature of information science as a discipline and profession. Method: It is based on conceptual analysis of the information science literature, and consideration of philosophical perspectives, particularly those of Kuhn and Peirce. Results: It is argued that information science may be understood as a field of…

  2. From the field to classrooms: Scientists and educators collaborating to develop K-12 lessons on arctic carbon cycling and climate change that align with Next Generation Science Standards, and informal outreach programs that bring authentic data to informal audiences.

    NASA Astrophysics Data System (ADS)

    Brinker, R.; Cory, R. M.

    2014-12-01

    Next Generation Science Standards (NGSS) calls for students across grade levels to understand climate change and its impacts. To achieve this goal, the NSF-sponsored PolarTREC program paired an educator with scientists studying carbon cycling in the Arctic. The data collection and fieldwork performed by the team will form the basis of hands-on science learning in the classroom and will be incorporated into informal outreach sessions in the community. Over a 16-day period, the educator was stationed at Toolik Field Station in the High Arctic. (Toolik is run by the University of Alaska, Fairbanks, Institute of Arctic Biology.) She participated in a project that analyzed the effects of sunlight and microbial content on carbon production in Artic watersheds. Data collected will be used to introduce the following NGSS standards into the middle-school science curriculum: 1) Construct a scientific explanation based on evidence. 2) Develop a model to explain cycling of water. 3) Develop and use a model to describe phenomena. 4) Analyze and interpret data. 5) A change in one system causes and effect in other systems. Lessons can be telescoped to meet the needs of classrooms in higher or lower grades. Through these activities, students will learn strategies to model an aspect of carbon cycling, interpret authentic scientific data collected in the field, and conduct geoscience research on carbon cycling. Community outreach sessions are also an effective method to introduce and discuss the importance of geoscience education. Informal discussions of firsthand experience gained during fieldwork can help communicate to a lay audience the biological, physical, and chemical aspects of the arctic carbon cycle and the impacts of climate change on these features. Outreach methods will also include novel use of online tools to directly connect audiences with scientists in an effective and time-efficient manner.

  3. Educational Information Project. Final Report.

    ERIC Educational Resources Information Center

    Foley, Walter J.

    The CardPac System of Educational Accounting project developed instruments and procedures for collecting information about aspects of the elementary and secondary educational programs in Iowa. This project included the development of a bank of educational information that will transcribe, integrate, and store information centrally for purposes of…

  4. Promoting Engaged Citizenship and Informing Public Debate: A Two-Fold Argument for Contemporary Issues in Education as a Social Science Elective

    ERIC Educational Resources Information Center

    Hinchey, Patricia H.

    2010-01-01

    A course in contemporary education issues is proposed as a valuable general education vehicle for citizenship education. Such a course offers the advantages of being inherently political and interdisciplinary, and relevant to students' life experience. Moreover, such a course would help satisfy the academy's responsibility to inform public debate…

  5. Using and Developing Measurement Instruments in Science Education: A Rasch Modeling Approach. Science & Engineering Education Sources

    ERIC Educational Resources Information Center

    Liu, Xiufeng

    2010-01-01

    This book meets a demand in the science education community for a comprehensive and introductory measurement book in science education. It describes measurement instruments reported in refereed science education research journals, and introduces the Rasch modeling approach to developing measurement instruments in common science assessment domains,…

  6. Science and Religion: Implications for Science Educators

    ERIC Educational Resources Information Center

    Reiss, Michael J.

    2010-01-01

    A religious perspective on life shapes how and what those with such a perspective learn in science; for some students a religious perspective can hinder learning in science. For such reasons Staver's article is to be welcomed as it proposes a new way of resolving the widely perceived discord between science and religion. Staver notes that Western…

  7. New Directions in Library and Information Science Education. Final Report. Volume 2.9: Archivist/Museum Professional Competencies.

    ERIC Educational Resources Information Center

    Griffiths, Jose-Marie; And Others

    This document contains validated activities and competencies needed by information professionals working in an archive or museum. The activities and competencies are organized according to the functions which information professionals in archives or museums perform: acquisitions; cataloging/indexing; reference; exhibit management; and…

  8. New Directions in Library and Information Science Education. Final Report. Volume 2.12: Library System Supplier Professional Competencies.

    ERIC Educational Resources Information Center

    Griffiths, Jose-Marie; And Others

    This document contains validated activities and competencies needed by information professionals working in a library system supplier organization. The activities and competencies are organized according to the functions which information professionals working in such organizations perform: research and development; marketing; customer support;…

  9. Historical Approaches in German Science Education

    ERIC Educational Resources Information Center

    Heering, Peter

    2014-01-01

    Particularly in the second half of the 20th century, historical approaches became relevant in science education. This development can at least in part be explained with the growing awareness of the importance to address Nature of Science aspects in science education. In comparison to the international publications, some particularities can be…

  10. Preparing Future Secondary Computer Science Educators

    ERIC Educational Resources Information Center

    Ajwa, Iyad

    2007-01-01

    Although nearly every college offers a major in computer science, many computer science teachers at the secondary level have received little formal training. This paper presents details of a project that could make a significant contribution to national efforts to improve computer science education by combining teacher education and professional…

  11. Science Education Reform in a Rural County.

    ERIC Educational Resources Information Center

    Veal, William R.; Elliott, Thomas D.

    The recent release of the National Science Education Standards and the previous release of Benchmarks for Scientific Literacy have initiated science education reform at the state, district, and local school levels. The purpose of this study was to investigate the extent to which a group of science teachers, administrators, and a curriculum…

  12. Reflections on Science Education. 1976 AETS Yearbook.

    ERIC Educational Resources Information Center

    Capie, William, Ed.; Fox, Fred W., Ed.

    This publication, the third in a yearly series, follows the intent of previous editions in which rapid changes in the field of science teacher education were assessed. Accordingly, 14 contributed articles appearing in this volume are grouped under the following headings: (1) The Mission of Science Education, (2) The People of Science Teaching, and…

  13. Developing a Research Agenda in Science Education

    ERIC Educational Resources Information Center

    Simmons, Patricia E.; Brunkhorst, Herb; Lunetta, Vincent; Penick, John; Peterson, Jodi; Pietrucha, Barbara; Staver, John

    2005-01-01

    The Science Summit reinforced a question upon which many of us in science education are focused: How can we, the science education community of researchers, practitioners, and consumers, lead policy? We include a brief review of the No Child Left Behind Act and its implications for teachers, and elaborate about one ongoing and growing effort to…

  14. Pseudoscience, the paranormal, and science education

    NASA Astrophysics Data System (ADS)

    Martin, Michael

    1994-10-01

    The study of pseudoscience and the paranormal is an important but neglected aspect of science education. Given the widespread acceptance of pseudoscientific and paranormal beliefs, science educators need to take seriously the problem of how these can be combated. I propose teaching science students to critically evaluate the claims of pseudoscience and the paranormal, something that can be accomplished in a variety of ways.

  15. The Emperor's Clothes Phenomenon in Science Education.

    ERIC Educational Resources Information Center

    Raths, James

    As a paper presented at the 1972 Convention of the National Association for Research in Science Teaching, discussions are included concerning research activities and misperceptions about scientific endeavors in the science education community. The purpose is to suggest some acts necessary for science teachers and educators to implement science…

  16. Science Education in Asia and the Pacific.

    ERIC Educational Resources Information Center

    Cahill, Bruce, Ed.

    1984-01-01

    This bulletin presents reports on science and technology education in the countries of the Asia and Pacific region. The first section is composed of an introduction which defines science and technology and how it is dealt with both within and outside the formal education system. It also summarizes the highlights of science and technology education…

  17. Multicultural Science Education: Theory, Practice, and Promise

    ERIC Educational Resources Information Center

    Hines, S. Maxwell, Ed.

    2007-01-01

    As a relatively new area of investigation, the study of multicultural education as it relates to science teaching and learning has spawned numerous interpretations by researchers and authors worldwide. The contributors of this international volume--among them are science teacher educators, science teachers, scientists, researchers, program…

  18. Addressing the Nature of Science in Preservice Science Teacher Preparation Programs: Science Educator Perceptions

    ERIC Educational Resources Information Center

    Backhus, DeWayne A.; Thompson, Kenneth Wayne

    2006-01-01

    The nature of science (NOS) has a prominent role among the national science education content standards at all grade levels, K-12. Results from a national survey of collegiate science educators indicate the perception that the greatest contributors to preservice teachers' understanding of the nature of science were science methods courses,…

  19. Communicating Ocean Sciences College Courses: Science Faculty and Educators Working and Learning Together

    NASA Astrophysics Data System (ADS)

    Halversen, C.; Simms, E.; McDonnell, J. D.; Strang, C.

    2011-12-01

    As the relationship between science and society evolves, the need for scientists to engage and effectively communicate with the public about scientific issues has become increasingly urgent. Leaders in the scientific community argue that research training programs need to also give future scientists the knowledge and skills to communicate. To address this, the Communicating Ocean Sciences (COS) series was developed to teach postsecondary science students how to communicate their scientific knowledge more effectively, and to build the capacity of science faculty to apply education research to their teaching and communicate more effectively with the public. Courses are co-facilitated by a faculty scientist and either a K-12 or informal science educator. Scientists contribute their science content knowledge and their teaching experience, and educators bring their knowledge of learning theory regarding how students and the public make meaning from, and understand, science. The series comprises two university courses for science undergraduate and graduate students that are taught by ocean and climate scientists at approximately 25 universities. One course, COS K-12, is team-taught by a scientist and a formal educator, and provides college students with experience communicating science in K-12 classrooms. In the other course, COSIA (Communicating Ocean Sciences to Informal Audiences), a scientist and informal educator team-teach, and the practicum takes place in a science center or aquarium. The courses incorporate current learning theory and provide an opportunity for future scientists to apply that theory through a practicum. COS addresses the following goals: 1) introduce postsecondary students-future scientists-to the importance of education, outreach, and broader impacts; 2) improve the ability of scientists to communicate science concepts and research to their students; 3) create a culture recognizing the importance of communicating science; 4) provide students and

  20. Earth Science Education in Zimbabwe

    NASA Astrophysics Data System (ADS)

    Walsh, Kevin L.

    1999-05-01

    Zimbabwe is a mineral-rich country with a long history of Earth Science Education. The establishment of a University Geology Department in 1960 allowed the country to produce its own earth science graduates. These graduates are readily absorbed by the mining industry and few are without work. Demand for places at the University is high and entry standards reflect this. Students enter the University after GCE A levels in three science subjects and most go on to graduate. Degree programmes include B.Sc. General in Geology (plus another science), B.Sc. Honours in Geology and M.Sc. in Exploration Geology and in Geophysics. The undergraduate curriculum is broad-based and increasingly vocationally orientated. A well-equipped building caters for relatively large student numbers and also houses analytical facilities used for research and teaching. Computers are used in teaching from the first year onwards. Staff are on average poorly qualified compared to other universities, but there is an impressive research element. The Department has good links with many overseas universities and external funding agencies play a strong supporting role. That said, financial constraints remain the greatest barrier to future development, although increasing links with the mining industry may cushion this.

  1. Reconceptualising inquiry in science education

    NASA Astrophysics Data System (ADS)

    Bevins, Stuart; Price, Gareth

    2016-01-01

    Decades of discussion and debate about how science is most effectively taught and learned have resulted in a number of similar but competing inquiry models. These aim to develop students learning of science through approaches which reflect the authenticity of science as practiced by professional scientists while being practical and manageable within the school context. This paper offers a collection of our current reflections and suggestions concerning inquiry and its place in science education. We suggest that many of the current models of inquiry are too limited in their vision concerning themselves, almost exclusively, with producing a scaffold which reduces the complex process of inquiry into an algorithmic approach based around a sequence of relatively simple steps. We argue that this restricts students' experience of authentic inquiry to make classroom management and assessment procedures easier. We then speculate that a more integrated approach is required through an alternative inquiry model that depends on three dimensions (conceptual, procedural and personal) and we propose that it will be more likely to promote effective learning and a willingness to engage in inquiry across all facets of a students' school career and beyond.

  2. Institute of Education Sciences First Biennial Report to Congress, 2002-2004

    ERIC Educational Resources Information Center

    US Department of Education, 2005

    2005-01-01

    The Education Sciences Reform Act of 2002 (ESRA) established a new organization within the U.S. Department of Education, the Institute of Education Sciences (the Institute). The mission of the Institute is to expand knowledge and provide information on: the condition of education (through the National Center for Education Statistics); practices…

  3. Romanticism and Romantic Science: Their Contribution to Science Education

    NASA Astrophysics Data System (ADS)

    Hadzigeorgiou, Yannis; Schulz, Roland

    2014-10-01

    The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent research in history of science has come to delineate the value of both topics for the development of modern science, their merit for the educational field has not been explored. Romanticism was not only an obvious historical period, but a particular state of mind with its own extraordinary emotional sensitivity towards nature. It is especially the latter which we hope to revisit and reclaim for science education. After discussing several key historical contributions, we describe nine characteristics of `Romantic Science' in order to focus on six ideas/possibilities that we believe hold much value for transforming current science education: (1) the emotional sensitivity toward nature, (2) the centrality of sense experience, (3) the importance of "holistic experience", (4) the importance of the notions of mystery and wonder, (5) the power of science to transform people's outlook on the natural world, and (6) the importance of the relationship between science and philosophy. It is argued that in view of a pragmatist/utilitarian conception of school science prevalent today the aforementioned ideas (especially the notion of wonder and the poetic/non-analytical mode of knowledge), can provide food for thought for both science teachers and researchers seeking to work out an aesthetic conception, one that complements current approaches such as inquiry science and conceptual change.

  4. Romanticism and Romantic Science: Their Contribution to Science Education

    NASA Astrophysics Data System (ADS)

    Hadzigeorgiou, Yannis; Schulz, Roland

    2014-09-01

    The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent research in history of science has come to delineate the value of both topics for the development of modern science, their merit for the educational field has not been explored. Romanticism was not only an obvious historical period, but a particular state of mind with its own extraordinary emotional sensitivity towards nature. It is especially the latter which we hope to revisit and reclaim for science education. After discussing several key historical contributions, we describe nine characteristics of `Romantic Science' in order to focus on six ideas/possibilities that we believe hold much value for transforming current science education: (1) the emotional sensitivity toward nature, (2) the centrality of sense experience, (3) the importance of "holistic experience", (4) the importance of the notions of mystery and wonder, (5) the power of science to transform people's outlook on the natural world, and (6) the importance of the relationship between science and philosophy. It is argued that in view of a pragmatist/utilitarian conception of school science prevalent today the aforementioned ideas (especially the notion of wonder and the poetic/non-analytical mode of knowledge), can provide food for thought for both science teachers and researchers seeking to work out an aesthetic conception, one that complements current approaches such as inquiry science and conceptual change.

  5. Levinas and an Ethics for Science Education

    ERIC Educational Resources Information Center

    Blades, David W.

    2006-01-01

    Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather…

  6. Model Learner Outcomes for Science Education.

    ERIC Educational Resources Information Center

    Clark, Richard C.; Hessler, Edward

    This document provides curriculum planners with models of learner outcomes that can be incorporated into a science curriculum and science essential learner outcomes. The first chapter includes a list of educational system values and learner values, philosophy of education, the mission for public education, and learner goals that describe the…

  7. The Multi-Lingual Information Officer: Educating European Information Professionals.

    ERIC Educational Resources Information Center

    Couzinet, Viviane

    1996-01-01

    Describes a new educational program for multilingual information officers at the Institut Universitaire de Technologie of the Toulouse University of Sciences (France). General and technical courses are given in French and foreign languages so that graduates can take positions and quickly become effective in organizations with international…

  8. Energy, information science, and systems science

    SciTech Connect

    Wallace, Terry C; Mercer - Smith, Janet A

    2011-02-01

    This presentation will discuss global trends in population, energy consumption, temperature changes, carbon dioxide emissions, and energy security programs at Los Alamos National Laboratory. LANL's capabilities support vital national security missions and plans for the future. LANL science supports the energy security focus areas of impacts of Energy Demand Growth, Sustainable Nuclear Energy, and Concepts and Materials for Clean Energy. The innovation pipeline at LANL spans discovery research through technology maturation and deployment. The Lab's climate science capabilities address major issues. Examples of modeling and simulation for the Coupled Ocean and Sea Ice Model (COSIM) and interactions of turbine wind blades and turbulence will be given.

  9. Developing a Reform-Minded Science Teaching Identity: The Role of Informal Science Environments

    ERIC Educational Resources Information Center

    Avraamidou, Lucy

    2014-01-01

    Recommendations for reform in science education around the world set high goals for beginning elementary teachers. Concurrently, existing literature indicates a number of challenges that beginning elementary teachers face. In this paper an argument is put forward about the integration of informal science environments in elementary teacher…

  10. Science Education in Two-Year Colleges: Interdisciplinary Social Sciences.

    ERIC Educational Resources Information Center

    Beckwith, Miriam M.

    Anthropology and interdisciplinary social sciences (ISS) education at two-year colleges are examined as revealed in a study of science education conducted by the Center for the Study of Community Colleges that involved a review of the literature, an examination of the catalogs and class schedules from 175 institutions, and a survey of 1,125…

  11. Cultural studies of science education

    NASA Astrophysics Data System (ADS)

    Higgins, Joanna; McDonald, Geraldine

    2008-07-01

    In response to Stetsenko's [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present. Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others in the field.

  12. Discovering Science Education in the USA

    ERIC Educational Resources Information Center

    Teaching Science, 2014

    2014-01-01

    Science is amazing for many reasons. One of them is its immeasurable size as a subject, and the breadth of its application. From nanotech to astrophysics, from our backyards to the global arena, science links everything and everyone on Earth. Our understanding of science--and science education--needs to be just as diverse and all-encompassing.…

  13. Searching for Meaning in Science Education.

    ERIC Educational Resources Information Center

    Berkheimer, Glenn D.; McLeod, Richard J.

    1979-01-01

    Discusses how science programs K-16 should be developed to meet the modern objectives of science education and restore its true meaning. The theories of Phenix and Ausubel are included in this discussion. (HM)

  14. Earth System Science Education Interdisciplinary Partnerships

    NASA Astrophysics Data System (ADS)

    Ruzek, M.; Johnson, D. R.

    2002-05-01

    Earth system science in the classroom is the fertile crucible linking science with societal needs for local, national and global sustainability. The interdisciplinary dimension requires fruitful cooperation among departments, schools and colleges within universities and among the universities and the nation's laboratories and agencies. Teaching and learning requires content which brings together the basic and applied sciences with mathematics and technology in addressing societal challenges of the coming decades. Over the past decade remarkable advances have emerged in information technology, from high bandwidth Internet connectivity to raw computing and visualization power. These advances which have wrought revolutionary capabilities and resources are transforming teaching and learning in the classroom. With the launching of NASA's Earth Observing System (EOS) the amount and type of geophysical data to monitor the Earth and its climate are increasing dramatically. The challenge remains, however, for skilled scientists and educators to interpret this information based upon sound scientific perspectives and utilize it in the classroom. With an increasing emphasis on the application of data gathered, and the use of the new technologies for practical benefit in the lives of ordinary citizens, there comes the even more basic need for understanding the fundamental state, dynamics, and complex interdependencies of the Earth system in mapping valid and relevant paths to sustainability. Technology and data in combination with the need to understand Earth system processes and phenomena offer opportunities for new and productive partnerships between researchers and educators to advance the fundamental science of the Earth system and in turn through discovery excite students at all levels in the classroom. This presentation will discuss interdisciplinary partnership opportunities for educators and researchers at the undergraduate and graduate levels.

  15. Information-Technology Based Physics Education

    NASA Astrophysics Data System (ADS)

    Kim, J. S.; Lee, K. H.

    2001-04-01

    Developing countries emphasize expansion of the educated population but demand for quality improvement follows later. Current science education reform is driven in part by post cold war restructuring of the global economy and associated focus on the education of a more scientifically literate society, due to the industrial change from labor-intensive to high-technology type, and the societal change inherent in the present information era. Industry needs employees of broad and flexible background with inter disciplinary training, engineers with better physics training, and well trained physicists. Education researches have proved that active-learning based methods are superior to the traditional methods and the information technology (IT) has lot to offer in this. Use of IT for improving physics education is briefly discussed with prospects for collaboration in the Asia-Pacific region via Asian Physics Education Network (ASPEN), UNESCO University Foundation Course in Physics (UUFCP), etc.

  16. On the way to a philosophy of science education

    NASA Astrophysics Data System (ADS)

    Schulz, Roland M.

    must be informed by a critical examination of curriculum which takes into account the demands of educational metatheory but also the nature of science and nature of language. Two philosophy of science education case studies linked to the latter two are offered: the realism/instrumentalism debate, and the scrutiny of Dewey's language views from a Gadamerian hermeneutic perspective.

  17. Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources

    ERIC Educational Resources Information Center

    Gelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah

    2016-01-01

    Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered…

  18. Considering the Informal Jewish Educator

    ERIC Educational Resources Information Center

    Winer, Laura Novak

    2007-01-01

    Informal Jewish education can and must put greater focus on the goals of education. While socialization is a key component, it is not its sole goal. Informal Jewish education must make more central deep, serious Jewish learning in which learners can experience moments of transcendence, connection, and transformation. A key to reaching this goal…

  19. Environmental Education Information Providers Directory.

    ERIC Educational Resources Information Center

    1999

    This report directory provides environmental education training resources and related support to education professionals. Surveys were sent to over 60 organizations asking them to self-identify as Environmental Information Providers or Environmental Education Information Providers. This report includes the list of organizations that responded and…

  20. 2012 National Survey of Science and Mathematics Education: Highlights Report

    ERIC Educational Resources Information Center

    Horizon Research, Inc., 2013

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  1. Making Philosophy of Science Education Practical for Science Teachers

    NASA Astrophysics Data System (ADS)

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

    2015-04-01

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

  2. Educational Technology Classics: The Science Teacher and Educational Technology

    ERIC Educational Resources Information Center

    Harbeck, Richard M.

    2015-01-01

    The science teacher is the key person who has the commitment and the responsibility for carrying out any brand of science education. All of the investments, predictions, and expressions of concern will have little effect on the accomplishment of the broad goals of science education if these are not reflected in the situations in which learning…

  3. Culture and Cognition in Information Technology Education

    ERIC Educational Resources Information Center

    Holvikivi, Jaana

    2007-01-01

    This paper aims at explaining the outcomes of information technology education for international students using anthropological theories of cultural schemas. Even though computer science and engineering are usually assumed to be culture-independent, the practice in classrooms seems to indicate that learning patterns depend on culture. The…

  4. Mapware: Educational Applications of Geographic Information Systems.

    ERIC Educational Resources Information Center

    Tinker, Robert F.

    1992-01-01

    Analyzes the applicability to mathematics and science education of geographic information systems. Gives examples of possible applications involving aerosol detection in the atmosphere, verification of satellite images, and the Kidnet Project. Sketches out a research agenda and describes needed characteristics of the software when applied to…

  5. Assessment of the Forensic Sciences Profession. A Survey of Educational Offerings in the Forensic Sciences. Volume I.

    ERIC Educational Resources Information Center

    Field, Kenneth S.; And Others

    This survey of the educational offerings in the Forensic Sciences was initiated to identify institutions and agencies offering educational courses and/or programs in the forensic sciences and to evaluate the availability of these programs. The information gathered by surveying members of the American Academy of Forensic Sciences reveals that…

  6. Reconceptualizing the Nature of Science for Science Education

    NASA Astrophysics Data System (ADS)

    Dagher, Zoubeida R.; Erduran, Sibel

    2016-03-01

    Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school science. This conceptual article re-examines extant notions of nature of science and proposes an expanded version of the Family Resemblance Approach (FRA), originally developed by Irzik and Nola (International handbook of research in history, philosophy and science teaching. Springer, Dordrecht, pp 999-1021, 2014) in which they view science as a cognitive-epistemic and as an institutional-social system. The conceptual basis of the expanded FRA is described and justified in this article based on a detailed account published elsewhere (Erduran and Dagher in Reconceptualizing the nature of science for science education: scientific knowledge, practices and other family categories. Springer, Dordrecht, 2014a). The expanded FRA provides a useful framework for organizing science curriculum and instruction and gives rise to generative visual tools that support the implementation of a richer understanding of and about science. The practical implications for this approach have been incorporated into analysis of curriculum policy documents, curriculum implementation resources, textbook analysis and teacher education settings.

  7. Science Education Research vs. Physics Education Research: A Structural Comparison

    ERIC Educational Resources Information Center

    Akarsu, Bayram

    2010-01-01

    The main goal of this article is to introduce physics education research (PER) to researchers in other fields. Topics include discussion of differences between science education research (SER) and physics education research (PER), physics educators, research design and methodology in physics education research and current research traditions and…

  8. Reforming Science and Mathematics Education

    NASA Astrophysics Data System (ADS)

    Lagowski, J. J.

    1995-09-01

    Since 1991, the National Science Foundation has signed cooperative agreements with 26 states to undertake ambitious and comprehensive initiatives to reform science, mathematics, and technology education. Collectively, those agreements are known as the State Systemic Initiatives (SSI's). Two complimentary programs, The Urban and Rural Systemic Initiatives (USI's and RSI's), address similar reforms in the nation's largest cities and poorest rural areas. The SSI Program departs significantly from past NSF practice in several ways. The funding is for a longer term and is larger in amount, and the NSF is taking a more activist role, seeking to leverage state and private funds and promote the coordination of programs within states. The Initiatives also have a stronger policy orientation than previous NSF programs have had. The NSF strategy is a reflection of the growing and widely held view that meaningful reforms in schools are most likely to be achieved through state initiatives that set clear and ambitious learning goals and standards; align all of the available policy levers in support of reform; stimulate school-level initiatives; and mobilize human and financial resources to support these changes. Two premises underlie systemic reform: (1) all children can meet significantly higher standards if they are asked to do so and given adequate opportunities to master the content, and (2) state and local policy changes can create opportunities by giving schools strong and consistent signals about the changes in practice and performance that are expected. Because this is an enormous investment of Federal resources that is intended to bring about deep, systemic improvement in the nation's ability to teach science and mathematics effectively, the NSF has contracted with a consortium of independent evaluators to conduct a review of the program. The first of the SSI's were funded in 1991, sufficiently long ago to begin to formulate some initial impressions of their impact. Take

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

    PubMed

    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. PMID:17785406

  10. Graduate Experience in Science Education: The Development of a Science Education Course for Biomedical Science Graduate Students

    PubMed Central

    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. PMID:17785406

  11. A Graduate Academic Program in Medical Information Science.

    ERIC Educational Resources Information Center

    Blois, Marsden S., Jr.; Wasserman, Anthony I.

    A graduate academic program in medical information science has been established at the University of California, San Francisco, for the education of scientists capable of performing research and development in information technology in the health care setting. This interdisciplinary program, leading to a Doctor of Philosophy degree, consists of an…

  12. Reforming Science and Mathematics Education

    NASA Astrophysics Data System (ADS)

    Lagowski, J. J.

    1995-09-01

    Since 1991, the National Science Foundation has signed cooperative agreements with 26 states to undertake ambitious and comprehensive initiatives to reform science, mathematics, and technology education. Collectively, those agreements are known as the State Systemic Initiatives (SSI's). Two complimentary programs, The Urban and Rural Systemic Initiatives (USI's and RSI's), address similar reforms in the nation's largest cities and poorest rural areas. The SSI Program departs significantly from past NSF practice in several ways. The funding is for a longer term and is larger in amount, and the NSF is taking a more activist role, seeking to leverage state and private funds and promote the coordination of programs within states. The Initiatives also have a stronger policy orientation than previous NSF programs have had. The NSF strategy is a reflection of the growing and widely held view that meaningful reforms in schools are most likely to be achieved through state initiatives that set clear and ambitious learning goals and standards; align all of the available policy levers in support of reform; stimulate school-level initiatives; and mobilize human and financial resources to support these changes. Two premises underlie systemic reform: (1) all children can meet significantly higher standards if they are asked to do so and given adequate opportunities to master the content, and (2) state and local policy changes can create opportunities by giving schools strong and consistent signals about the changes in practice and performance that are expected. Because this is an enormous investment of Federal resources that is intended to bring about deep, systemic improvement in the nation's ability to teach science and mathematics effectively, the NSF has contracted with a consortium of independent evaluators to conduct a review of the program. The first of the SSI's were funded in 1991, sufficiently long ago to begin to formulate some initial impressions of their impact. Take

  13. Educational technology usage and needs of science education in Turkey

    NASA Astrophysics Data System (ADS)

    Turkmen, Hakan

    The purpose of this study was to examine Turkish science teachers and pre-service teachers' attitudes towards the use of technological tools in their science lessons in Turkish colleges of education in the assist of Turkish government projects, and how science education teachers, who have earned a science education degree from western countries, influence the use technology in Turkish higher education. The research method employed were quantitative data sources, including a technology background questionnaire, which is cross-sectional design, and qualitative historical research data sources. The study analyzed the data under a cross-section or between subjects' method with four factors: Turkish science teachers; Turkish pre-service science teachers; Turkish science teachers who have earned science degrees from western universities; and Turkish graduate students whose majors are in science education in U.S. It was anticipated that an analysis of variance (ANOVA) would be used to analyze data and "level 0.05" was established. Major findings of the study include: (1) Science education faculty members who have earned science education degrees from western countries have a positive effect on the use of technological tools in science courses in Turkish higher education. (2) Science education faculty members who have earned science degrees from Turkish universities have a limited knowledge on the use of technological tools in science courses in Turkish higher education. (3) Science education graduate students who have been studying in science education in western countries have positive attitudes for the use of technological tools in science courses have potential to impact Turkish higher education, when they return to Turkey. (4) Most Turkish pre-service teachers know very little about effective use of technology in education. Gender differences are apparent and females consistently indicated that they knew less and hence may not integrate technological tools in their

  14. Growing a National Learning Environments and Resources Network for Science, Mathematics, Engineering, and Technology Education: Current Issues and Opportunities for the NSDL Program; Open Linking in the Scholarly Information Environment Using the OpenURL Framework; The HeadLine Personal Information Environment: Evaluation Phase One.

    ERIC Educational Resources Information Center

    Zia, Lee L.; Van de Sompel, Herbert; Beit-Arie, Oren; Gambles, Anne

    2001-01-01

    Includes three articles that discuss the National Science Foundation's National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) program; the OpenURL framework for open reference linking in the Web-based scholarly information environment; and HeadLine (Hybrid Electronic Access and Delivery in the Library Networked…

  15. Explore a Career in Health Sciences Information

    MedlinePlus

    ... Advertise a Job Explore a Career in Health Sciences Information Whether you're a high school student ... this rewarding, challenging profession. What is a health sciences or medical librarian? What do they do? Health ...

  16. D. Carlos de Bragança, a Pioneer of Experimental Marine Oceanography: Filling the Gap Between Formal and Informal Science Education

    NASA Astrophysics Data System (ADS)

    Faria, Cláudia; Pereira, Gonçalo; Chagas, Isabel

    2012-06-01

    The activities presented in this paper are part of a wider project that investigates the effects of infusing the history of science in science teaching, toward students' learning and attitude. Focused on the work of D. Carlos de Bragança, King of Portugal from 1889 to 1908, and a pioneer oceanographer, the activities are addressed at the secondary Biology curriculum (grade 10, ages 15, 16). The proposed activities include a pre-visit orientation task, two workshops performed in a science museum and a follow-up learning task. In class, students have to analyse original historical excerpts of the king's work, in order to discuss and reflect about the nature of science. In the museum, students actively participate in two workshops: biological classification and specimen drawing. All students considered the project relevant for science learning, stating that it was important not only for knowledge acquisition but also for the understanding of the nature of science. As a final remark we stress the importance of creating activities informed by the history of science as a foundation for improving motivation, sustaining effective science teaching and meaningful science learning, and as a vehicle to promote a closer partnership between schools and science museums.

  17. Science in action: An interdisciplinary science education program

    NASA Technical Reports Server (NTRS)

    Horton, Linda L.

    1992-01-01

    Science in Action is an education outreach program for pre-collegiate students. It is based on the concept that, in order to interest students in science, they must see science and scientists at work. The program encompasses the full range of scientific disciplines - the core sciences, engineering, and mathematics. A unique aspect of the program is the involvement and support of scientists and engineers representing local professional societies, industries, business, and academic institutions. An outline of the program is given.

  18. Research facility access & science education

    SciTech Connect

    Rosen, S.P.; Teplitz, V.L.

    1994-10-01

    As Congress voted to terminate the Superconducting Super Collider (SSC) Laboratory in October of 1993, the Department of Energy was encouraged to maximize the benefits to the nation of approximately $2 billion which had already been expended to date on its evolution. Having been recruited to Texas from other intellectually challenging enclaves around the world, many regional scientists, especially physicists, of course, also began to look for viable ways to preserve some of the potentially short-lived gains made by Texas higher education in anticipation of {open_quotes}the SSC era.{close_quotes} In fact, by November, 1993, approximately 150 physicists and engineers from thirteen Texas universities and the SSC itself, had gathered on the SMU campus to discuss possible re-uses of the SSC assets. Participants at that meeting drew up a petition addressed to the state and federal governments requesting the creation of a joint Texas Facility for Science Education and Research. The idea was to create a facility, open to universities and industry alike, which would preserve the research and development infrastructure and continue the educational mission of the SSC.

  19. Science education in a secular age

    NASA Astrophysics Data System (ADS)

    Long, David E.

    2013-03-01

    A college science education instructor tells his students he rejects evolution. What should we think? The scene unfolds in one of the largest urban centers in the world. If we are surprised, why? Expanding on Federica Raia's (2012) first-hand experience with this scenario, I broaden her discussion by considering the complexity of science education in a secular age. Enjoining Raia within the framework of Charles Taylor's A Secular Age, I task the science education community to consider the broad strokes of science, religious faith, and the complexity of modernity in its evolving, hybridized forms. Building upon anthropological approaches to science education research, I articulate a framework to more fully account for who, globally, is a Creationist, and what this means for our views of ethically responsive science education.

  20. Educating Black Librarians. Papers from the 50th Anniversary Celebration of the School of Library and Information Sciences, North Carolina Central University.

    ERIC Educational Resources Information Center

    Speller, Benjamin F., Jr., Ed.

    This document assembles 16 papers given at a 1989 symposium in honor of the 50th anniversary of the School of Library and Information Sciences at North Carolina Central University, Durham (NCCU). The papers examine the past, present, and future of the participation of African Americans in the field of library and information service. Titles…

  1. Computers in Life Science Education. Volume 5, 1988.

    ERIC Educational Resources Information Center

    Computers in Life Science Education, 1988

    1988-01-01

    Designed to serve as a means of communication among life science educators who anticipate or are currently using microcomputers as an educational tool, this volume of newsletters provides background information and practical suggestions on computer use. Over 80 articles are included. Topic areas include: (1) using a personal computer in a plant…

  2. Examining Learning through Modeling in K-6 Science Education

    ERIC Educational Resources Information Center

    Louca, Loucas T.; Zacharia, Zacharias C.

    2015-01-01

    Despite the abundance of research in Modeling-based Learning (MbL) in science education, to date there is only limited research on MbL practices among K-6 novice modelers. More specifically, there is no information on how young/novice modelers' modeling enactments look so that researchers and educators have an idea of what should be expected from…

  3. The Future: The Hidden Dimension in Science Education.

    ERIC Educational Resources Information Center

    Lloyd, David

    Over the last ten or so years this researcher's educational focus has been on providing a science education program that is both liberating and empowering for students. Although there have been a number of motivating themes, the central one has been his work with student images of the future. He has taken these seriously and used them to inform by…

  4. Effects of a Television Distance Education Course in Computer Science.

    ERIC Educational Resources Information Center

    Boulet, Marie-Michele; Boudreault, Serge; Guerette, Louis

    1998-01-01

    Presents an analysis of the learning outcomes pertaining to one unit of the undergraduate television distance-education course, Information Technology, in the computer science program at University Laval (Quebec, Canada). Investigates the relative effects of television distance education versus tradition classroom teaching on learning…

  5. Information Networking in Population Education.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

    The rapidly increasing body of knowledge in population education has created the need for systematic and effective information services. Information networking entails sharing resources so that the information needs of all network participants are met. The goals of this manual are to: (1) instill in population education specialists a more…

  6. Universalism, Multiculturalism, and Science Education.

    ERIC Educational Resources Information Center

    Irzik, Gurol

    2001-01-01

    Describes the division of universalists and multiculturalists over the question of the nature of science. Universalists maintain that science has a universal essence and western modern science is the paradigm example of such science. Multiculturalists appeal to the disunity of science thesis to undermine the view that all sciences must have a…

  7. 2012 National Survey of Science and Mathematics Education: Status of Elementary School Science

    ERIC Educational Resources Information Center

    Trygstad, Peggy J.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  8. 2012 National Survey of Science and Mathematics Education: Status of Middle School Science

    ERIC Educational Resources Information Center

    Weis, Aaron M.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  9. Getting Started in Science: A Blueprint for Elementary School Science Education.

    ERIC Educational Resources Information Center

    NETWORK, Inc., Andover, MA.

    This report is a blueprint for the creation of an effective, national program of science education for elementary school children in the United States. It draws together information about curriculum, instruction, assessment, and teacher development for elementary science. It was written in response to a widely expressed need to improve education…

  10. Medical Sciences Division Oak Ridge Institute for Science and Education report for 1992

    SciTech Connect

    Not Available

    1992-12-31

    Research programs from the medical science division of the Oak Ridge Institute for Science and Education (ORISE) are briefly described in the following areas: Biochemistry, cytogenetics, microbiology, center for epidemiologic research, radiation medicine, radiation internal dose information center, center for human reliability studies, facility safety, occupational medicine, and radiation emergency assistance center/training site.

  11. Community Connections for Science Education, Volume II: History and Theory You Can Use.

    ERIC Educational Resources Information Center

    Katz, Phyllis, Ed.

    Science beyond the schoolhouse is the subject of this close-up look at informal science--education in non-traditional settings, including Boys and Girls Clubs, 4-H, zoos, aquariums, and public television. More than a dozen writers draw on personal experiences to tell why they became informal science educators and how they use the history and…

  12. Interdisciplinary education approach to the human science

    NASA Astrophysics Data System (ADS)

    Szu, Harold; Zheng, Yufeng; Zhang, Nian

    2012-06-01

    We introduced human sciences as components, and integrated them together as an interdisciplinary endeavor over decades. This year, we built a website to maintain systematically the educational research service. We captured the human sciences in various components in the SPIE proceedings over the last decades, which included: (i) ears & eyes like adaptive wavelets, (ii) brain-like unsupervised learning independent component analysis (ICA); (iii) compressive sampling spatiotemporal sparse information processing, (iv) nanoengineering approach to sensing components, (v) systems biology measurements, and (vi) biomedical wellness applications. In order to serve the interdisciplinary community better, our system approach is based on that the former recipients invited the next recipients to deliver their review talks and panel discussions. Since only the former recipients of each component can lead the nomination committees and make the final selections, we also create a leadership award which may be nominated by any conference attendance, to be approved by the conference organization committee.

  13. The Nature of Science Education for Enhancing Scientific Literacy

    ERIC Educational Resources Information Center

    Holbrook, Jack; Rannikmae, Miia

    2007-01-01

    This article explores the meaning of the nature of science education to enhance scientific literacy. It argues that the teaching approach for science education should be regarded as "education through science", rather than "science through education". A model of the nature of science education is proposed, having its foundations based on activity…

  14. Status of science education in state departments of education: An initial report

    NASA Astrophysics Data System (ADS)

    Dowling, Kenneth W.; Yager, Robert E.

    The past five years have been characterized as times of assessment in science education. One aspect of the profession where little information has been reported is the service and leadership provided by the various Departments of Education that exist as a part of the 50 state governments. Information was collected from the 50 states concerning the professional preparation of state science consultants, the nature of the positions, number of workers employed in such units, changes in support staff, facilities, and budget for each five year interval between 1960-1980. Science consultants are 46 years of age, have completed more than 10 years of classroom teaching, have been supervisors at the last level, have been in state positions for one-eight years, and have a Master's degree (half have the Ph.D.). Science consultants in the state department of education work in local schools, write proposals, assist with other administrative duties, work as members of evaluation teams. They spend two-thirds of their time in science education per se. The duties have become more general with less time spent exclusively on science education duties. The positions have become more involved with regulations, evaluations; the consultants enjoying less flexibility in their jobs. There has been a decline in terms of numbers of consultants, budget for science education; and general support for science education projects in state departments of education during the 20-year period surveyed.

  15. Role of internship in higher education in environmental sciences

    NASA Astrophysics Data System (ADS)

    Scholz, Roland W.

    2004-01-01

    The benefits of a compulsory internship in environmental science education were investigated with respect to the three institutional goals of university education: (a) training for research, (b) professional education, and (c) general natural science education. A survey examined which student qualifications are improved by an internship complementary to traditional university education. The survey assessed 14 qualifications of students participating in a compulsory 15-week internship in the 5-year diploma program at the Swiss Federal Institute of Technology (ETH Zürich). Pre- and postinternship questionnaires of 478 students and 293 supervisors are included. Results indicated that internships enhance general abilities and key qualifications, such as communication skills, report writing, organization of work, information acquisition, and the ability to operate independently. This suggests that internships are of high value to professional education. However, internships also seem to promote salient qualifications of complex environmental problem solving which are relevant for the development of research capabilities in environmental sciences.

  16. The Denali Earth Science Education Project

    NASA Astrophysics Data System (ADS)

    Hansen, R. A.; Stachnik, J. C.; Roush, J. J.; Siemann, K.; Nixon, I.

    2004-12-01

    In partnership with Denali National Park and Preserve and the Denali Institute, the Alaska Earthquake Information Center (AEIC) will capitalize upon an extraordinary opportunity to raise public interest in the earth sciences. A coincidence of events has made this an ideal time for outreach to raise awareness of the solid earth processes that affect all of our lives. On November 3, 2002, a M 7.9 earthquake occurred on the Denali Fault in central Alaska, raising public consciousness of seismic activity in this state to a level unmatched since the M 9.2 "Good Friday" earthquake of 1964. Shortly after the M 7.9 event, a new public facility for scientific research and education in Alaska's national parks, the Murie Science and Learning Center, was constructed at the entrance to Denali National Park and Preserve only 43 miles from the epicenter of the Denali Fault Earthquake. The AEIC and its partners believe that these events can be combined to form a synergy for the creation of unprecedented opportunities for learning about solid earth geophysics among all segments of the public. This cooperative project will undertake the planning and development of education outreach mechanisms and products for the Murie Science and Learning Center that will serve to educate Alaska's residents and visitors about seismology, tectonics, crustal deformation, and volcanism. Through partnerships with Denali National Park and Preserve, this cooperative project will include the Denali Institute (a non-profit organization that assists the National Park Service in operating the Murie Science and Learning Center) and Alaska's Denali Borough Public School District. The AEIC will also draw upon the resources of long standing state partners; the Alaska Division of Geological & Geophysical Surveys and the Alaska Division of Homeland Security and Emergency Services. The objectives of this project are to increase public awareness and understanding of the solid earth processes that affect life in

  17. Research Opportunities in Information Science and Technology: Cognitive Aspects of Information Science, Information Technology, and Economics of Information.

    ERIC Educational Resources Information Center

    National Science Foundation. Washington, DC. Div. of Information Science and Technology.

    This volume contains the reports of three working groups which were convened separately over a 3-year period at the request of the Advisory Committee for the Division of Information Science and Technology of the National Science Foundation to obtain the opinion of experts concerning research opportunities and trends in information science and…

  18. Global Reproduction and Transformation of Science Education

    ERIC Educational Resources Information Center

    Tobin, Kenneth

    2011-01-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and…

  19. Science and Sanity in Special Education.

    ERIC Educational Resources Information Center

    Dammann, James E.; Vaughn, Sharon

    2001-01-01

    This article describes the usefulness of a scientific approach to improving knowledge and practice in special education. Of four approaches to knowledge (superstition, folklore, craft, and science), craft and science are supported and implications for special education drawn including the need to bridge the gulf between research knowledge and…

  20. Developing Intercultural Science Education in Ecuador

    ERIC Educational Resources Information Center

    Schroder, Barbara

    2008-01-01

    This article traces the recent development of intercultural science education in Ecuador. It starts by situating this development within the context of a growing convergence between Western and indigenous sciences. It then situates it within the larger historical, political, cultural, and educational contexts of indigenous communities in Ecuador,…

  1. Science Education for Everyone: Why and What?

    ERIC Educational Resources Information Center

    Trefil, James

    2008-01-01

    What the author explores in this essay is not so much the "whether" of general science education, but the "why." What exactly constitutes good science education, and how can one recognize when students have received it? Once this question has been answered, the answer to the "what" question--the actual content of the curriculum--is relatively easy…

  2. Reforming Science Education. Social Perspectives & Personal Reflections.

    ERIC Educational Resources Information Center

    Bybee, Rodger W.

    Science education reform is an ongoing process. In recent years many have begun to look not only to teachers for change, but they are also insisting on the involvement of administrators, parents, community members, and some business organizations to bring about this change. This book presents facts and insights regarding science education reform…

  3. Improving the Outcomes of Science Education for the Pacific Northwest. Science and Mathematics Initiatives. Program Report.

    ERIC Educational Resources Information Center

    Northwest Regional Educational Lab., Portland, OR.

    This report represents an effort to stimulate regional discussion and delineate issues of relevance for educators concerned with science education in the Pacific Northwest. It suggests topics of inquiry germane to the context of national initiatives and regional, state, and local challenges. Information is needed to understand "where we are" in…

  4. Information Science Abstracts: Tracking the Literature of Information Science. Part 2: A New Taxonomy for Information Science.

    ERIC Educational Resources Information Center

    Hawkins, Donald T.; Larson, Signe E.; Caton, Bari Q.

    2003-01-01

    Continues earlier research on the development of a new definition of information science and the creation of a map of the field showing subjects central to it and their relationship to those on the periphery. A case study describes the creation of a new classification structure for the "Information Science Abstracts" database. (Author/LRW)

  5. Science and Technology Education--Shaping the Environment of the Future.

    ERIC Educational Resources Information Center

    Fortner, Rosanne W.

    This paper explains the structure of the International Organization of Science and Technology Education (IOSTE) and the relevance of science and technology education. To support the environment, education should integrate the environment into the curriculum, and the information should be delivered as a system. Earth Systems Education (ESE) is a…

  6. Information Sciences: Information Centers and Special Libraries. Vol. II.

    ERIC Educational Resources Information Center

    Defense Documentation Center, Alexandria, VA.

    The bibliography is a compilation of annotated references on information sciences: information centers and special libraries and is volume II in a four-volume set on information sciences. It is a revision to the unlimited references in two earlier bibliographies, AD-829 001 and AD-829 002. Volume II includes references on technical information…

  7. Hermeneutics and science education: An introduction

    NASA Astrophysics Data System (ADS)

    Eger, Martin

    1992-12-01

    This paper is a programmatic sketch of a line of theoretical investigation in the philosophy of science education. The basic idea is that philosophical hermeneutics is an appropriate framework for science education in most of its aspects. A brief discussion is given of hermeneutics in general, of the version of it developed by H. G. Gadamer, and of the reasons for its relevance to science and to the problem of meaning in science education. A key element in this approach is the suggestion that each science be biewed as a language. Arguments against the appropriateness of hermeneutics to natural science are also discussed. One application of the theory to ongoing educational research — ‘misconceptions’ — is specifically treated.

  8. General Atomics Science Education Outreach Programs

    NASA Astrophysics Data System (ADS)

    Winter, Patricia S.

    1996-11-01

    Motivated by a desire to improve science literacy and to help the current generation of students to be more prepared for an increasingly technological future, General Atomics has been a leader in science education outreach to local K-12 schools. Through its nonprofit ``Sciences Education Foundation,'' and in cooperation with local science teachers, General Atomics has sponsored a variety of education activities and developed several science teaching units including Fusion --- Energy of the Stars; An Exploration of Materials Science, Recombinant DNA Technology; Environmental Radioactivity; and Energy from the Atom. Printed materials and laboratory kits for ``hands-on'' teaching units have been made available to over 600 teachers (from over 175 schools) who have attended General Atomics sponsored workshops, and presentations at education and professional meetings. Additional outreach activities include school partnerships, facility tours, and mentoring programs.

  9. Science Education in Bhutan: Issues and Challenges

    ERIC Educational Resources Information Center

    Childs, Ann; Tenzin, Wangpo; Johnson, David; Ramachandran, Kiran

    2012-01-01

    Science education in a developing country is pivotal in the developmental process. Bhutan, like other developing countries, places great importance in institutionalising a relevant and challenging science curriculum for all of its school-aged children. A number of factors have made the review of the science curriculum in Bhutan a priority…

  10. Science, Education, and the Ideology of "How"

    ERIC Educational Resources Information Center

    Lang, Charles

    2010-01-01

    The aim of this work is to relate discussions of ideology and science within the Radical Science movement of the 1960s-1980s with present conversations on the integration of biology, psychology, and education. The argument is that an ideological analysis yields useful direction with respect to how a learning science might develop and how we might…

  11. Mathematics/Science. Educational Policy Seminar Papers.

    ERIC Educational Resources Information Center

    City Univ. of New York, NY.

    Seven papers presenting recent findings on mathematics and science education are included in this report. Most of the papers deal with improving the mathematics/science instruction for minorities and women, and were presented at a series of seminars for the improvement of teaching math and science. Paper titles (and authors) are: (1) "Neurological…

  12. Girls and Science Education - Cause For Concern?

    ERIC Educational Resources Information Center

    Kelly, Alison; And Others

    This collection of papers resulted from the observation that girls, before boys, are eased out of science education. An overview of the problem is presented in the first paper, with an identification of some of the factors that discourage girls from pursuing study or careers in science. Justification for teaching science to girls as well as to…

  13. Technology and Reform-Based Science Education

    ERIC Educational Resources Information Center

    Dani, Danielle E.; Koenig, Kathleen M.

    2008-01-01

    Current reforms in science education call for the integration of digital technologies into science teaching, advocating that students learn science content and processes through technology. In this article, we provide practical examples, situated within the literature, of how digital technologies can be used to support the development and…

  14. Teacher Learning from Girls' Informal Science Experiences

    ERIC Educational Resources Information Center

    Birmingham, Daniel J.

    2013-01-01

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…

  15. European Meteorological Society and education in atmospheric sciences

    NASA Astrophysics Data System (ADS)

    Halenka, T.; Belda, M.

    2010-09-01

    EMS is supporting the exchange of information in the area of education in atmospheric sciences as one of its priority and organizing the educational sessions during EMS annual meetings as a good occasion for such an exchange. Brief thought will be given to the fate of the series of International Conferences on School and Popular Meteorological and Oceanographic Education - EWOC (Education in Weather, Ocean and Climate) and to the project oriented basis of further cooperation in education in atmospheric sciences across Europe. Another tool of EMS is the newly established and developed EDU portal of EMS. In most European countries the process of integration of education at university level was started after Bologna Declaration with the objective to have the system where students on some level could move to another school, or rather university. The goal is to achieve the compatibility between the systems and levels in individual countries to have no objections for students when transferring between the European countries. From this point of view EMS is trying to provide the information about the possibility of education in meteorology and climatology in different countries in centralised form, with uniform shape and content, but validated on national level. In most European countries the necessity of education in Science and Mathematics to achieve higher standard and competitiveness in research and technology development has been formulated after the Lisboa meeting. The European Meteorological Society is trying to follow this process with implication to atmospheric sciences. One of the important task of the EMS is the activity to promote public understanding of meteorology (and sciences related to it), and the ability to make use of it, through schools and more generally. One of the elements of EMS activity is the analysis of the position of atmospheric science in framework of curricula in educational systems of European countries as well as in more general sense, the

  16. Mathematics/Science Education and Technology, 1994. Proceedings of the International Symposium on Mathematics/Science Education and Technology (San Diego, California, July 21-23, 1994).

    ERIC Educational Resources Information Center

    Marks, Gary H., Ed.

    The primary purpose of the 1994 Mathematics/Science Education and Technology Symposium was to help foster the exchange of information related to the research, development, and applications of learning and teaching using information technology in mathematics and science educations. The theme "Emerging Issues and Trends" was identified to encourage…

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

    NASA Astrophysics Data System (ADS)

    Crotty, Ann

    professional careers in science? (2) How do female chemistry students perceive their educational experiences in science? Implications of the study serve to inform and raise the awareness of science educators and other stakeholders about improving and enhancing the participation of females in science (National Science Foundation [NSF], 2002; National Research Council [NRC], 2006).

  18. Health Sciences Information Tools 2000: a cooperative health sciences library/public school information literacy program for medical assistant students.

    PubMed Central

    Spang, L; Marks, E; Adams, N

    1998-01-01

    Educating diverse groups in how to access, use, and evaluate information available through information technologies is emerging as an essential responsibility for health sciences librarians in today's complex health care system. One group requiring immediate attention is medical assistants. Projections indicate that medical assistant careers will be among the fastest growing occupations in the twenty-first century. The expanding use and importance of information in all health care settings requires that this workforce be well versed in information literacy skills. But, for public school vocational education staff charged with educating entry level workers to meet this specialized demand, the expense of hiring qualified professionals and acquiring the sophisticated technology necessary to teach such skills poses a dilemma. Health Sciences Information Tools 2000, a cooperative work-study information literacy program jointly formulated by the Wayne State University's Shiffman Medical Library and the Detroit Public Schools' Crockett Career and Technical Center, demonstrates that cooperation between the health sciences library and the public school is a mutually beneficial and constructive solution. This article describes the background, goals, curriculum, personnel, costs, and evaluation methods of Tools 2000. The Shiffman-Crockett information literacy program, adaptable to a variety of library settings, is an innovative means of preparing well-trained high school vocational education students for beginning level medical assistant positions as well as further education in the health care field. PMID:9803297

  19. Teacher learning from girls' informal science experiences

    NASA Astrophysics Data System (ADS)

    Birmingham, Daniel J.

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP, 2010). Despite the success, little is known about how teachers can learn from informal science practices to support student engagement in science. In this study, I examine the impact informal science experiences has for the teaching and learning of science in school contexts. This study is focused on eliciting girls' stories of informal science learning experiences and sharing these stories with science teachers to examine what they notice and make meaning of in connection with their classroom practices (van Es & Sherin, 2002). I co-constructed cases of informal science experiences with middle school females who participate in an after school science program in an urban area. These cases consisted of the girls' written stories, their explicit messages to science teachers, examples of actions taken when investigating community based science issues and transcripts of conversations between the girls and researchers. These cases were shared with local science teachers in order to investigate what they "notice" (van Es & Sherin, 2002) regarding girls' participation in informal science learning, how they make meaning of youths' stories and whether the stories influence their classroom practices. I found that the girls' use their cases to share experiences of how, where and why science matters, to express hope for school science and to critique stereotypical views that young, female, students of color from lower SES backgrounds are not interested or capable of making contributions to scientific investigations. Additionally, I found that teachers noticed powerful messages within and across the girls' cases. The messages include; 1

  20. Finding Science in the School Body: Reflections on Transgressing the Boundaries of Science Education and the Social Studies of Science

    ERIC Educational Resources Information Center

    Weinstein, Matthew

    2008-01-01

    This paper examines the framings that the fields of the social studies of science and science education use for each other. It is shown that the social studies of science frames science education as passive and timeless. Science education frames science studies as a set of representations to better capture how science works. The paper then…