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1

Science Sampler: Thinking about students' questions  

NSDL National Science Digital Library

Asking questions is a vital component in any classroom, but it is absolutely essential in a science classroom. As science teachers, we know that questioning plays a major role in the inquiry process and has a positive impact on students' learning. This article discusses the importance of questioning skills and current research on questioning techniques. In addition, this article will present a series of lessons that were implemented by the author to improve the questioning abilities of middle school students.

Jaclyn Turner

2006-11-01

2

Science Sampler: Mail time! Addressing student questions in science class  

NSDL National Science Digital Library

How can you encourage students to question and explore their day-to-day encounters with science and still get through the curriculum for the year? At a local hardware store--you'll discover the solution--a big metal mailbox. It has all the trimmings: a flip door, a red flag on the side, even the approval of the Postmaster General. This is the birth of the mailbox question. This strategy is sure to "deliver" inquiry based learning into your science curriculum.

Amos Simms-Smith

2006-12-01

3

Questions That Science Teachers Find Difficult (II).  

ERIC Educational Resources Information Center

Presents some questions that science teachers find difficult. Focuses on three further questions relating to "simple" everyday situations that are normally explained in terms of the kinetic theory of matter. Identifies looking at the difference between chemical and physical changes as the most problematic question. (Author/YDS)

Goodwin, Alan

2003-01-01

4

Questioning Profiles in Secondary Science Classrooms  

ERIC Educational Resources Information Center

In this paper, we are concerned with the role of both teachers and students' questioning in classroom interaction. Bearing in mind that the current guidelines point out to student centred teaching, our aim is to analyse and characterise the questioning patterns of contemporary secondary science classes and compare them to the questioning profiles…

Almeida, Patricia; de Souza, Francisle Neri

2010-01-01

5

Meiosis Study Questions General Biology 2  

E-print Network

Meiosis Study Questions General Biology 2 1. Does meiosis generate new alleles? Explain. 2. What are the two main functional outcomes of meiosis in terms of the genetics of the final daughter cells? 3. What are the two mechanisms whereby meiosis creates genetic groupings that were different from those inherited from

Prestwich, Ken

6

School Science: A Questionable Construct?  

ERIC Educational Resources Information Center

I explore the emergence of science and scientific method as political constructs in the 19th century and argue that the associated rhetoric continues to have significant consequences for contemporary school science education. It allows science to be promoted as a coherent curriculum component and fosters an untenable but enduring notion of a…

Jenkins, Edgar

2007-01-01

7

Science in General Education  

ERIC Educational Resources Information Center

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.

Read, Andrew F.

2013-01-01

8

Science's Big Questions / Deep Impact Update  

NSDL National Science Digital Library

This radio broadcast addresses two issues. The first segment consists of discussion and interviews with researchers about what they believe to be the biggest remaining unanswered questions in science. In the second segment, a project scientist with NASA's Deep Impact mission talks about what researchers have learned about Comet Tempel-1 in the few days after the probe's collision with it.

9

Science Fiction and the Big Questions  

NASA Astrophysics Data System (ADS)

Advocates of space science promote investment in science education and the development of new technologies necessary for space travel. Success in these areas requires an increase of interest and support among the general public. What role can entertainment media play in inspiring the public ­ especially young people ­ to support the development of space science? Such inspiration is badly needed. Science education and funding in the United States are in a state of crisis. This bleak situation exists during a boom in the popularity of science-oriented television shows and science fiction movies. This paper draws on interviews with professionals in science, technology, engineering and mathematics (STEM) fields, as well as students interested in those fields. The interviewees were asked about their lifelong media-viewing habits. Analysis of these interviews, along with examples from popular culture, suggests that science fiction can be a valuable tool for space advocates. Specifically, the aspects of character, story, and special effects can provide viewers with inspiration and a sense of wonder regarding space science and the prospect of long-term human space exploration.

O'Keefe, M.

10

Questioning in general practice--a tool for change.  

PubMed Central

In general practice, as in all branches of medicine, doctors are encouraged to ensure their decisions reflect research findings, and are 'evidence-based'. This depends upon general practitioners (GPs) questioning their practice, finding 'evidence-based' answers, and changing their practice where necessary. Questioning behaviour is therefore fundamental to this process. Research into the questioning behaviour and information needs of GPs is difficult and it is unknown whether better access to information necessarily results in behavioural change or better health outcomes. This paper summarises research on doctors' questioning behaviour, factors influencing their likelihood of finding answers, and discusses some of the obstacles they face in implementing change. Finally, we introduce the concept of a 'clinical informaticist', whose role is to provide evidence-based answers to specific questions raised by GPs. This service may facilitate learning and increase uptake of research findings. PMID:11050794

Swinglehurst, D A; Pierce, M

2000-01-01

11

BachelorofScience GeneralMajorintheSciences  

E-print Network

: www.uleth.ca/artsci/general-majors Academic Calendar: www.uleth.ca/ross/academic-calendar High School Science 2000 - Fundamentals of Environmental Science ____ Philosophy 2233 - Philosophy and the World View of Science: Earth and Life Sciences ____ Philosophy 2234 - Philosophy and the World View of Science: Space

Seldin, Jonathan P.

12

Overprompting Science Students Using Adjunct Study Questions.  

ERIC Educational Resources Information Center

The selective attention model was used to explain effects of overprompting students (N=170) provided with study questions adjunct to a complex flow diagram describing scientific cyclical schema. Strongly prompting students to answers of questions was less effective than an unprompted question treatment, suggesting that prompting techniques be used…

Holliday, William G.

1983-01-01

13

Doing Science and Asking Questions II: An Exercise That Generates Questions  

NASA Astrophysics Data System (ADS)

Given the importance of questions in science, it is critical that students learn to ask questions as well as learning to answer them. This paper describes a classroom exercise to help students better ask their own questions. It has been classroom-tested in multiple formats and has also been used for curriculum development workshops for faculty. This exercise in creating questions can be easily customized to suit different instructional contexts; some variations are outlined. More broadly, this paper also discusses the pedagogical significance of questioning, raising four salient points: (1) learners are more likely to have a personal interest in the questions they raise; (2) questions can serve as entry points for issues relating to ethnicity and gender; (3) questions give control to the person who asks them; and (4) questions can challenge existing structures, categories, and norms.

Hurt Middlecamp, Catherine; Nickel, Anne-Marie L.

2005-08-01

14

Students' questions: a potential resource for teaching and learning science  

Microsoft Academic Search

Students' questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. The purpose of this paper, therefore, is to examine and review the existing research on students' questions and to explore ways

Christine Chin; Jonathan Osborne

2008-01-01

15

In Praise of Questions: Elevating the Role of Questions for Inquiry in Secondary School Science  

NSDL National Science Digital Library

If scientific inquiry is to be part of the focus in secondary school science, teachers must develop learning situations in which question posing is essential and they must help students learn how to pose scientifically oriented questions. In focusing on questions, teachers and students both play an important role the classroom. Teachers provide rich inquiry-based opportunities for students, while students engage in exploring the phenomena they encounter in class.

Catherine Milne

2008-01-01

16

The science question in intelligent design  

Microsoft Academic Search

Intelligent Design creationism is often criticized for failing to be science because it falls afoul of some demarcation criterion\\u000a between science and non-science. This paper argues that this objection to Intelligent Design is misplaced because it assumes\\u000a that a consistent non-theological characterization of Intelligent Design is possible. In contrast, it argues that, if Intelligent\\u000a Design is taken to be non-theological

Sahotra Sarkar

2011-01-01

17

Where can I get help with science questions?  

Atmospheric Science Data Center

Please submit your science questions directly to the NASA Langley Atmospheric Science Data Center's (ASDC's) User Services. They will forward them to the ... data sets. Since the ERBE project has officially ended, the science support is very limited and depends on the availability of our ...

2014-12-08

18

Question Stems and Stories to Stimulate Science!  

ERIC Educational Resources Information Center

Fox Hill Primary School is part of a family of schools in Sheffield that is piloting the Specialist Schools and Academies Trust Primary Specialism for Science. In parallel to this work, Fox Hill participated in the Smarter Schools project from September 2008-2009. This project, funded by the AstraZeneca Science Teaching Trust, was set up by the…

Smith, Suzanne

2010-01-01

19

Overprompting Science Students Using Adjunct Study Questions.  

ERIC Educational Resources Information Center

Described is an investigation of the hypothesis that students presented with strong hints or prompts to answers of comprehension questions adjunct to a flow diagram would understand less than students presented with no prompts. Also described is the study of the hypotheses that a diagram-only treatment group would outperform the prompted group and…

Holliday, William G.

20

Using Critical Science Questions in Working with a Family  

ERIC Educational Resources Information Center

An example of the use of critical science questions provides insight related to one particular family over a 2 year period. The cultures of providers and recipients are viewed simultaneously to examine the cultural differences.

Smith, Frances M.

2007-01-01

21

Student and Teacher Questioning during Conversations about Science.  

ERIC Educational Resources Information Center

Summarizes case studies developed by a group of collaborating educators. Investigates ways of speaking that encourage students to formulate insightful questions about science topics and express their own ideas during reflective discussions. (Contains 68 references.) (Author/YDS)

van Zee, Emily H.; Iwasyk, Marletta; Kurose, Akiko; Simpson, Dorothy; Wild, Judy

2001-01-01

22

Power Dynamics and Questioning in Elementary Science Classrooms  

ERIC Educational Resources Information Center

We describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. We focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. We relate the consequences of teacher use of…

Reinsvold, Lori A.; Cochran, Kathryn F.

2012-01-01

23

Enhancing Science Kits with the Driving Question Board  

ERIC Educational Resources Information Center

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

Nordine, Jeff; Torres, Ruben

2013-01-01

24

Using "What If.." Questions to Teach Science  

ERIC Educational Resources Information Center

With the widening knowledge base students will need to be more flexible in their learning habits. Traditionally, teaching school science often involves teacher-centred methods like lectures, experimental demonstration or guided inquiry. Plain knowledge dissemination will not adequately prepare students to cope with the changing world. Hence,…

Tan, Kok Siang

2007-01-01

25

Power dynamics and questioning in elementary science lessons  

NASA Astrophysics Data System (ADS)

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

Reinsvold, Lori Ann

26

Student questions in urban middle school science communities of practice  

NASA Astrophysics Data System (ADS)

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

Groome, Meghan

27

Science Desk: General Overview  

NASA Technical Reports Server (NTRS)

This viewgraph presentation discusses information sharing and other management procedures between related groups of scientists. ScienceOrganizer is an information repository and digital library for use by distributed scientific project teams which enables the storage and retrieval of heterogeneous project information in multiple formats. Over time, usage by persons results in the development of an increasingly information-rich knowledge base and network. Some of the engineering details include the determination of useful navigation hubs by which users can most easily navigate the information management system.

Keller, Richard M.

2001-01-01

28

Ocean and Plume Science Management Uncertainties, Questions and Potential Actions  

E-print Network

Ocean and Plume Science Management Uncertainties, Questions and Potential Actions (Work Group draft and near ocean ecosystem functions, processes and relationships been altered? (Need to address the temporal been altered due to man-induced influences.) Has estuary, plume and near ocean carrying capacity

29

Applying Psychological Science to Higher Education: Key Findings and Open Questions  

E-print Network

Applying Psychological Science to Higher Education: Key Findings and Open Questions ! Samuel T fields (e.g., psychology, economics, educational technology), and because "learning" reflects will be of use to instructors, students, researchers, and institutional leaders in higher education in general

30

Investigating Turkish Primary School Students' Interest in Science by Using Their Self-Generated Questions  

ERIC Educational Resources Information Center

This paper reports on an attempt to investigate Turkish primary school students' interest in science by using their self-generated questions. We investigated students' interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children.…

Cakmakci, Gultekin; Sevindik, Hatice; Pektas, Meryem; Uysal, Asli; Kole, Fatma; Kavak, Gamze

2012-01-01

31

Using questions sent to an Ask-A-Scientist site to identify children's interests in science  

NASA Astrophysics Data System (ADS)

Interest is a powerful motivator; nonetheless, science educators often lack the necessary information to make use of the power of student-specific interests in the reform process of science curricula. This study suggests a novel methodology, which might be helpful in identifying such interests - using children's self-generated questions as an indication of their scientific interests. In this research, children's interests were measured by analyzing 1555 science-related questions submitted to an international Ask-A-Scientist Internet site. The analysis indicated that the popularity of certain topics varies with age and gender. Significant differences were found between children's spontaneous (intrinsically motivated) and school-related (extrinsically motivated) interests. Surprisingly, girls contributed most of the questions to the sample; however, the number of American girls dropped upon entering senior high school. We also found significant differences between girls' and boys' interests, with girls generally preferring biological topics. The two genders kept to their stereotypic fields of interest, in both their school-related and spontaneous questions. Children's science interests, as inferred from questions to Web sites, could ultimately inform classroom science teaching. This methodology extends the context in which children's interests can be investigated.

Baram-Tsabari, Ayelet; Sethi, Ricky J.; Bry, Lynn; Yarden, Anat

2006-11-01

32

Determining critical open science questions regarding biosphere-atmosphere interactions  

NASA Astrophysics Data System (ADS)

Measuring and Modeling at the Interface of Air Quality and Climate to Understand Biosphere-Atmosphere Interactions; New Brunswick, New Jersey, 26-27 May 2011 The southeastern United States has not warmed like other U.S. regions in response to global climate change. This anomaly may be related to aerosols derived from biogenic volatile organic compounds (BVOCs) and the related aerosol direct and indirect radiative effects. To understand the causal relationships that result in this trend, the scientific community must ask, What sources and processes control the fate of biogenic compounds in anthropogenically influenced environments? What are the climate-relevant properties and air quality impacts? Approximately 30 atmospheric scientists with experimental (field and laboratory) and modeling backgrounds met to discern the most critical open science questions regarding biosphere-atmosphere interactions. An objective of the meeting was to formulate targeted science questions and broadly discuss the tools, approaches, and measurements needed to answer them.

Carlton, Annmarie G.

2011-08-01

33

Visitor Perspectives on the Nature and Practice of Science: Challenging Beliefs through "A Question of Truth."  

ERIC Educational Resources Information Center

Describes the "A Question of Truth" exhibit at the Ontario Science Centre which examines several questions about the nature of science itself, how ideas are formed, and how cultural and political conditions affect the practice of science. Observation data indicate that science center visitors are interested in considering science and the…

Pedretti, Erminia; Macdonald, Ronald D.; Gitari, Wanja; McLaughlin, Hooley

2001-01-01

34

Intelligence science: disciplinary frame and general features  

Microsoft Academic Search

The basic disciplinary frame of the intelligence science has been proposed, the general features of the research objects of the intelligence science have been summarized, the relationships among the industrialization, informatization, intellectualization and automation have been investigated in this paper. The intelligence science consists of three portions: scientific foundation, technical methodology and application fields. The general features of intelligence science

Zixing Cai

2003-01-01

35

Big questions, big science: meeting the challenges of global ecology.  

PubMed

Ecologists are increasingly tackling questions that require significant infrastucture, large experiments, networks of observations, and complex data and computation. Key hypotheses in ecology increasingly require more investment, and larger data sets to be tested than can be collected by a single investigator's or s group of investigator's labs, sustained for longer than a typical grant. Large-scale projects are expensive, so their scientific return on the investment has to justify the opportunity cost-the science foregone because resources were expended on a large project rather than supporting a number of individual projects. In addition, their management must be accountable and efficient in the use of significant resources, requiring the use of formal systems engineering and project management to mitigate risk of failure. Mapping the scientific method into formal project management requires both scientists able to work in the context, and a project implementation team sensitive to the unique requirements of ecology. Sponsoring agencies, under pressure from external and internal forces, experience many pressures that push them towards counterproductive project management but a scientific community aware and experienced in large project science can mitigate these tendencies. For big ecology to result in great science, ecologists must become informed, aware and engaged in the advocacy and governance of large ecological projects. PMID:25680334

Schimel, David; Keller, Michael

2015-04-01

36

National Institute of General Medical Sciences  

MedlinePLUS

... Over Navigation Links National Institute of General Medical Sciences Site Map Staff Search My Order Search the ... NIGMS Website Research Funding Research Training News & Meetings Science Education About NIGMS Feature Slides View All Slides ...

37

Provocative Questions in Cancer Research: National Cancer Institute Science Writers’ Seminar  

Cancer.gov

science writers' seminar to discuss various aspects of one of NCI’s signature efforts -- the Provocative Questions project. Discussion will focus on the scientific research that surrounds some of these questions.

38

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

: · Early Childhood Education · Special/Inclusive Education · Technology in Education The specializationsBachelorofScience/BachelorofEducation GeneralMajorintheSciences/ ScienceEducation N a m e or Faculty of Education for advising information. Calendar Year: 2011/2012 Faculty: Arts & Science/Education

Seldin, Jonathan P.

39

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

: · Early Childhood Education · Special/Inclusive Education · Technology in Education The specializationsBachelorofScience/BachelorofEducation GeneralMajorintheSciences/ ScienceEducation N a m e or Faculty of Education for advising information. Calendar Year: 2009/2010 Faculty: Arts & Science/Education

Seldin, Jonathan P.

40

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

: · Early Childhood Education (K-3) · Special/Inclusive Education · Technology in EducationBachelorofScience/BachelorofEducation GeneralMajorintheSciences/ ScienceEducation N a m e or Faculty of Education for advising information. Calendar Year: 2012/2013 Faculty: Arts & Science/Education

Seldin, Jonathan P.

41

New Indivisible Planetary Science Paradigm: Consequence of Questioning Popular Paradigms  

NASA Astrophysics Data System (ADS)

Progress in science involves replacing less precise understanding with more precise understanding. In science and in science education one should always question popular ideas; ask "What's wrong with this picture?" Finding limitations, conflicts or circumstances that require special ad hoc consideration sometimes is the key to making important discoveries. For example, from thermodynamic considerations, I found that the 'standard model of solar system formation' leads to insufficiently massive planetary cores. That understanding led me to discover a new indivisible planetary science paradigm. Massive-core planets formed by condensing and raining-out from within giant gaseous protoplanets at high pressures and high temperatures, accumulating heterogeneously on the basis of volatility with liquid core-formation preceding mantle-formation; the interior states of oxidation resemble that of the Abee enstatite chondrite. Core-composition was established during condensation based upon the relative solubilities of elements, including uranium, in liquid iron in equilibrium with an atmosphere of solar composition at high pressures and high temperatures. Uranium settled to the central region and formed planetary nuclear fission reactors, producing heat and planetary magnetic fields. Earth's complete condensation included a ~300 Earth-mass gigantic gas/ice shell that compressed the rocky kernel to about 66% of Earth's present diameter. T-Tauri eruptions, associated with the thermonuclear ignition of the Sun, stripped the gases away from the Earth and the inner planets. The T-Tauri outbursts stripped a portion of Mercury's incompletely condensed protoplanet and transported it to the region between Mars and Jupiter where it fused with in-falling oxidized condensate from the outer regions of the Solar System, forming the parent matter of ordinary chondrite meteorites, the main-Belt asteroids, and veneer for the inner planets, especially Mars. With its massive gas/ice shell removed, pressure began to build in the compressed rocky kernel of Earth and eventually the rigid crust began to crack. The major energy source for planetary decompression and for heat emplacement at the base of the crust is the stored energy of protoplanetary compression. In response to decompression-driven volume increases, cracks form to increase surface area and fold-mountain ranges form to accommodate changes in curvature. One of the most profound mysteries of modern planetary science is this: As the terrestrial planets are more-or-less of common chondritic composition, how does one account for the marked differences in their surface dynamics? Differences among the inner planets are principally due to the degree of compression experienced. Planetocentric georeactor nuclear fission, responsible for magnetic field generation and concomitant heat production, is applicable to compressed and non-compressed planets and large moons. The internal composition of Mercury is calculated based upon an analogy with the deep-Earth mass ratio relationships. The origin and implication of Mercurian hydrogen geysers is described. Besides Earth, only Venus appears to have sustained protoplanetary compression; the degree of which might eventually be estimated from understanding Venetian surface geology. A basis is provided for understanding that Mars essentially lacks a 'geothermal gradient' which implies potentially greater subsurface water reservoir capacity than previously expected. Resources at NuclearPlanet.com .

Marvin Herndon, J.

2014-05-01

42

Answers to Science Questions From the Stop Faking It! Guy  

NSDL National Science Digital Library

This valuable and entertaining compendium of Bill Robertson's popular "Science 101" columns, from NSTA member journal Science and Children , proves you don't have to be a science geek to understand basic scientific concepts. The author of the best

William C. Robertson, Ph.D.

2009-09-15

43

A comparative study of six decades of general science textbooks: Evaluating the evolution of science content  

NASA Astrophysics Data System (ADS)

This study examined science textbooks over time to better understand the science content expectations that the U.S. educational system deems appropriate for 8th and 9th grade science students. The study attempted to answer the questions: (1) What specific science content has been presented via the textbook from 1952 to 2008? (2) Within which areas and in what way does the science content change? (3) Are new scientific findings reflected in 8th and 9th grade U.S. general science textbooks? Twenty-six themes were identified which reflect five areas in science: Chemistry, Physics, Earth Science, Biology, and Process of Science. Trends in science content in U.S. 8th and 9th grade general science textbooks, as revealed by this data sample, indicated no statistically significant change in depth of coverage in Physics and Process of Science over the past 60 years, no significant change in depth of coverage in Earth Science and Biology in the last 40 years, and no significant change in coverage in Chemistry over the last 30 years. Additionally, a total of sixteen new discoveries were found in the textbook sample. For classroom teachers this information may alert them to the necessity of going beyond the textbook in preparing students for life in a global society. In educational practice, this research supports and reinforces the need for inquiry learning and socioscientific curricula. It may also influence educators to challenge assumptions regarding the value and selection of the traditional classic science content.

Lewis, Anna

44

Brookhaven National Laboratory/ PHOTON SCIENCES Subject: Frequently Asked Questions about Environmental Management Systems  

E-print Network

/6/2012 Page 2 of 3 Question 4 - What activities at Photon Sciences involve a Significant Environmental AspectBrookhaven National Laboratory/ PHOTON SCIENCES Subject: Frequently Asked Questions about Environmental Management Systems Number: PS-ESH-0059 Revision: 1 Effective: 6/6/2012 Page 1 of 3 The only

Homes, Christopher C.

45

General Atomics Science Education Outreach Programs  

NASA Astrophysics Data System (ADS)

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.

Winter, Patricia S.

1996-11-01

46

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

: · Early Childhood Education (K-3) · Special/Inclusive Education · Technology in EducationBachelorofScience/BachelorofEducation GeneralMajorintheSciences/ MathematicsEducation N a m e or Faculty of Education for advising information. Calendar Year: 2012/2013 Faculty: Arts & Science/Education

Seldin, Jonathan P.

47

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

of Education offers 19 minors and three specializations (Early Childhood Education, Special/Inclusive Education, and Technology in Education).A minor consists of five non-Education courses and one curriculum and instructionBachelorofScience/BachelorofEducation GeneralMajorintheSciences/ ScienceEducation Calendar Year

Seldin, Jonathan P.

48

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

The Faculty of Education offers three specializations: · Early Childhood Education · Special/Inclusive Education · Technology in Education The specializations consist of four courses and correspondingBachelorofScience/BachelorofEducation GeneralMajorintheSciences/ ScienceEducation N a m e

Seldin, Jonathan P.

49

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

: · Early Childhood Education · Special/Inclusive Education · Technology in Education The specializationsBachelorofScience/BachelorofEducation GeneralMajorintheSciences/ MathematicsEducation N a m e or Faculty of Education for advising information. Calendar Year: 2011/2012 Faculty: Arts & Science/Education

Seldin, Jonathan P.

50

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

: · Early Childhood Education · Special/Inclusive Education · Technology in Education The specializationsBachelorofScience/BachelorofEducation GeneralMajorintheSciences/ MathematicsEducation N a m e or Faculty of Education for advising information. Calendar Year: 2009/2010 Faculty: Arts & Science/Education

Seldin, Jonathan P.

51

Investigating Turkish Primary School Students' Interest in Science by Using Their Self-Generated Questions  

NASA Astrophysics Data System (ADS)

This paper reports on an attempt to investigate Turkish primary school students' interest in science by using their self-generated questions. We investigated students' interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample may represent a group of students who have a higher level of motivation to seek sources of information outside their formal education and have more access to resources than the students of low social classes. To overcome this problem, 739 students were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture of socioeconomic areas and also to cover different students' profile. Students' questions were classified into two main categories: the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics, nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching and school science curriculum to meet students' needs and interest. The findings from our study tend to challenge existing thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have different patterns. Some aspects of students' self-generated questions and their implications for policy, science curriculum reform and teaching are discussed in this paper.

Cakmakci, Gultekin; Sevindik, Hatice; Pektas, Meryem; Uysal, Asli; Kole, Fatma; Kavak, Gamze

2012-06-01

52

Answers to Science Questions from the "Stop Faking It!" Guy  

ERIC Educational Resources Information Center

This valuable and entertaining compendium of Bill Robertson's popular "Science 101" columns, from NSTA member journal "Science and Children," proves you don't have to be a science geek to understand basic scientific concepts. The author of the best-selling "Stop Faking It!" series explains everything from quarks to photosynthesis, telescopes to…

Robertson, William C.

2009-01-01

53

Behavioural science in general practice.  

PubMed

Dr Peter Sowerby has written an important criticism of Michael Balint's work based on his understanding of Karl Popper's writings. I dispute Sowerby's interpretation of Popper and disagree with his conclusions, which I suggest would lead general practice into a retreat. I believe Balint made a major contribution to general practice and has helped us towards practising whole-person medicine. PMID:536971

Wood, D R

1979-10-01

54

Opportunities and questions for the fundamental biological sciences in space  

NASA Technical Reports Server (NTRS)

With the advent of sophisticated space facilities we discuss the overall nature of some biological questions that can be addressed. We point out the need for broad participation by the biological community, the necessary facilities, and some unique requirements.

Sharp, Joseph C.; Vernikos, Joan

1993-01-01

55

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

NASA Astrophysics Data System (ADS)

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

Cone, Christina Schull

56

Developmental Systems Science: Exploring the Application of Systems Science Methods to Developmental Science Questions  

Microsoft Academic Search

Developmental science theorists fully acknowledge the wide array of complex interactions among biology, behavior, and environment that together give rise to development. However, despite this conceptual understanding of development as a system, developmental science has not fully applied analytic methods commensurate with this systems perspective. This article provides a brief introduction to systems science, an approach to problem solving that

Jennifer Brown Urban; Nathaniel D. Osgood; Patricia L. Mabry

2011-01-01

57

Generating Testable Questions in the Science Classroom: The BDC Model  

ERIC Educational Resources Information Center

Guiding students to generate testable scientific questions is essential in the inquiry classroom, but it is not easy. The purpose of the BDC ("Big Idea, Divergent Thinking, and Convergent Thinking") instructional model is to to scaffold students' inquiry learning. We illustrate the use of this model with an example lesson, designed…

Tseng, ChingMei; Chen, Shu-Bi Shu-Bi; Chang, Wen-Hua

2015-01-01

58

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

The Faculty of Education offers three specializations: · Early Childhood Education · Special/Inclusive Education · Technology in Education The specializations consist of four courses and correspondingBachelorofScience/BachelorofEducation GeneralMajorintheSciences/ MathematicsEducation N a m e

Seldin, Jonathan P.

59

Multiple choice questions are superior to extended matching questions to identify medicine and biomedical sciences students who perform poorly.  

PubMed

In recent years, medical faculties at Dutch universities have implemented a legally binding study advice to students of medicine and biomedical sciences during their propaedeutic phase. Appropriate examination is essential to discriminate between poor (grade <6), moderate (grade 6-8) and excellent (grade ?8) students. Therefore, we compared the discriminatory properties of extended matching questions (EMQs) versus multiple-choice questions (MCQs) and identified the role of sex, age and examination preference on this score. Data were collected for 452 first-year medical and biomedical science students during three distinct course examinations: one examination with EMQ only, one with MCQ only and one mixed examination (including EMQ and MCQ). Logistic regression analysis revealed that MCQ examination was 3 times better in identifying poor students compared with EMQ (RR 3.0, CI 2.0-4.5), whereas EMQ better detected excellent students (average grade ?8) (RR 1.93, CI 1.47-2.53). Mixed examination had comparable characteristics to MCQ. Sex and examination preference did not impact the score of the student. Students ?20 years had a 4-fold higher risk ratio of obtaining a poor grade (<6) compared with students ?18 years old (RR 4.1, CI 2.1-8.0). Given the strong discriminative capacity of MCQ examinations to identify poor students, we recommend the use of this type of examination during the propaedeutic phase of medicine and biomedical science study programmes, in the light of the binding study advice. PMID:24203858

Eijsvogels, Thijs M H; van den Brand, Tessa L; Hopman, Maria T E

2013-11-01

60

Evaluation of Questions in General Chemistry Textbooks According to the Form of the Questions and the Question-Answer Relationship (QAR): The Case of Intra-and Intermolecular Chemical Bonding  

ERIC Educational Resources Information Center

One way of checking to what extent instructional textbooks achieve their aim is to evaluate the questions they contain. In this work, we analyze the questions that are included in the chapters on chemical bonding of ten general chemistry textbooks. We study separately the questions on intra- and on intermolecular bonding, with the former…

Pappa, Eleni T.; Tsaparlis, Georgios

2011-01-01

61

Managing ocean information in the digital era--events in Canada open questions about the role of marine science libraries.  

PubMed

Information is the foundation of evidence-based policies for effective marine environmental protection and conservation. In Canada, the cutback of marine science libraries introduces key questions about the role of such institutions and the management of ocean information in the digital age. How vital are such libraries in the mission of studying and protecting the oceans? What is the fate and value of the massive grey literature holdings, including archival materials, much of which is not in digital form but which often contains vital data? How important is this literature generally in the marine environmental sciences? Are we likely to forget the history of the marine pollution field if our digital focus eclipses the need for and access to comprehensive collections and skilled information specialists? This paper explores these and other questions against the backdrop of unprecedented changes in the federal libraries, marine environmental science and legislation in Canada. PMID:24768172

Wells, Peter G

2014-06-15

62

Sciences and the global: on methods, questions, and theory.  

PubMed

This essay explores the mechanics of researching and writing globally oriented histories of science. Thinking about how to approach sources is vital, especially given how often historians of science use the excuse of a lack of sources for constraining their projects to European topics. The first section suggests a method of cross-contextualization, where scarce and unorthodox sources are read within and alongside more plentiful and traditional ones. The next section considers historiography, critiquing the continuing hold of the terms "colonial" and "national" in current work that aspires to be more global. The final section considers practice and network theory, asking whether the way we utilize these tools in fact returns us, instinctively, to European and Eurocentric ways of conceiving how science works. PMID:20575496

Sivasundaram, Sujit

2010-03-01

63

The Effects of Teacher Wait-Time and Questioning Quality on Middle School Science Achievement.  

ERIC Educational Resources Information Center

An experiment was conducted on the effects of two teacher variables and student engagement on science achievement. The variables included: teacher wait-time, defined as the length of the pause preceding a teacher utterance; and questioning quality, a generic term used to describe cognitive level, clarity, and relevance of questioning. Thirteen…

Tobin, Kenneth G.; Capie, William

64

What's in a Domain: Understanding How Students Approach Questioning in History and Science  

ERIC Educational Resources Information Center

How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of domain, age, and previous experience with content on the ways students approach questioning across history and science texts. In 3 experiments, 3rd-, 8th-, and 10th-grade students in large…

Portnoy, Lindsay Blau; Rabinowitz, Mitchell

2014-01-01

65

Grand Research Questions in the Solid-Earth Sciences; Final Scientific\\/Technical Report  

Microsoft Academic Search

Over the past three decades, Earth scientists have made great strides in understanding our planetâs workings and history. Yet this progress has served principally to lay bare more fundamental questions about the Earth. Expanding knowledge is generating new questions, while innovative technologies and new partnerships with other sciences provide new paths toward answers. A National Academies committee was established to

Linn; Anne M

2008-01-01

66

Identifying Grand Research Questions in the Solid-Earth Sciences  

Microsoft Academic Search

Progress in the solid-Earth sciences has been remarkable over the past few decades, driven by the availability of new instruments, improved modeling capabilities, reduced barriers to cooperation with scientists in other countries, and increased coordination with other disciplines, such as astronomy and biology. With research advancing on such a wide front, it can be difficult to define the frontiers of

Anne M. Linn

2006-01-01

67

Opportunities and questions for the fundamental biological sciences in space  

NASA Technical Reports Server (NTRS)

The nature of biological issues which can be addressed during long-term space missions is briefly discussed. These issues include structure, from cell to organ to organism; function, the regulation of systems such as immunology, neural sciences, and behavior; and reproduction and development.

Sharp, Joseph C.; Vernikos, Joan

1992-01-01

68

Collaborating in Life Science Research Groups: The Question of Authorship  

ERIC Educational Resources Information Center

This qualitative study explores how life science postdocs' perceptions of contemporary academic career rationales influence how they relate to collaboration within research groups. One consequential dimension of these perceptions is the high value assigned to publications. For career progress, postdocs consider producing publications and…

Muller, Ruth

2012-01-01

69

How commercial and ``violent'' video games can promote culturally sensitive science learning: some questions and challenges  

NASA Astrophysics Data System (ADS)

In their paper, Muñoz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing "educational" games, Muñoz and El-Hani take a more creative route and include games such as Fallout 3® precisely because they are popular and they reproduce ideological and violent representations of gender, race, class, nationality, science and technology. However, there are many questions that arise in bringing these commercial video games into science classrooms, including the questions of how students' capacities for critical reflection can be facilitated, whether traditional science teachers can take on the role of using such games in their classrooms, and which video games would be most appropriate to use. In this response, I raise these questions and consider some of the challenges in order to further the possibility of implementing Muñoz and El-Hani's creative proposal for generating culturally sensitive science classrooms.

Kwah, Helen

2012-12-01

70

Science Questions for the Post-SIRTF and Herschel Era  

NASA Technical Reports Server (NTRS)

The contents include the following: 1. SIRTF. Long wavelength surveys planned for SIRTF. Galaxy Discovery Rates for Future Missions. Impact of SIRTF s Improved Resolution at 160um: Resolving the Background. 2. Polarimetry. Submillimeter Polarimetry - The State of Play. Magnetic Vectors Across the Orion Molecular Cloud Core. Neutral and Ionized Molecular Spectral Lines. Variation of Polarization With Wavelength. The Polarization Spectrum. Submillimeter Polarimetry - Looking Ahead. 3.Confusion. Confusion at 500, 600 micron. 4. Extragalactic Science. Do Massive Black Holes and Galaxy Bulges form Together? 5. Galactic Science. Can We See the First Generations of Stars and Metal Formation? The Birth of Planets and the Origins of Life. Spatial Resolution at 100 microns. Far-ir/Sub-mm Transitions of Linear Carbon Clusters. Predicted Spectra of Glycine.

Werner, Michael

2004-01-01

71

32 ENGINEERING & SCIENCE SUMMER 2013 Caltech alumni continue to pursue their own big questions long after  

E-print Network

the emerging field of materials science--the study of substances such as metals, plastics, or ceramics in order32 ENGINEERING & SCIENCE SUMMER 2013 Caltech alumni continue to pursue their own big questions long so? In 1965, Hartmanis and research partner Richard Stearns proved that you could when

72

Science Learning: A Path Analysis of Its Links with Reading Comprehension, Question-Asking in Class and Science Achievement  

ERIC Educational Resources Information Center

The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires…

Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

2014-01-01

73

Patterns of Response Times and Response Choices to Science Questions: The Influence of Relative Processing Time.  

PubMed

We report on five experiments investigating response choices and response times to simple science questions that evoke student "misconceptions," and we construct a simple model to explain the patterns of response choices. Physics students were asked to compare a physical quantity represented by the slope, such as speed, on simple physics graphs. We found that response times of incorrect answers, resulting from comparing heights, were faster than response times of correct answers comparing slopes. This result alone might be explained by the fact that height was typically processed faster than slope for this kind of task, which we confirmed in a separate experiment. However, we hypothesize that the difference in response time is an indicator of the cause (rather than the result) of the response choice. To support this, we found that imposing a 3-s delay in responding increased the number of students comparing slopes (answering correctly) on the task. Additionally a significant proportion of students recognized the correct written rule (compare slope), but on the graph task they incorrectly compared heights. Finally, training either with repetitive examples or providing a general rule both improved scores, but only repetitive examples had a large effect on response times, thus providing evidence of dual paths or processes to a solution. Considering models of heuristics, information accumulation models, and models relevant to the Stroop effect, we construct a simple relative processing time model that could be viewed as a kind of fluency heuristic. The results suggest that misconception-like patterns of answers to some science questions commonly found on tests may be explained in part by automatic processes that involve the relative processing time of considered dimensions and a priority to answer quickly. PMID:25230833

Heckler, Andrew F; Scaife, Thomas M

2014-09-18

74

Burning Questions in Gravity-Dependent Combustion Science  

NASA Technical Reports Server (NTRS)

Building upon a long history of spaceflight and ground based research, NASA's Combustion Science program has accumulated a significant body of accomplishments on the ISS. Historically, NASAs low-gravity combustion research program has sought: to provide a more complete understanding of the fundamental controlling processes in combustion by identifying simpler one-dimensional systems to eliminate the complex interactions between the buoyant flow and the energy feedback to the reaction zone to provide realistic simulation of the fire risk in manned spacecraft and to enable practical simulation of the gravitational environment experienced by reacting systems in future spacecraft. Over the past two decades, low-gravity combustion research has focused primarily on increasing our understanding of fundamental combustion processes (e.g. droplet combustion, soot, flame spread, smoldering, and gas-jet flames). This research program was highly successful and was aided by synergistic programs in Europe and in Japan. Overall improvements were made in our ability to model droplet combustion in spray combustors (e.g. jet engines), predict flame spread, predict soot production, and detect and prevent spacecraft fires. These results provided a unique dataset that supports both an active research discipline and also spacecraft fire safety for current and future spacecraft. These experiments have been conducted using the Combustion Integrated Rack (CIR), the Microgravity Science Glovebox and the Express Rack. In this paper, we provide an overview of the earlier space shuttle experiments, the recent ISS combustion experiments in addition to the studies planned for the future. Experiments in combustion include topics such as droplet combustion, gaseous diffusion flames, solid fuels, premixed flame studies, fire safety, and super critical oxidation processes.

Urban, David; Chiaramonte, Francis P.

2012-01-01

75

SDSU General Catalog 2011-2012 199 Computer Science  

E-print Network

SDSU General Catalog 2011-2012 199 CS Computer Science In the College of Sciences OFFICE: Geology/Mathematics/Computer, Riggins Adjunct: Root, Thomas Offered by the Department Master of Science degree in computer science. Major in computer science with the B.S. degree in applied arts and sciences. Minor in computer science

Gallo, Linda C.

76

SDSU General Catalog 2012-2013 201 Computer Science  

E-print Network

SDSU General Catalog 2012-2013 201 CS Computer Science In the College of Sciences OFFICE: Geology/Mathematics/Computer: Root, Thomas Offered by the Department Master of Science degree in computer science. Major in computer science with the B.S. degree in applied arts and sciences. Minor in computer science. Certificate

Gallo, Linda C.

77

SDSU General Catalog 2013-2014 203 Computer Science  

E-print Network

SDSU General Catalog 2013-2014 203 CS Computer Science In the College of Sciences OFFICE: Geology/Mathematics/Computer, Thomas Offered by the Department Master of Science degree in computer science. Major in computer science with the B.S. degree in applied arts and sciences. Minor in computer science. Certificate in geographic

Gallo, Linda C.

78

SDSU General Catalog 2013-2014 239 Environmental Sciences  

E-print Network

SDSU General Catalog 2013-2014 239 ENV S Environmental Sciences In the College of Sciences OFFICE: Physical Sciences 100/103 TELEPHONE: 619-594-5386 E-MAIL: envsci_info@sciences.sdsu.edu The environmental sciences major is overseen by the College of Sciences and administered by the Environmental Sciences

Gallo, Linda C.

79

Climate Change Science Instruction using a Model: Students Asking Quantitative Questions  

NASA Astrophysics Data System (ADS)

The act of asking a question is arguably the most important part of the scientific process as it is the starting point of the scientific inquiry. And while students learn much from asking questions, they are often reticent to do so in the class-room and more often than not the instructor asks the questions while the students answer them. Here we present results from an investigation of quantitative scientific questions asked by students in an undergraduate course about climate change science about one of the main processes driving climate and climate change: radiative forcing. This course is an inquiry-based course in which questions are explicitly solicited from students in different forms. One topic of relevance to the concept of radiative forcing (effects of clouds, greenhouse gases, aerosols and land-use changes on climate) is studied each week. Students, after much preparation and scaffolding, must produce a research-level question that can be addressed by an up-to-date, accurate radiative transfer model with which they have become familiar at the beginning of the course. Students must then run, analyze and present results from an experiment they design for the model to address their scientific question. Our presentation will address how the nature of students' questions evolved over the six weeks dedicated to the applications of the radiative forcing concept, based on weekly submitted individual questions and group's question. Our analysis will look at both individual and class asking-question characteristics. We will analyze the relationships between the individual questions and the quality of group's question and look at the influence of group dynamics on the nature and quality of the groups' questions.

Gautier, C.

2004-12-01

80

National Institute of General Medical Sciences: Science Education  

NSDL National Science Digital Library

The National Institute of General Medical Sciences' (NIGMS) Science Education website brings together award-winning booklets on topics like cell biology and genetics, their in-house magazine, interactive games, and a scientific image gallery for those who hold science close to their heart. First-time visitors will notice that there are two primary areas here: "Publications" and "School Resources". The "Publications" area includes "Findings" (their in-house magazine) and the very helpful "Biomedical Beat" news digest. This digest is published monthly, and it contains research news and educational updates from the NIGMS. The "School Resources" area includes interactive games that deal with Nobel Prize winners and proteins, along with suggestions on how to most effectively use the resources here with different grade levels.

81

Students' Comprehension of Science Textbooks Using a Question-Based Reading Strategy  

ERIC Educational Resources Information Center

Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first-year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory,…

Smith, Betty Lou; Holliday, William G.; Austin, Homer W.

2010-01-01

82

Questioning the Validity of Inquiry Assessment in a High Stakes Physical Sciences Examination  

ERIC Educational Resources Information Center

The South African science curriculum advocates an inquiry-based approach to practical work. Inquiry is a complex and multifaceted activity involving both cognitive and physical activity; thus, paper-and-pencil items do not provide the authentic context for this assessment. This study investigates the construct validity of inquiry-related questions

Ramnarain, Umesh

2014-01-01

83

A Multi-Word Password Proposal (gridWord) and Exploring Questions about Science in  

E-print Network

) the rela- tionship between the design and publication of new security mechanisms and the pursuit.00. Categories and Subject Descriptors K.6.5 [Management of Computing and Information Systems]: SecurityA Multi-Word Password Proposal (gridWord) and Exploring Questions about Science in Security

Van Oorschot, Paul

84

Students' Questions and Discursive Interaction: Their Impact on Argumentation during Collaborative Group Discussions in Science  

ERIC Educational Resources Information Center

This study investigated the potential of students' written and oral questions both as an epistemic probe and heuristic for initiating collaborative argumentation in science. Four classes of students, aged 12-14 years from two countries, were asked to discuss which of two graphs best represented the change in temperature as ice was heated to steam.…

Chin, Christine; Osborne, Jonathan

2010-01-01

85

Selective Attentional Effects of Adjunct Study Questions on Achievement in Nigerian Secondary School Science  

ERIC Educational Resources Information Center

The study investigated the selective attentional effects of adjunct study questions inserted before or after the presentation of science flow diagrams. The basic design for the study was a post-test only control group design involving a total of 252 students randomly selected from six secondary schools in Ile-Ife, Oshun State Nigeria. These were…

Okoye, Nnamdi S.

2008-01-01

86

Improving comprehension of science content: Generating self-explanation questions and creating explanatory answers  

NASA Astrophysics Data System (ADS)

The emphasis on learning in content area classrooms is heavily dependent on remembering facts and memorizing definitions. Because of this, students often achieve shallow levels of comprehension and are deficient in the skills necessary to achieve deeper comprehension. Teaching students to generate self-explanation questions and answers related to teacher lectures and from reading text can improve comprehension. Students who attempt to explain what the content means understand it better and at a deeper level. The purpose of this study was to examine the effectiveness of teaching students to ask self-explanation questions as a means for improving comprehension. Eighth-grade students from three heterogeneous science classrooms participated in one of the treatment or comparison groups. The first treatment group was taught to generate self-explanation questions while the second treatment group was taught to generate self-explanation questions and to create explanatory answers using a rubric. The comparison group received their regular science instruction. Self-explanation question/answer participants scored significantly higher than the regular instruction group more often than the self-explanation question only group, on memory and essay measures. Analyses were performed with MANCOVA on all three groups' scores as a set. ANCOVA was used to determine if differences existed between groups on each of the dependent variables, and Bonferonni's post-hoc contrasts were used to determine where differences existed among treatment and comparison groups. Results revealed that students who were taught to generate self-explanation questions and/or to create explanatory answers outperformed the regular instruction students on some of the memory and essay measures. Additionally, teaching students a self-explanation strategy resulted in improved ability to respond to essay questions two weeks following the conclusion of the study compared to students who received regular instruction.

Clelland, Peggie L.

87

SDSU General Catalog 2010-2011 195 Computer Science  

E-print Network

SDSU General Catalog 2010-2011 195 CS Computer Science In the College of Sciences OFFICE: Geology/Mathematics/Computer Science 413 TELEPHONE: 619-594-6191 http://www.cs.sdsu.edu The B.S. degree in Computer Science, Lewis, Riggins Adjunct: Root, Thomas Offered by the Department Master of Science degree in computer

Gallo, Linda C.

88

232 SDSU General Catalog 2010-2011 Environmental Sciences  

E-print Network

232 SDSU General Catalog 2010-2011 Environmental Sciences In the College of Sciences OFFICE.sdsu.edu The environmental sciences major is overseen by the College of Sciences and administered by the Environmental. Faculty Environmental Sciences Program Director: Sweedler (Physics/ International Programs) Undergraduate

Gallo, Linda C.

89

SDSU General Catalog 2011-2012 235 Environmental Sciences  

E-print Network

SDSU General Catalog 2011-2012 235 ENV S Environmental Sciences In the College of Sciences OFFICE.sdsu.edu The environmental sciences major is overseen by the College of Sciences and administered by the Environmental. Faculty Environmental Sciences Program Director: Sweedler (Physics/ International Programs) Undergraduate

Gallo, Linda C.

90

SDSU General Catalog 2012-2013 237 Environmental Sciences  

E-print Network

SDSU General Catalog 2012-2013 237 ENV S Environmental Sciences In the College of Sciences OFFICE.sdsu.edu The environmental sciences major is overseen by the College of Sciences and administered by the Environmental. Faculty Environmental Sciences Program Director: Sweedler (Physics/ International Programs) Undergraduate

Gallo, Linda C.

91

A Comparative Study of Six Decades of General Science Textbooks: Evaluating the Evolution of Science Content  

ERIC Educational Resources Information Center

This study examined science textbooks over time to better understand the "science content" expectations that the U.S. educational system deems appropriate for 8th and 9th grade science students. The study attempted to answer the questions: (1) What specific science content has been presented via the textbook from 1952 to 2008? (2) Within which…

Lewis, Anna

2008-01-01

92

Challenging accepted wisdom: looking at the gender and science education question through a different lens  

NASA Astrophysics Data System (ADS)

This article reports on a research project designed to explore a group of women scientists' understandings of themselves and science. The project uses an unconventional methodology: - a mixture of conventional qualitative research methods and techniques developed for use in psychotherapy. Its preliminary results appear to contradict some of the assumptions on which much of past work on girls and science education is based. For example, we found that, for the women involved in this project, factors such as the presence in their lives of strong female role models and/or the use of 'girl-friendly' curriculum materials were not important in their decision to continue the study of science to university level. Other factors - some of which were quite unexpected - had a much greater effect. The article outlines the methodology of this project and some of its findings, and explores the implications of these findings for future work on the gender and science education question.

Gilbert, Jane; Calvert, Sarah

2003-07-01

93

Question, Problem, Purpose  

NSDL National Science Digital Library

Questions and question-formulating strategies are central to science. In many ways the formulation of a question forms the basis for high-quality instruction in science. Effective questioning has a strong connection to cognitive theory. The sentence start

Michael P. Klentschy

2008-04-01

94

Moving Students from Information Recitation to Information Understanding: Exploiting Bloom's Taxonomy in Creating Science Questions  

NSDL National Science Digital Library

Recent studies have indicated that college undergraduates have retained little understanding of the information in the science courses they have taken when they graduate. Science is taught as detailed, factual content and most students are evaluated by their ability to recall and summarize the information provided. As such, students concentrate their studies on terms and definitions, spending little time on application and analysis. To correct the problem, instructors are encouraged to formulate more questions around the mid and upper levels of Bloom's taxonomy in the examinations they prepare.

Sandhya Baviskar

2007-03-01

95

Science anxiety and social cognitive factors predicting STEM career aspirations of high school freshmen in general science class  

NASA Astrophysics Data System (ADS)

Extant data was used to consider the association between science anxiety, social cognitive factors and STEM career aspirations of high school freshmen in general science classes. An adapted model based on social cognitive career theory (SCCT) was used to consider these relationships, with science anxiety functioning as a barrier in the model. The study assessed the following research questions: (1) Do social cognitive variables relate in the expected way to STEM career aspirations based on SCCT for ninth graders taking general science classes? (2) Is there an association between science anxiety and outcomes and processes identified in the SCCT model for ninth graders taking general science classes? (3) Does gender moderate these relationships? Results indicated that support was found for many of the central tenants of the SCCT model. Science anxiety was associated with prior achievement, self-efficacy, and science interest, although it did not relate directly to STEM career goals. Gender was found to moderate only the relationship between prior achievement and science self-efficacy.

Skells, Kristin Marie

96

Linking General Education and Science Teacher Preparation  

ERIC Educational Resources Information Center

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.…

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

2007-01-01

97

Linking General Education and Science Teacher Preparation  

NSDL National Science Digital Library

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.

Del Morgan

2007-11-01

98

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

Planning Guide Academic Calendar: www.uleth.ca/ross/academic-calendar High School Prerequisites by Course Science 2000 - Fundamentals of Environmental Science ____ Philosophy 2233 - Philosophy and the World View of Science: Earth and Life Sciences ____ Philosophy 2234 - Philosophy and the World View of Science: Space

Morris, Joy

99

The questions of scientific literacy and the challenges for contemporary science teaching: An ecological perspective  

NASA Astrophysics Data System (ADS)

This study began with questions about how science education can bring forth humanity and ethics to reflect increasing concerns about controversial issues of science and technology in contemporary society. Discussing and highlighting binary epistemological assumptions in science education, the study suggests embodied science learning with human subjectivity and integrity between knowledge and practice. The study questions (a) students' understandings of the relationships between STSE and their everyday lifeworld and (b) the challenges of cultivating scientific literacy through STSE teaching. In seeking to understand something about the pedagogical enactment of embodied scientific literacy that emphasizes the harmony of children's knowledges and their lifeworlds, this study employs a mindful pedagogy of hermeneutics. The intro- and intra-dialogical modes of hermeneutic understanding investigate the pedagogical relationship of parts (research texts of students, curriculum, and social milieu) and the whole (STSE teaching in contemporary time and place). The research was conducted with 86 Korean 6 graders at a public school in Seoul, Korea in 2003. Mixed methods were utilized for data collection including a survey questionnaire, a drawing activity, interviews, children's reflective writing, and classroom teaching and observation. The research findings suggest the challenges and possibilities of STSE teaching as follows: (a) children's separated knowledge from everyday practice and living, (b) children's conflicting ideas between ecological/ethical aspects and modernist values, (c) possibilities of embodied knowing in children's practice, and (d) teachers' pedagogical dilemmas in STSE teaching based on the researcher's experiences and reflection throughout teaching practice. As further discussion, this study suggests an ecological paradigm for science curriculum and teaching as a potential framework to cultivate participatory scientific literacy for citizenship in contemporary science teaching.

Kim, Mijung

100

Grand Research Questions in the Solid-Earth Sciences Final Scientific/Technical Report  

SciTech Connect

Over the past three decades, Earth scientists have made great strides in understanding our planet’s workings and history. Yet this progress has served principally to lay bare more fundamental questions about the Earth. Expanding knowledge is generating new questions, while innovative technologies and new partnerships with other sciences provide new paths toward answers. A National Academies committee was established to frame some of the great intellectual challenges inherent in the study of the Earth and planets. The goal was to focus on science, not implementation issues, such as facilities or recommendations aimed at specific agencies. The committee canvassed the geological community and deliberated at length to arrive at 10 questions: 1. How did Earth and other planets form? 2. What happened during Earth’s “dark age” (the first 500 million years)? 3. How did life begin? 4. How does Earth’s interior work, and how does it affect the surface? 5. Why does Earth have plate tectonics and continents? 6. How are Earth processes controlled by material properties? 7. What causes climate to change—and how much can it change? 8. How has life shaped Earth—and how has Earth shaped life? 9. Can earthquakes, volcanic eruptions, and their consequences be predicted? 10. How do fluid flow and transport affect the human environment? Written for graduate students, colleagues in sister disciplines, and program managers funding Earth and planetary science research, the report describes where the field stands, how it got there, and where it might be headed. Our hope is that the report will spark new interest in and support for the field by showing how Earth science can contribute to a wide range of issues—including some not always associated with the solid Earth—from the formation of the solar system to climate change to the origin of life. Its reach goes beyond the United States; the report is being translated into Chinese and distributed in China.

Linn, Anne M.

2008-12-03

101

Classifying End-of-Chapter Questions and Problems for Selected General Chemistry Textbooks Used in the United States  

ERIC Educational Resources Information Center

Science textbooks have a major influence on teaching and learning. Teachers and instructors at all educational levels use them regularly not only as a guide for course content and sequence but also in the design of homework assignments and assessment probes. From this perspective, textbook questions and problems can be expected to have a strong…

Davila, Kariluz; Talanquer, Vicente

2010-01-01

102

Questions and Answers General Questions  

E-print Network

have to pay for this? All but one Hoo's Well@ program is currently available at no cost to you. Weight Watchers® participation does require payment from you. Will retirees be eligible to participate blood pressure, height, weight, waist circumference, BMI, total cholesterol, high and low density

Acton, Scott

103

The six most essential questions in psychiatric diagnosis: a pluralogue. Part 4: general conclusion  

PubMed Central

In the conclusion to this multi-part article I first review the discussions carried out around the six essential questions in psychiatric diagnosis – the position taken by Allen Frances on each question, the commentaries on the respective question along with Frances’ responses to the commentaries, and my own view of the multiple discussions. In this review I emphasize that the core question is the first – what is the nature of psychiatric illness – and that in some manner all further questions follow from the first. Following this review I attempt to move the discussion forward, addressing the first question from the perspectives of natural kind analysis and complexity analysis. This reflection leads toward a view of psychiatric disorders – and future nosologies – as far more complex and uncertain than we have imagined. PMID:23249629

2012-01-01

104

How can comprehension adjunct questions focus students' attention and enhance concept learning of a computer-animated science lesson?  

NASA Astrophysics Data System (ADS)

Two focusing hypotheses were evaluated. First, do adjunct questions, focusing on science concepts and inserted after computer-animated sequences, selectively alter students' attentional or practice processing and thus produce differential learning effects? Theoretically, such questions selectively focus students' attention and enhance concept learning of focused concepts. Second, do these questions still provide enough metacognitive scaffolding to produce differential learning effects when only the first 8 out of 12 sequences are followed by focusing questions? Eighth-grade students (n = 160) were randomly assigned to a control group (lesson alone) or one of four treatment groups (lesson plus 12 questions focusing either on heat or on temperature, or lesson plus the same first 8 questions on heat or temperature followed by 4 placebo questions). Two significant two-way interactions with widely varying F ratios supported the differential focusing hypotheses (12 questions - more robust interaction, 8 - less robust interaction).

Holliday, William G.; McGuire, Barry

105

BachelorofScience/BachelorofEducation GeneralMajorintheSciences/  

E-print Network

Planning Guide Academic Calendar: www.uleth.ca/ross/academic-calendar High School Prerequisites by Course Science ____ Philosophy 2233 - Philosophy and the World View of Science: Earth and Life Sciences ____ Philosophy 2234 - Philosophy and the World View of Science: Space, Time and Matter ____ Philosophy 3402

Morris, Joy

106

I. ASCRC General Education Form Group Group VII Social Science  

E-print Network

and interpretation of societies, just as in any social science class: (1) the connections between material cultureI. ASCRC General Education Form Group Group VII Social Science Dept/Program Anthropology Course, and societies; that is, it is the branch of social science that examines humans from the perspective of made

Vonessen, Nikolaus

107

Molecular biology in marine science: Scientific questions, technological approaches, and practical implications  

SciTech Connect

This report describes molecular techniques that could be invaluable in addressing process-oriented problems in the ocean sciences that have perplexed oceanographers for decades, such as understanding the basis for biogeochemical processes, recruitment processes, upper-ocean dynamics, biological impacts of global warming, and ecological impacts of human activities. The coupling of highly sophisticated methods, such as satellite remote sensing, which permits synoptic monitoring of chemical, physical, and biological parameters over large areas, with the power of modern molecular tools for ``ground truthing`` at small scales could allow scientists to address questions about marine organisms and the ocean in which they live that could not be answered previously. Clearly, the marine sciences are on the threshold of an exciting new frontier of scientific discovery and economic opportunity.

NONE

1994-12-31

108

A Template for Open Inquiry: Using Questions to Encourage and Support Inquiry in Earth and Space Science  

ERIC Educational Resources Information Center

This article provides an instructional approach to helping students generate open-inquiry research questions, which the authors call the "open-inquiry question template." This template was created based on their experience teaching high school science and preservice university methods courses. To help teachers implement this template, they…

Hermann, Ronald S.; Miranda, Rommel J.

2010-01-01

109

About Provocative Questions — Provocative Questions  

Cancer.gov

The provocative questions initiative has assembled a list of 24 important questions from the research community to stimulate the NCI’s research communities to use laboratory, clinical and populations sciences in especially effective and imaginative ways to answer the questions. The questions are not simple restatements of long-term goals of the National Cancer Program, which are to improve the prevention, detection, diagnosis, and treatment of all forms of cancer.

110

General Physics, Physics 12 [Science Curriculum Materials].  

ERIC Educational Resources Information Center

The Physics 12 curriculum guide represents one in a series of science guides especially designed to provide for the pupil whose primary interests are in non-science fields. The program provides study in physics in which fundamental concepts and understandings are developed, mathematical concepts are limited, and students are encouraged to relate…

Rochester City School District, NY.

111

Template for NSF Data Management Plan In general, the data management plan should answer these two questions  

E-print Network

Template for NSF Data Management Plan In general, the data management plan should answer these two questions: 1) What data is generated by your project? 2) What is your plan for managing the data? 1 those posted on a website or made available to a public database. Describe your plans, if any

He, Chuan

112

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

NASA Astrophysics Data System (ADS)

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

Davidson, Anne Burgess

113

Question 1 (15 Marks) Find the general solution of the following differential equations  

E-print Network

Question 5 (15 Marks) Consider the electrical circuit in figure 3. Kirchoff's loop rule, Ohm's law the flow of an electrical current I(t) in a simple series circuit, as shown in Figure 1. The resistor has prefer), respectively, tell us that the unknown currents, I1, I2 and I3, in the electrical circuit

Malham, Simon J.A.

114

Teaching General Chemistry: A Materials Science Companion.  

ERIC Educational Resources Information Center

Many teachers and other educators have expressed a concern regarding the lack of student interest in many of the traditional science courses. To help rectify this problem a collaborative effort among educators and others concerned has led to the development of instructional materials that are more relevant to the lives of students. This document…

Ellis, Arthur B.; And Others

115

Psychology General Of1ice P217 Biological Sciences Building  

E-print Network

Psychology General Of1ice P217 Biological Sciences Building Edmonton, Alberta. Robert Cook ----------------------------------------------- Professor of Psychology Dean in 1986, when he joined the Department of Psychology as an assistant

Machel, Hans

116

Study Humanities and Social Science Abroad General/Most All  

E-print Network

Study Humanities and Social Science Abroad General/Most All Argentina - Pontificia Universidad) Chile - Pontificia Universidad Católica de Valparaíso (ISEP)* Denmark- University of Copenhagen (DEX (CCIS) Botswana- University of Botswana (ISEP) Bulgaria - University of Veliko Turnovo (CCIS) Chile

Maxwell, Bruce D.

117

I. ASCRC General Education Form Group Group XI Natural Science  

E-print Network

will apply our knowledge of wildlife science to wildlife management issues, assess human impacts on wildlife uncertainty. Examples also include my own research into energy development and wildlife conservation, a highlyI. ASCRC General Education Form Group Group XI Natural Science Dept/Program CFC/DECS Wildlife

Vonessen, Nikolaus

118

I. ASCRC General Education Form Group Social Science  

E-print Network

, including adolescent bullying, social and emotional challenges for adolescent boys and girls, and mediaI. ASCRC General Education Form Group Social Science Dept/Program COT/Applied Arts and Sciences of children/adolescence including interactions in family relationships, friendships, as well as media

Vonessen, Nikolaus

119

I. ASCRC General Education Form Group Group VII Social Science  

E-print Network

I. ASCRC General Education Form Group Group VII Social Science Dept/Program Dept. of Society related to recreation planning on multiple-use forest lands, parks, wilderness areas and private lands, and literature from the social sciences that have relevance for natural resource managers. It will also allow

Vonessen, Nikolaus

120

Scientific Grand Challenges: Forefront Questions in Nuclear Science and the Role of High Performance Computing  

SciTech Connect

This report is an account of the deliberations and conclusions of the workshop on "Forefront Questions in Nuclear Science and the Role of High Performance Computing" held January 26-28, 2009, co-sponsored by the U.S. Department of Energy (DOE) Office of Nuclear Physics (ONP) and the DOE Office of Advanced Scientific Computing (ASCR). Representatives from the national and international nuclear physics communities, as well as from the high performance computing community, participated. The purpose of this workshop was to 1) identify forefront scientific challenges in nuclear physics and then determine which-if any-of these could be aided by high performance computing at the extreme scale; 2) establish how and why new high performance computing capabilities could address issues at the frontiers of nuclear science; 3) provide nuclear physicists the opportunity to influence the development of high performance computing; and 4) provide the nuclear physics community with plans for development of future high performance computing capability by DOE ASCR.

Khaleel, Mohammad A.

2009-10-01

121

Negotiating the Inquiry Question: A Comparison of Whole Class and Small Group Strategies in Grade Five Science Classrooms  

NASA Astrophysics Data System (ADS)

The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic. The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher. The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated questions, and student outcomes are discussed.

Cavagnetto, Andy R.; Hand, Brian; Norton-Meier, Lori

2011-03-01

122

"Let's Talk!": Increasing Novel Peer-Directed Questions by High School Students with Autism to Their General Education Peers  

ERIC Educational Resources Information Center

We taught three high school students with high-functioning autism to increase their novel peer-directed questions when using a communication book to converse with general education partners at school. Novel question training was associated with participants asking peer-directed questions not displayed in communication books across a variety of…

Reilly, Caitlin; Hughes, Carolyn; Harvey, Michelle; Brigham, Nicolette; Cosgriff, Joseph; Kaplan, Lauren; Bernstein, Rebekah

2014-01-01

123

Question Mars  

NSDL National Science Digital Library

This is a lesson about generating hypotheses and testable questions. Learners will use critical thinking and a collaborative approach to pose questions related to the study of Mars and evaluate the quality of their questions. They will explore remote-sensing data collected by a camera orbiting Mars - the Thermal Emission Imaging System (THEMIS) and develop a team science question. Students will practice critical thinking skills, use a collaborative approach to this first critical step of the scientific process. Exploring the images of the surface of Mars in Visible (VIS) images, students will come up with a topic of study, their team science question and hypotheses. The lesson models scientific inquiry using the 5E instructional model and includes teacher notes and vocabulary.

124

Supporting General Educators' Inclusive Practices in Mathematics and Science Education.  

ERIC Educational Resources Information Center

This paper describes a state-funded project at Southeastern Louisiana University that offered coursework and direct classroom assistance to general educators attempting to include students with disabilities for mathematics and science instruction. Thirty-five general educators in five parish school systems participated. A sequence of three credit…

Coombs-Richardson, Rita; Al-Juraid, Sarah E.; Stuker, Jodi D.

125

Project Water Science. General Science High School Level.  

ERIC Educational Resources Information Center

This teacher's guide presents 12 hands-on laboratory activities for high school science classes that cover the environmental issue of water resources in California. The activities are separated into three sections. Five activities in the section on water quality address the topics of groundwater, water hardness, bottled water, water purity, and…

Water Education Foundation, Sacramento, CA.

126

An Informative Interactive Question and Answer Page on Internet Ethics, C...merce Ethics, Web Ethics, Medical Ethics and Other General Ethical Issues An Informative Interactive Question and Answer Page on  

E-print Network

Ethics, Medical Ethics and Other General Ethical Issues An Informative Interactive Question and Answer Ethics, C...merce Ethics, Web Ethics, Medical Ethics and Other General Ethical Issues Poynter Center Ethics, C...merce Ethics, Web Ethics, Medical Ethics and Other General Ethical Issues http

Redmiles, David F.

127

General Atomics Sciences: It's a Colorful Life  

NSDL National Science Digital Library

This page is a multi-day module for grades 8-12 on the topic of color. It was designed as a set of six interlinked experiments to explore how colors are formed by light absorption and emission. Activities include: physical models to experiment with additive and subtractive color and explore how objects reflect and absorb light; examining color mixing by using a simple Power Point tool called CMYK; using magnification to examine the dot colors produced by an ink jet printer, and more. Detailed lesson plans, student activity guides, and background information are freely accessible online. The module was developed to be used with a set of unique hands-on lab materials sold by the publisher, however, many items are readily obtainable from teacher supply stores. This resource is aligned with national science education standards and has been refined through classroom testing. This item is part of a larger collection of inquiry-based modules.

2009-05-25

128

The Role of Students' Questions in Aligning Teaching, Learning and Assessment: A Case Study from Undergraduate Sciences  

ERIC Educational Resources Information Center

The quality of teaching and learning has been one of the major concerns of foundation chemistry disciplines for science and engineering undergraduates at the University of Aveiro, Portugal. Student-centred approaches are being continuously developed, exploring ways of stimulating active and meaningful student learning by encouraging questioning by…

de Jesus, Helena Pedrosa; Moreira, Aurora Coelho

2009-01-01

129

To adapt or not to adapt: the question of domain-general cognitive control.  

PubMed

What do perceptually bistable figures, sentences vulnerable to misinterpretation and the Stroop task have in common? Although seemingly disparate, they all contain elements of conflict or ambiguity. Consequently, in order to monitor a fluctuating percept, reinterpret sentence meaning, or say "blue" when the word RED is printed in blue ink, individuals must regulate attention and engage cognitive control. According to the Conflict Monitoring Theory (Botvinick, Braver, Barch, Carter, & Cohen, 2001), the detection of conflict automatically triggers cognitive control mechanisms, which can enhance resolution of subsequent conflict, namely, "conflict adaptation." If adaptation reflects the recruitment of domain-general processes, then conflict detection in one domain should facilitate conflict resolution in an entirely different domain. We report two novel findings: (i) significant conflict adaptation from a syntactic to a non-syntactic domain and (ii) from a perceptual to a verbal domain, providing strong evidence that adaptation is mediated by domain-general cognitive control. PMID:24103774

Kan, Irene P; Teubner-Rhodes, Susan; Drummey, Anna B; Nutile, Lauren; Krupa, Lauren; Novick, Jared M

2013-12-01

130

Towards a Virtual Teaching Assistant to Answer Questions Asked by Students in Introductory Computer Science  

ERIC Educational Resources Information Center

Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This dissertation analyzes 411 questions from an introductory Java programming course by reducing the…

Heiner, Cecily

2009-01-01

131

Evaluating Scientific Misconceptions and Scientific Literacy in a General Science Course  

NASA Astrophysics Data System (ADS)

The data used in this study were collected as part of the course assignments for General Education Science (GSci) 101: “Physics, Chemistry, and the Human Experience” at James Madison University. The course covers the basic principles of physics, chemistry, and astronomy. The primary goals of this study were to analyze student responses to general scientific questions, to identify scientific misconceptions, and to evaluate scientific literacy by comparing responses collected from different groups of students and from questions given during the course versus at the end of the course. While this project is focused on general scientific concepts, the misconceptions and patterns identified are particularly relevant for improving pedagogy in the geosciences as this field relies on multidisciplinary knowledge of fundamental physics, chemistry, and astronomy. We discuss differences in the results between the disciplines of physics, chemistry, and astronomy and their implications for general geology education and literacy, emphasizing the following questions: (a) What do students typically get wrong? (b) Did the overall scientific literacy of the students increase throughout the semester? Are the concepts discussed in answers provided at the end of class more accurate than those provided during class? (c) How do the before- and after- class responses change with respect to language and terminology? Did the students use more scientific terminology? Did the students use scientific terminology correctly?

Courtier, A. M.; Scott, T. J.

2009-12-01

132

Answers to Science Questions From the Stop Faking It! Guy (e-book)  

NSDL National Science Digital Library

This valuable and entertaining compendium of Bill Robertson's popular "Science 101" columns, from NSTA member journal Science and Children , proves you don't have to be a science geek to understand basic scientific concepts. The author of the best

William C. Robertson, Ph.D

2009-10-08

133

The knowledge most worth having: Otis W. Caldwell (1869 1947) and the rise of the general science course  

NASA Astrophysics Data System (ADS)

In 1860 Herbert Spencer asked the famous rhetorical question ‘What Knowledge is of Most Worth?’ The unequivocal answer was science. Giving greater attention to science and scientific knowledge would not only produce additional scientists; more important, argued Spencer, it would make better parents, better church-goers, better citizens and workers, better artists and better consumers of art. It would lead to a ‘command of fundamental processes’, ‘worthy home membership’, ‘worthy use of leisure’, ‘ethical character’ — the goals of a general education spelled out by Spencerians within the National Educational Association in 1918. Here is our puzzle, then: how are we to interpret a definition of science, one widely accepted both in Spencer's time and in our own, that comes so close descriptively to a commonsensical view of what constitutes non-science? The answer to this question lies in part in the historical relationship between science and general education, a relationship established in the opening decades of this century, when the authority of science and scientific objectivity was in the minds of most educators unimpeachable. The high school general science course, developed in its early stages by the botanist and educator, Otis W. Caldwell, was a potent symbol of this new relationship. Organized around broad, topical issues and claiming to teach the mundane truths of life, general science was more than a loose collection of facts from the various earth, biological, and physical sciences. Its many advocates viewed the new unified science course as pedagogically independent of the specialties yet central to education in general. In 1949, two years after Caldwell's death, 72 percent of the total science enrollments in the United States were in general science and biology, its closest cognate. This paper examines the rise of the general science course and its implications for the reform of secondary school science education. It concludes that while recent reforms may impress students with the personal and social character of science, introducing them to a broad use of the scientific method, they will not necessarily make them more scientifically literate or train them to think about problems in anything like the way professional scientists do. Much less will they introduce students to alternative ways of problem-solving, arguably one of the most important goals of good science teaching.

Heffron, John M.

1995-07-01

134

A class of population genetic questions formulated as the generalized occupancy problem  

SciTech Connect

In categorical genetic data analysis when the sampling units are classified into an arbitrary number of distinct classes, sometimes the sample size may not be large enough to apply large sample approximations for hypothesis testing purposes. Exact sampling distributions of several statistics are derived here, using combinatorial approaches parallel to the classical occupancy problem to help overcome this difficulty. Since the multinomial probabilities can be unequal, this situation is described as a generalized occupancy problem. The sampling properties derived are used to examine nonrandomness of occurrence of mutagen-induced mutations across loci, to devise tests of Hardy-Weinberg proportions of genotype frequencies in the presence of a large number of alleles, and to provide a global test of gametic phase disequilibrium of several restriction site polymorphisms. 19 refs., 2 figs.

Chakraborty, R. (Univ. of Texas Graduate School of Biomedical Sciences, Houston (United States))

1993-07-01

135

BachelorofArts/BachelorofEducation GeneralMajorintheSocialSciences/  

E-print Network

). About Education specializations The Faculty of Education offers three specializations: · Early Childhood Education · Special/Inclusive Education · Technology in Education The specializations consist of fourBachelorofArts/BachelorofEducation GeneralMajorintheSocialSciences/ PhysicalEducation Calendar Year

Seldin, Jonathan P.

136

BachelorofArts/BachelorofEducation GeneralMajorintheSocialSciences/  

E-print Network

). About Education specializations The Faculty of Education offers three specializations: · Early Childhood Education · Special/Inclusive Education · Technology in Education The specializations consist of fourBachelorofArts/BachelorofEducation GeneralMajorintheSocialSciences/ SocialStudiesEducation Calendar

Seldin, Jonathan P.

137

BachelorofArts/BachelorofEducation GeneralMajorintheSocialSciences/  

E-print Network

of Education offers 19 minors and three specializations (Early Childhood Education, Special/Inclusive Education, and Technology in Education). A minor consists of five non-Education courses and one curriculum and instructionBachelorofArts/BachelorofEducation GeneralMajorintheSocialSciences/ PhysicalEducation Calendar Year

Seldin, Jonathan P.

138

"Two Cultures" Topics for General Studies Science Courses.  

ERIC Educational Resources Information Center

Theses proposed in C. P. Snow's book "The Two Cultures," including uncommunicative scientific and literary groups, gap between rich and poor, overpopulation, and nuclear war remain viable topics. Discusses the scientific and literary cultural gap and what can be done in general studies science courses to ameliorate the condition. (Author/JN)

Larson, James H.

1982-01-01

139

National Institute of General Medical Sciences APerfectMix  

E-print Network

plants for food and medicinal uses. Werner-Washburne watched locals create brilliantly colored purpleNational Institute of General Medical Sciences APerfectMix #12;FINDINGS | September 2003 3 By Alison Davis Biologist Maggie Werner-Washburne likes to mix things up. "I have done this all my life

Werner-Washburne, Maggie

140

Solar energy education. Renewable energy activities for general science  

SciTech Connect

Renewable energy topics are integrated with the study of general science. The literature is provided in the form of a teaching manual and includes such topics as passive solar homes, siting a home for solar energy, and wind power for the home. Other energy topics are explored through library research activities. (BCS)

Not Available

1985-01-01

141

General Atmospheric Sciences Energy: Warming the Earth and the Atmosphere  

E-print Network

25 #12;Enhancement of Greenhouse effect CO2 Ch4 H2O ­ N2O CFC #12;Air in the lower atmosphere ­ Absorption, Emission, and Equilibrium #12; #12; #12;(greenhouse effect) (a) (b) 33 #12; #12; 15 10 20General Atmospheric Sciences Energy: Warming the Earth and the Atmosphere Reference Meteorology

Chen, Yang-Yuan

142

I. ASCRC General Education Form Group Group VII Social Science  

E-print Network

, leadership, management information systems, new media, organizational structure, production and teamwork. IV and studying human and organizational behavior (see part 2 below for examples of such frameworks). StudentsI. ASCRC General Education Form Group Group VII Social Science Dept/Program Management

Vonessen, Nikolaus

143

I. ASCRC General Education Form Group Social Sciences  

E-print Network

I. ASCRC General Education Form Group Social Sciences Dept/Program School of Social Work Course of social gerontology, including the major bio/psycho/social/cultural/spiritual theories of aging of biological, psychological, social, spiritual, and cultural facets of aging. The course requires students

Vonessen, Nikolaus

144

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

ERIC Educational Resources Information Center

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

Gulyaev, Sergei A.; Stonyer, Heather R.

2002-01-01

145

Impact of Online Support for Teachers' Open-Ended Questioning in Pre-K Science Activities  

ERIC Educational Resources Information Center

We examined the effects of teacher supports in enhancing teachers' open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of…

Lee, Youngju; Kinzie, Mable B.; Whittaker, Jessica Vick

2012-01-01

146

What's in a Domain: Understanding How Students Approach Questioning in History and Science  

ERIC Educational Resources Information Center

During their education, students are presented with information across a variety of academic domains. How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of age and prior knowledge on the ways students approach questioning across history and…

Portnoy, Lindsay Blau

2013-01-01

147

Selective Attentional Effects of Textbook Study Questions on Student Learning in Science.  

ERIC Educational Resources Information Center

Reports results of a study testing a selective attentional model which predicted that textbook study questions adjunct to a flow diagram will focus students' attention more upon questioned information and less upon nonquestioned information. A picture-word diagram describing biogeochemical cycles to high school biology students (N=176) was used.…

Holliday, William G.

1981-01-01

148

Questioning the Questions  

ERIC Educational Resources Information Center

Historical accounts of questioning used in the education process trace back to Socrates. One of the best examples of his use of questioning is found in Plato's "The Republic." Socrates used a series of strategic questions to help his student Glaucon come to understand the concept of justice. Socrates purposefully posed a series of questions to…

Tienken, Christopher H.; Goldberg, Stephanie; DiRocco, Dominic

2010-01-01

149

A Question of Balance or Blind Faith?: Scientists’ and Science Policymakers’ Representations of the Benefits and Risks of Nanotechnologies  

Microsoft Academic Search

In recent years, in the UK and elsewhere, scientists and science policymakers have grappled with the question of how to reap\\u000a the benefits of nanotechnologies while minimising the risks. Having recognised the importance of public support for future\\u000a innovations, they have placed increasing emphasis on ‘engaging’ ‘the public’ during the early phase of technology development.\\u000a Meaningful engagement suggests some common

Alan Petersen; Alison Anderson

2007-01-01

150

Unquestioned answers or unanswered questions: beliefs about science guide responses to uncertainty in climate change risk communication.  

PubMed

In two experimental studies we investigated the effect of beliefs about the nature and purpose of science (classical vs. Kuhnian models of science) on responses to uncertainty in scientific messages about climate change risk. The results revealed a significant interaction between both measured (Study 1) and manipulated (Study 2) beliefs about science and the level of communicated uncertainty on willingness to act in line with the message. Specifically, messages that communicated high uncertainty were more persuasive for participants who shared an understanding of science as debate than for those who believed that science is a search for absolute truth. In addition, participants who had a concept of science as debate were more motivated by higher (rather than lower) uncertainty in climate change messages. The results suggest that achieving alignment between the general public's beliefs about science and the style of the scientific messages is crucial for successful risk communication in science. Accordingly, rather than uncertainty always undermining the effectiveness of science communication, uncertainty can enhance message effects when it fits the audience's understanding of what science is. PMID:22324775

Rabinovich, Anna; Morton, Thomas A

2012-06-01

151

Questioning the Questions  

ERIC Educational Resources Information Center

Well-known historical accounts of questioning used in the education process trace back to Socrates. One of the best examples of his use of questioning is found in Plato's classic work "The Republic" (2003). Today, teachers still use questions as one way to help students develop productive thinking skills and to understand concepts and topics.…

Tienken, Christopher H.; Goldberg, Stephanie; DiRocco, Dominic

2009-01-01

152

Neoliberal Ideology, Global Capitalism, and Science Education: Engaging the Question of Subjectivity  

ERIC Educational Resources Information Center

This paper attempts to add to the multifaceted discussion concerning neoliberalism and globalization out of two Cultural Studies of Science Education journal issues along with the recent Journal of Research in Science Teaching devoted to these topics. However, confronting the phenomena of globalization and neoliberalism will demand greater…

Bazzul, Jesse

2012-01-01

153

Moving Science Classes to the Community: A Question of Social Justice  

ERIC Educational Resources Information Center

Many educators and policy makers argue that science literacy and numeracy are vital skills for successfully participating in the economy of this century. But how do educators increase the levels of scientific literacy, let alone make science a subject for all students, when the subject matter itself has been keeping students away? In this article,…

Roth, Wolff-Michael

2007-01-01

154

Children's Question Asking and Curiosity: A Training Study  

ERIC Educational Resources Information Center

A primary instructional objective of most early science programs is to foster children's scientific curiosity and question-asking skills (Jirout & Klahr, 2011). However, little is known about the relationship between curiosity, question-asking behavior, and general inquiry skills. While curiosity and question asking are invariably mentioned in…

Jirout, Jamie; Klahr, David

2011-01-01

155

Cooperative Learning in Third Graders' Jigsaw Groups for Mathematics and Science with and without Questioning Training  

ERIC Educational Resources Information Center

Background: There is much support for using cooperative methods, since important instructional aspects, such as elaboration of new information, can easily be realized by methods like "jigsaw." However, the impact of providing students with additional help like a questioning training and potential limitations of the method concerning the (minimum)…

Souvignier, Elmar; Kronenberger, Julia

2007-01-01

156

Big questions emerging from a century of rangeland science and management  

Technology Transfer Automated Retrieval System (TEKTRAN)

This special feature commemorating the Jornada centennial addressed several big questions about the future of rangelands, including how livestock production can be sustained with reduced grass cover, responses to invasive species, and how to manage for diverse ecosystem services (among others)....

157

Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science.  

PubMed

Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions. PMID:23077638

Smith, Michelle K; Annis, Seanna L; Kaplan, Jennifer J; Drummond, Frank

2012-01-01

158

International teachers negotiating 21st century science classrooms: a question of hybridized identities and pedagogical imaginaries  

NASA Astrophysics Data System (ADS)

International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the Pedagogical imaginary; a transitional space between the ``purity'' of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers.

Tippins, Deborah J.; Hammond, Lorie; Hutchison, Charles B.

2006-12-01

159

Que es la Ciencia? What Is Science? A Question for All Students.  

ERIC Educational Resources Information Center

This teacher's guide offers classroom techniques for teaching science to bilingual elementary students. Recommendations are made for improving teaching by: lowering students' affective filters; providing comprehensible input; providing for language output; creating a supportive environment; adjusting classroom teaching style; teaching…

Spurlin, Quincy; Blanco, George

160

Questionable Exercises.  

ERIC Educational Resources Information Center

This publication presents general guidelines for exercise prescription that have an anatomical basis but also consider the exerciser's ability to do the exercise correctly. It reviews various common questionable exercises, explaining how some exercises, especially those designed for flexibility and muscle fitness, can cause harm. Safer…

Liemohn, Wendell; Haydu, Traci; Phillips, Dawn

1999-01-01

161

International teachers negotiating 21st century science classrooms: a question of hybridized identities and pedagogical imaginaries  

Microsoft Academic Search

International high school science teachers are crossing international and cultural borders to teach, raising important issues\\u000a in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers\\u000a encountered when they migrated to teach in the United States. These included differences in grade expectations for a given\\u000a quality of work, the weight given to final examinations,

Deborah J. Tippins; Lorie Hammond; Charles B. Hutchison

2006-01-01

162

Five Decades of Discovery: National Institute of General Medical Sciences | NIH MedlinePlus the Magazine  

MedlinePLUS

... Decades of Discovery: National Institute of General Medical Sciences Past Issues / Summer 2012 Table of Contents It ... anniversary of the National Institute of General Medical Sciences (NIGMS), known to many as NIH's "basic research ...

163

Novel Methods for Communicating Plasma Science to the General Public  

NASA Astrophysics Data System (ADS)

The broader implications of Plasma Science remains an elusive topic that the general public rarely discusses, regardless of their relevance to energy, the environment, and technology. Recently, we have looked beyond print media for methods to reach large numbers of people in creative and informative ways. These have included video, art, images, and music. For example, our submission to the ``What is a Flame?'' contest was ranked in the top 15 out of 800 submissions. Images of plasmas have won 3 out of 5 of the Princeton University ``Art of Science'' competitions. We use a plasma speaker to teach students of all ages about sound generation and plasma physics. We report on the details of each of these and future videos and animations under development.

Zwicker, Andrew; Merali, Aliya; Wissel, S. A.; Delooper, John

2012-10-01

164

Distribution of Total Faculty and Staff General University & Robert C. Byrd Health Sciences Center  

E-print Network

Distribution of Total Faculty and Staff General University & Robert C. Byrd Health Sciences Center Faculty and Staff By Status General University & Robert C. Byrd Health Sciences Center Fall 2012 Full Faculty and Staff By Status General University & Robert C. Byrd Health Sciences Center Fall 2011 Full

Mohaghegh, Shahab

165

Introduction to the fifth Mars Polar Science special issue: key questions, needed observations, and recommended investigations  

USGS Publications Warehouse

The Fifth International Conference on Mars Polar Science and Exploration – which was held from September 12–16, 2011, at the Pike’s Waterfront Lodge in Fairbanks, Alaska – is the latest in a continuing series of meetings that are intended to promote the exchange of knowledge and ideas between planetary and terrestrial scientists interested in Mars polar and climate research (http://www.lpi.usra.edu/meetings/polar2011/polar20113rd.html). The conference was sponsored by the Lunar and Planetary Institute, National Aeronautics and Space Administration, NASA’s Mars Program Office, University of Alaska Fairbanks, International Association of Cryospheric Sciences and the Centre for Research in Earth and Space Sciences at York University.

Clifford, Stephen M.; Yoshikawa, Kenji; Byrne, Shane; Durham, William; Fisher, David; Forget, Francois; Hecht, Michael; Smith, Peter; Tamppari, Leslie; Titus, Timothy; Zurek, Richard

2013-01-01

166

Effects of Online Procedural Scaffolds and the Timing of Scaffolding Provision on Elementary Taiwanese Students' Question-Generation in a Science Class  

ERIC Educational Resources Information Center

This study examined the effects of online procedural scaffolds (in the form of generic question-stems with context-specific examples) and the timing of scaffolding provision (immediate versus delayed) on supporting the online student question-generation learning process in a science class. A total of 78 fifth-grade Taiwanese students participated…

Yu, Fu-Yun; Tsai, Han-Chang; Wu, Hui-Ling

2013-01-01

167

question_1296837100 — Provocative Questions  

Cancer.gov

While the causal mechanisms that link excess body weight to increased risk for certain cancers are largely unknown (as noted in other questions), we pose an associated question -- what are the causal mechanisms that link excess body weight to decreased risk of certain other cancers?

168

Learning by Doing: Science in a Large General Education Class  

NASA Astrophysics Data System (ADS)

Teaching science in a large (150+ students) class can be a challenge. This is especially true in a general education science class that is populated by non-science majors, athletes, and students with math phobias, as well as students with a variety of learning disabilities. To illustrate Newton's Laws, we used The Egg Fling: knocking a pie pan from under a raw egg which then falls straight down into a container of water. Newton's Laws are projected on an overhead in constant view of the students, and an ELMO is used to give a live, big-screen view to engage even those in the back of the large lecture room. Students make predictions, watch the demo, then refine or correct predictions as we discuss which laws are illustrated. The Laws are later related to students’ science fiction books and the GEMS Moons of Jupiter activity. Reading classic science fiction books allows students to see how our understanding of the universe and our technology have changed over the last 150 years, also adding a writing component to the class. Student preceptors are critical to the success of this approach, leading small group discussions that could not easily be done with the whole class. Preceptors receive training before they lead activities or discussions with groups of 10 to 15 peers. Students do live sky observations and informal measurements to track the motion and phases of the Moon against the background stars, but use technology (Heavens Above and Starry Night) to track and understand the rising and setting of the Sun and its relation to the reason for the seasons. Using a combination of live demonstrations with technology, short assessments, and student preceptors makes teaching a large group possible, effective, and fun.

Lebofsky, Larry A.; Moore, R. W.; Lebofsky, N. R.

2007-12-01

169

The ability of children to generalize selected science concepts  

NASA Astrophysics Data System (ADS)

The study investigated the ability of primary and elementary school subjects to generalize two science concepts, Insect and Animal with and without instruction in the form of a mental set. It also examined the effects of age, IQ, and sex on the ability of the children to generalize these concepts. Two instruments measuring the ability to generalize the concepts Insect and Animal were developed. The results indicate that of the independent variables investigated, age and mental set significantly affected the ability to generalize the concepts Insect and Animal. It was found that the younger children's concepts were least developed and with age these concepts became more developed and more conceptual in nature. The ability to use information given in a mental set was found to be a function of age. The children in this study were more able to generalize the concept Insect than the concept Animal. The results suggest that children with age and instruction axe better able to master less general concepts than more geaeral ones. In addition, the study demonstrated that children are able to improve their learning of general concepts provided a great number and variety of instances and noninstances of the concept are used in the instruction.It was also found that the younger children were more perceptually bound than the older children. The younger children were unable to overcome the pull of perceptual attractiveness that the noninstances held for them despite instruction. The results suggest that teachers of such children should be aware of the conceptual level of the content being taught to such children to ensure appropriate and meaningful learning takes place.

Abdullah, Kemal Bin; Lowell, Walter E.

170

Shunning the Bird's Eye View: General Science in the Schools of Ontario and Quebec  

NASA Astrophysics Data System (ADS)

This paper considers the adoption of general science courses in two Canadian provinces, Ontario and Quebec, during the 1930s. In Ontario, a few science teachers had followed the early general science movements in the United States and Britain with interest. During the 1930s, several developments made the cross-disciplinary, applied thrust of general science particularly appealing to Ontario educationists. These developments included a new demand for vocational education, renewed reservations about pedagogical rationales based on transfer of training, and a growing professional divide between high school science teachers and university scientists. Around the same time, scientists in the Quebec's French-language universities were engaged in a concerted campaign to expand the place of science in the province's francophone secondary schools. The province's prestigious classical colleges, which were the scientists' principal target for reform, privileged an inductive view of science that had little in common with the applied, cross-disciplinary emphasis of the general science courses gaining support in English-speaking school systems. In 1934, however, a popular American general science textbook was adopted in a workers' cooperative devoted to adult education. Comparing the fate of general science within these two education systems draws attention to the fact that general science made inroads in francophone Quebec but had little influence in public and private schools. In light of the growing support general science enjoyed elsewhere, we are led to explore why general science met with little overt interest by Quebec scientists pushing for school science reform during the 1930s.

Hoffman, Michelle

2013-04-01

171

SDSU General Catalog 2010-2011 237 Exercise and Nutritional Sciences  

E-print Network

by the School Master of Arts degree in kinesiology. Master of Science degree in exercise physiology. Master of Science degree in nutritional science and Master of Science degree in exercise physiology (concurrentSDSU General Catalog 2010-2011 237 ENS Exercise and Nutritional Sciences In the College

Gallo, Linda C.

172

158 SDSU General Catalog 2007-2008 Exercise and Nutritional Sciences  

E-print Network

physiology. Master of Science degree in nutritional science and Master of Science degree in exercise158 SDSU General Catalog 2007-2008 Exercise and Nutritional Sciences In the College of Professional Studies and Fine Arts OFFICE: Exercise and Nutritional Sciences 351 TELEPHONE: 619-594-5541 Accredited

Gallo, Linda C.

173

Ecological Optimism in the Social Sciences: The Question of Limits to Growth.  

ERIC Educational Resources Information Center

Reviews various social science models of man designed to explain the issue of limits to growth for human societies. Presents arguments often advanced by proponents of pessimistic and optimistic schools of thought regarding whether society will be successfully able to deal with the limits to growth controversy. (Author/DB)

Luten, Daniel B.

1980-01-01

174

The Question of Education Science: "Experiment"ism Versus "Experimental"ism  

ERIC Educational Resources Information Center

The ascendant view in the current debate about education science -- experimentism -- is a reassertion of the randomized experiment as the methodological gold standard. Advocates of this view have ignored, not answered, long-standing criticisms of the randomized experiment: its frequent impracticality, its lack of external validity, its confinement…

Howe, Kenneth R.

2005-01-01

175

High-seas Biodiversity and Genetic Resources: Science and Policy Questions  

NSDL National Science Digital Library

Global efforts to protect marine genetic resources and high-seas biodiversity peak in 2010, a very eventful year for the conservation and study of high-seas biodiversity, with developments that put relevant policy and scientific directions at a significant crossroads. With these timely developments come important conservation, equity, and research questions: How do we protect deep-seas biodiversity against irresponsible exploitation in hard-to-monitor areas? How do we equitably govern the use of marine genetic resources while also fostering advanced scientific research?

Richard Blaustein (freelance writer; )

2010-06-01

176

FYI: The AIP Bulletin of Science Policy News Skeptical Appropriators Question FY 2013 DOE Office of Science Budget Request  

E-print Network

are to be expected at any congressional hearing. Examples this year include NASA's requested increase in funding, and at times outright hostility to, an administration's proposal to reduce or terminate program funding for the James Webb Space Telescope and a reduction in funding for the Planetary Sciences program. Similar

177

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232

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Cancer.gov

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question_1296786622 — Provocative Questions  

Cancer.gov

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question_1414062103 — Provocative Questions  

Cancer.gov

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question_1297424940 — Provocative Questions  

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238

question_1309209336 — Provocative Questions  

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239

question_1297125849 — Provocative Questions  

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240

question_1328804555 — Provocative Questions  

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241

question_1296513894 — Provocative Questions  

Cancer.gov

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242

question_1298614465 — Provocative Questions  

Cancer.gov

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243

question_1333398119 — Provocative Questions  

Cancer.gov

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244

question_1296786512 — Provocative Questions  

Cancer.gov

An exciting development in this area that would be encouraged by attempting to answer this important question, is the connection between the observations of cancer risk modulation by epidemiologists and immune mechanisms that appear to be involved, described by immunologists.

245

question_1296759663 — Provocative Questions  

Cancer.gov

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question_1296830406 — Provocative Questions  

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question_1302559585 — Provocative Questions  

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248

question_1296401928 — Provocative Questions  

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249

question_1302203772 — Provocative Questions  

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250

question_1413469312 — Provocative Questions  

Cancer.gov

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251

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Cancer.gov

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252

question_1410546275 — Provocative Questions  

Cancer.gov

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253

question_1409976519 — Provocative Questions  

Cancer.gov

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254

question_1302099820 — Provocative Questions  

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255

question_1298942394 — Provocative Questions  

Cancer.gov

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256

question_1296826063 — Provocative Questions  

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258

question_1302560270 — Provocative Questions  

Cancer.gov

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259

question_1410844360 — Provocative Questions  

Cancer.gov

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260

question_1329194782 — Provocative Questions  

Cancer.gov

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261

question_1299173164 — Provocative Questions  

Cancer.gov

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262

question_1296849841 — Provocative Questions  

Cancer.gov

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263

question_1314052528 — Provocative Questions  

Cancer.gov

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264

question_1410954604 — Provocative Questions  

Cancer.gov

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265

question_1410954609 — Provocative Questions  

Cancer.gov

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266

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Cancer.gov

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267

question_1299539367 — Provocative Questions  

Cancer.gov

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268

question_1296057192 — Provocative Questions  

Cancer.gov

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269

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Cancer.gov

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270

question_1409740665 — Provocative Questions  

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271

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Cancer.gov

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272

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Cancer.gov

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273

question_1309360864 — Provocative Questions  

Cancer.gov

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274

question_1414730345 — Provocative Questions  

Cancer.gov

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275

question_1313450002 — Provocative Questions  

Cancer.gov

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276

question_1409209586 — Provocative Questions  

Cancer.gov

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277

Shunning the Bird's Eye View: General Science in the Schools of Ontario and Quebec  

ERIC Educational Resources Information Center

This paper considers the adoption of general science courses in two Canadian provinces, Ontario and Quebec, during the 1930s. In Ontario, a few science teachers had followed the early general science movements in the United States and Britain with interest. During the 1930s, several developments made the cross-disciplinary, applied thrust of…

Hoffman, Michelle

2013-01-01

278

Interpretation of Assessment Results in General Education Sciences Laboratories: the TA Effect  

NASA Astrophysics Data System (ADS)

A significant part of student learning relates to the way the student is taught. Assessment of class goals with multiple sections needs to take into account complexity introduced by having several teaching assistants (TAs). The TAs bring different levels of expertise in the subject matter, in pedagogy, and self confidence, creating highly variable experiences for the students in the classroom. It was observed that assessment results for a general education sciences laboratory are skew by the novice TAs in two ways. First, the inexperienced TA may cover material superficially, where the students are not given the tools to reason at higher orders of thinking. For example, students may be able to recall information, but they will not be able to thoroughly evaluate a given situation using the material learned in the lab. Second, the novice TA may teach to a question. Thus, the students in her/his section will have disproportional high scores in the assessment. To minimize the effects that novice TAs may have on assessment, it is very important to properly screen and train the TAs on the subject matter and on pedagogical issues. These steps will minimize the effects that novice TAs may have on the assessment results, but will not eliminate them. Thus, it is important to design the assessment tool to be as transparent to TA shortcomings as possible and try to get to the student understanding. Common assessment tools used for laboratory settings with large number of students include lab work and exams. Results of assessment of lab work are easier to compare when there is a clear rubric for students and TAs. Furthermore, the effect of the novice TA may be minimized because in the laboratory setting, students are encouraged to work together and to answer each other questions. Thus, allowing for more self-guiding by the students. For exams to be meaningful assessment tools, the TAs must have input on designing the exams. However, consensus must be reached on the wording of the questions so that students in all sections will be asked the same question. Ideally, the assessment questions will be prepared after the lab has been taught so the less experience TAs do not teach to the question. Regardless of the assessment tool used, it is important to take more than one sample per section (e.g. three samples per section) to draw meaningful conclusion on whether or not the assessment results are biased by inexperience TAs.

Patino, L. C.

2003-12-01

279

The science\\/technology interaction: Implications for science literacy  

Microsoft Academic Search

Science literacy includes understanding technology. This raises questions about the role of technology in science education as well as in general education. To explore these questions, this article begins with a brief history of technology education as it relates to science education and discusses how new conceptions of science and technological literacy are moving beyond the dichotomies that formerly characterized

Fernando Cajas

2001-01-01

280

question_1410159378 — Provocative Questions  

Cancer.gov

Looking at cell to cell differences within a tumor bed, contributed by either DNA mutations, epigenetic or post-translational modifications (PTM) or miRNA mediated control switches or even a combination of all these, the question rise how to best design a personalized drug trial?

281

question_1296796037 — Provocative Questions  

Cancer.gov

If this important question is answered we would be able to develop a highly tailored therapeutic approach for cancers. Actually, inflammatory type of the anti-tumor immune response such as IFN-g can also induce initial tumor inhibition but eventual tumor escape and progression.

282

question_1411473029 — Provocative Questions  

Cancer.gov

Gemcitabine is a widely used drug for pancreatic cancer therapy, but due to poor prognosis this drug is now in question. Cells resistance to gemcitabine activates EMT in the background, but the drug itself is a potential replication blocker and activates apoptosis, then why gemcitabine induced apoptosis activates a kind of fleeting mechanism (EMT) to get protection from apoptotic threat?

283

Computing Life: National Institute of General Medical Sciences  

NSDL National Science Digital Library

Computers are embedded in much of what we do, whether it's a form of instant communication or the navigation of city streets via a GPS unit. Computers have also proved to be extremely useful to scientific researchers, a fact not lost on the people at the National Institute of General Medical Sciences (NIGMS). The NIGMS has created this virtual online booklet titled "Computing Life" in order to inform young people about the various scientific and medical careers that are open to them and to educate people more generally about the role of computers in scientific inquiry and discovery. The homepage features a set of "Featured Topics" that contains video clips of researchers talking about their work, interactive games, and role-playing exercises. These intriguing topics include "Movie Mania", "The Next Top Protein Model", and "Made Possible By"". In the "Web Extras" area, visitors can watch short films (including a simulation of potential pandemic flu in the United States), listen and watch interviews, and take a crack at a crossword puzzle. Visitors who get hooked on the site may wish to sign up to receive updates via their RSS feed.

284

Welcome to Provocative Questions: The Unanswered Questions in Cancer Research — Provocative Questions  

Cancer.gov

The provocative questions initiative has assembled a list of 20 important questions from the research community to stimulate the NCI's research communities to use laboratory, clinical and population sciences in especially effective and imaginative ways to answer the questions.

285

question_1410236555 — Provocative Questions  

Cancer.gov

This is a great question. Gene-based targeting has contributed significantly to decrease mortality. Despite the unexplored black box of molecular mechanisms, these drugs were highly effective as first line of therapy. However over time, a percentage of patients were either non-responders or developed resistance. Our deep knowledge of molecular mechanisms has helped redesign some of the drugs, or established diagnostic tests to stratify patients that would benefit from such drugs.

286

question_1332002134 — Provocative Questions  

Cancer.gov

Sequencing of natural human tumors is teaching us invaluable lessons. It is becoming clear that the new dogmas created in the post genome era are being questioned. The previously suspected genetic heterogeneity of tumors is now proven on the sequence level. The extreme genetic heterogeneity of individual tumors and the existence of multiple tumors (not metastases) pose fundamental doubt on the prevailing dogma of targeted drug(s) and personalized treatments.

287

question_1303305591 — Provocative Questions  

Cancer.gov

This is an outstanding and intellectually-stimulating question which introduces a new way to translate more effectively metastasis research to the clinic. It is certainly worth exploring and badly needed. because, if positive, drugs could be immediately useful to help defined populations of patients. Per points, we agree that these are limited metastasis groups; however, results could at minimum justify moving forward to full adjuvant trials. Worthy cause given the "bottleneck" we experience nowadays since drugs are mostly not tested in metastasis prevention.

288

Assessing General Education Science Courses: A Portfolio Approach  

ERIC Educational Resources Information Center

Although the use of portfolios to assess student performance in K-12 science classrooms and to monitor the training of preservice science teachers is increasingly common, their implementation in undergraduate science courses is still limited. The work presented here represents one in-depth example of the integration of portfolio assessment into…

Offerdahl, Erika; Impey, Chris

2012-01-01

289

On the Meaning of Element in the Science of Italic Tradition, the Question of Physical Objectivity (and/or Physical Meaning) and Quantum Mechanics  

NASA Astrophysics Data System (ADS)

It is questioned: Is quantum mechanics a new science or a new (or rather old) philosophy of physical science? It is shown that Einstein's attempt in his article of 1935 to bring the concept of "element" from the classical (we call it Italic) philosophical-epistemological tradition, which goes under the names of Pythagoras Parmenides, Democritus, and Newton, into quantum mechanical theory is unclear, inadequate and contradictory.

Boscarino, Giuseppe

2006-06-01

290

Can Science Education Research Give an Answer to Questions posed by History of Science and Technology? The Case of Steam Engine's Measurement  

NASA Astrophysics Data System (ADS)

According to the principle of virtual velocities, if on a simple machine in equilibrium we suppose a slight virtual movement, then the ratio of weights or forces equals the inverse ratio of velocities or displacements. The product of the weight raised or force applied multiplied by the height or displacement plays a central role there. British engineers used the same product in the eighteenth century in order to measure steam engines’ effectiveness. The question is whether this measure was obviously empirical or had its origin in theory of mechanics and particularly in the principle of virtual velocities. According to science education research, this measure is not likely to have arisen intuitively and most probably could not have been formulated without any acquaintance with theory of mechanics.

Kanderakis, Nikos E.

2009-09-01

291

Science in Your Watershed - General Introduction and Hydrologic Definitions  

NSDL National Science Digital Library

Users can study an introduction to hydrologic techniques, questions, and processes. An extensive glossary of terms from the entire field of surface-water hydrology is included. References and a list of links to specific topics are also included.

292

I. ASCRC General Education Form Group Group XI Natural Science  

E-print Network

action, protein synthesis, mutation, and 3) population genetics, human diversity and the question to generation and development, 2) gene action, protein synthesis, mutation, and 3) population genetics exercise, protein synthesis exercise, and population genetics exercise. VII. Syllabus: Paste syllabus below

Vonessen, Nikolaus

293

Communicating the science of the 11-year sunspot cycle to the general public  

NASA Astrophysics Data System (ADS)

Astrophysics is one branch of science which excites the imagination of the general public. Pioneer science popularizers like George Gamow and Fred Hoyle wrote on different aspects of astrophysics. However, of late, we see a trend which I find disturbing. While it has become extremely fashionable to write popular science books on cosmology, other areas of astrophysics are grossly neglected.

Choudhuri, A. R.

2015-03-01

294

PURE (GENERAL) MATHEMATICS Department of Mathematics College of Arts and Sciences Florida State University  

E-print Network

PURE (GENERAL) MATHEMATICS Department of Mathematics College of Arts and Sciences Florida State of Science (BS) and Bachelor of Arts (BA) degrees, the Master of Science (MS) and Master of Arts (MA) degrees education, either for its own sake or as preparation for professional study in another field. Students

Bowers, Philip L.

295

376 SDSU General Catalog 2014-2015 OFFICE: Exercise and Nutritional Sciences 351  

E-print Network

science and Master of Science degree in exercise physiology (concurrent program). Major in foods states; influences of exercise and fitness; the physiological basis for diet therapy; nutrition problems376 SDSU General Catalog 2014-2015 OFFICE: Exercise and Nutritional Sciences 351 TELEPHONE: 619

Gallo, Linda C.

296

Delta Science Program Brown Bag Series Presents For questions, contact Gina Ford at (916) 445-0464 or Gina.Ford@deltacouncil.ca.gov  

E-print Network

Delta Science Program Brown Bag Series Presents For questions, contact Gina Ford at (916) 445-0464 or Gina.Ford@deltacouncil.ca.gov Habitat Characteristics that Made Delta Landscapes Unique: Perspectives the Delta, where native conditions have been absent for generations, historical ecology offers insight

297

Strategic Alignment of the Division of Earth Systems Science at Oregon State University Responses to Comments and Questions from SABRRC, Provost's Council, and Others  

E-print Network

Strategic Alignment of the Division of Earth Systems Science at Oregon State University Responses to Comments and Questions from SABRRC, Provost's Council, and Others April 29, 2010 The Division of Earth Earth's life support systems. These systems -- oceans, atmosphere, terrestrial, and hydrologic

Escher, Christine

298

question_1309956298 — Provocative Questions  

Cancer.gov

Cell culture, the propagation of cells in artificial environment conducive to growth, has become one of the major tools in life sciences. Human cells grown in laboratory, subjected to various (single or multiple) perturbations, are serving well in elucidating physico-biochemical mechanisms of response in investigations of physiology and biochemistry. In addition, cell strains and cell lines have extensively been used to identify molecular markers of disease, and recent advances in cell culture have facilitated propagating stem cells for clinical and research purposes.

299

Administration of the Science Education Project "Man: A Course of Study" (MACOS), National Science Foundation. Comptroller General's Report to the House Committee on Science and Technology.  

ERIC Educational Resources Information Center

In this report the Comptroller General of the General Accounting Office (GAO) examines National Science Foundation (NSF) policies, procedures, and practices for developing, evaluating, and implementing precollege science education projects and their specific applications to "Man: A Course of Study" (MACOS). The topics investigated indepth and…

Comptroller General of the U.S., Washington, DC.

300

SDSU General Catalog 2011-2012 415 Social Science  

E-print Network

, History, Political Science, Psychology, Religious Studies, Sociology, and Women's Studies. The major aims specific courses in Arabic, history, political science, religious studies, and women's studies as indicated of world history from the middle ages to recent times and of early American history, ninth grade subjects

Gallo, Linda C.

301

I. ASCRC General Education Form Group XI Natural Science  

E-print Network

there is ample uncertainty of how different plants will respond to climate change and whether such responses may lead to shifts in plant community composition with climate change. This is a very relevant question (at high elevations) will move up or down in response to climate change. Several predictions can

Vonessen, Nikolaus

302

On extracting design principles from biology: I. Method-General answers to high-level design questions for bioinspired robots.  

PubMed

When millions of years of evolution suggest a particular design solution, we may be tempted to abandon traditional design methods and copy the biological example. However, biological solutions do not often translate directly into the engineering domain, and even when they do, copying eliminates the opportunity to improve. A better approach is to extract design principles relevant to the task of interest, incorporate them in engineering designs, and vet these candidates against others. This paper presents the first general framework for determining whether biologically inspired relationships between design input variables and output objectives and constraints are applicable to a variety of engineering systems. Using optimization and statistics to generalize the results beyond a particular system, the framework overcomes shortcomings observed of ad hoc methods, particularly those used in the challenging study of legged locomotion. The utility of the framework is demonstrated in a case study of the relative running efficiency of rotary-kneed and telescoping-legged robots. PMID:25643176

Haberland, M; Kim, S

2015-01-01

303

Fermi Questions  

NSDL National Science Digital Library

Fermi questions emphasize estimation, numerical reasoning, communicating in mathematics, and questioning skills. Students often believe that word problems have one exact answer and that the answer is derived in a unique manner. Fermi questions encourage multiple approaches, emphasize process rather than the answer, and promote non-traditional problem solving strategies. The a href= /workshops/sum96/interdisc/sheila3.html Fermi Questions Library/a features classic Fermi questions with annotated solutions, a list of Fermi questions for use with students, Fermi questions with a Louisiana twist, and Fermi activities for the K-12 classroom. A Louisiana Lessons Web Activity.

Math Forum

2001-01-01

304

I. ASCRC General Education Form Group Social Sciences  

E-print Network

, wildfire is examined from perspectives of cultural/historical accounts (Native American burning to Smokey Bear and the growth of the Forest Service), as well as more science-based, ecological arguments

Vonessen, Nikolaus

305

Twenty-six key research questions in urban stream ecology: an assessment of the state of the science  

E-print Network

the mechanisms driving the urban stream syndrome remain unanswered. Identification of key research questions and online survey, 2) holding an open discussion on the questions at the Second Symposium on Urbanization and function responses (e.g., what are the sublethal impacts of urbanization on biota?), characteristics

Rosemond, Amy Daum

306

Science Anxiety and Gender in Students Taking General Education Science Courses  

Microsoft Academic Search

Earlier studies [Mallow, J. V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology 3: 227–238; Udo, M. K., Ramsey, G. P., Reynolds-Alpert, S., and Mallow, J. V. (2001). Does physics teaching affect gender-based science anxiety? Journal of Science Education and Technology 10: 237–247] of science anxiety in various student cohorts suggested that nonscience majors

M. K. Udo; G. P. Ramsey; J. V. Mallow

2004-01-01

307

414 SDSU General Catalog 2010-2011 Social Science  

E-print Network

specific courses in Arabic, history, political science, religious studies, and women's studies as indicated of world history from the middle ages to recent times and of early American history, ninth grade subjects is a multidisciplinary program, encompassing the faculties and courses of 12 departments­Africana Studies, American

Gallo, Linda C.

308

SDSU General Catalog 2007-2008 249 Social Science  

E-print Network

, History, Political Science, Psychology, Religious Stud- ies, Sociology, and Women's Studies. The major of world history from the middle ages to recent times and of early American history, ninth grade subjects­Africana Studies, American Indian Studies, Anthropology, Chicana and Chicano Studies, Econom- ics, Geography

Gallo, Linda C.

309

420 SDSU General Catalog 2012-2013 Social Science  

E-print Network

specific courses in Arabic, history, political science, religious studies, and women's studies as indicated of world history from the middle ages to recent times and of early American history, ninth grade subjects is a multidisciplinary program, encompassing the faculties and courses of 12 departments­Africana Studies, American

Gallo, Linda C.

310

Developing Civic Engagement in General Education Political Science  

ERIC Educational Resources Information Center

How can we promote student and civic engagement amongst our students? At Texas A&M University-Corpus Christi, the political science courses in the First Year Learning Communities Program have been using the "New York Times" as a supplemental reader to increase student engagement both inside and outside the classroom. The paper will examine the…

Huerta, Juan Carlos; Jozwiak, Joseph

2008-01-01

311

General Reference Tools, Subject Reference Tools in Science and Technology.  

ERIC Educational Resources Information Center

This publication reproduces 87 frames from a computer assisted instruction program designed as a course for library science students or as a refresher course for experienced reference librarians. It is noted that the program itself is run on an Apple II microcomputer and takes about 45 minutes to complete. The frames reproduced present information…

Moseley, James L.

312

The value of asking questions  

PubMed Central

Science begins by asking questions and then seeking answers. Young children understand this intuitively as they explore and try to make sense of their surroundings. However, science education focuses upon the end game of “facts” rather than the exploratory root of the scientific process. Encouraging questioning helps to bring the true spirit of science into our educational system, and the art of asking good questions constitutes an important skill to foster for practicing scientists. PMID:23486404

Vale, Ronald D.

2013-01-01

313

78 FR 70311 - National Institute of General Medical Sciences; Notice of Closed Meetings  

Federal Register 2010, 2011, 2012, 2013, 2014

...Place: Embassy Suites at the Chevy Chase Pavilion, 4300 Military Road NW., Washington, DC 20015. Contact Person: Lisa A. Newman, SCD, Scientific Review Officer, Office of Scientific Review, National Institute of General Medical Sciences,...

2013-11-25

314

78 FR 28601 - National Institute of General Medical Sciences; Notice of Closed Meetings  

Federal Register 2010, 2011, 2012, 2013, 2014

...applications. Place: DoubleTree by Hilton Bethesda, 8120 Wisconsin Avenue, Bethesda, MD 20814. Contact Person: Lisa A. Newman, SCD, Scientific Review Officer, Office of Scientific Review, National Institute of General Medical Sciences,...

2013-05-15

315

168 SDSU General Catalog 2013-2014 In the College of Sciences  

E-print Network

, biochemical, inorganic, organic, and physical chemistry. The Department of Chemistry and Biochemistry offers in chemistry such as analytical chemistry, biochemistry, chemical physics, inorganic chemistry, organic168 SDSU General Catalog 2013-2014 Chemistry In the College of Sciences OFFICE: Geology

Gallo, Linda C.

316

76 FR 10911 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013, 2014

...privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel; Research Centers in Wound Healing. Date: March 22, 2011. Time: 1 p.m. to 4 p.m. Agenda: To review and evaluate grant applications....

2011-02-28

317

75 FR 63497 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013, 2014

...invasion of personal privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel; Wound Healing Center Grant. Date: November 9, 2010. Time: 12 p.m. to 4 p.m. Agenda: To review and evaluate grant...

2010-10-15

318

77 FR 59936 - National Institute of General Medical Sciences Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013, 2014

...grant applications. Place: Marriott Courtyard 5520 Wisconsin Avenue Chevy Chase, MD 20815. Contact Person: Lisa A. Newman, SCD Scientific Review Officer Office of Scientific Review National Institute of General Medical Sciences National Institutes of...

2012-10-01

319

78 FR 8549 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013, 2014

...Place: Marriott Courtyard Chevy Chase, 5520 Wisconsin Avenue, Chevy Chase, MD 20815. Contact Person: Lisa A. Newman, SCD, Scientific Review Officer, Office of Scientific Review, National Institute of General Medical Sciences, National...

2013-02-06

320

78 FR 67374 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013, 2014

...Embassy Suites at the Chevy Chase Pavilion, 4300 Military Road NW., Washington, DC. Contact Person: Lisa A. Newman, SCD, Scientific Review Officer, Office of Scientific Review, National Institute of General Medical Sciences, National...

2013-11-12

321

Questioning Strategies  

NSDL National Science Digital Library

In this brief article from the Charles A. Dana Center at the University of Texas at Austin the best practices of questioning strategies are explained. The author illustrates the difference between an open and a closed question and provides examples of the five categories of questions that teachers should be asking. A bibliography of additional resources is included for further study.

2012-01-01

322

Four Questions  

ERIC Educational Resources Information Center

The author is pleased to introduce a new section in "TAJ," Four Questions. The structure is simple: four questions are asked to teaching artists working in various media and locations. The questions are always the same, but because each teaching artist's approach is unique, their answers will provide an insight into particular methodologies that…

Hark-Weber, Amara G., Ed.

2013-01-01

323

Examining Teachers' Instructional Moves Aimed at Developing Students' Ideas and Questions in Learner-Centered Science Classrooms  

NASA Astrophysics Data System (ADS)

Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers' instructional moves to elicit and develop students' ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students' ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers' differing strategies for eliciting students' ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers' enactments enabled them to work with students' ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse.

Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R.

2012-11-01

324

A Guide for Teaching General Science 1-2 (8th).  

ERIC Educational Resources Information Center

This guide was prepared as an aid to teachers of general science 1-2, grade 8. One of the major purposes of the guide is to assist the teachers in adopting a discovery-oriented approach in the classroom. The course is designed to prepare able students for the advanced science courses, grades 9-12. Teaching techniques, homework, laboratory…

Gay, Philip D.

325

376 SDSU General Catalog 2012-2013 In the College of Sciences  

E-print Network

mechanical tunneling has led to the tunnel diode; and solid state physics brought about the transistor376 SDSU General Catalog 2012-2013 Physics In the College of Sciences OFFICE: Physics 131 TELEPHONE: 619-594-6240 / FAX: 619-594-5485 E-MAIL: physdept@sciences.sdsu.edu http://www.physics

Gallo, Linda C.

326

SDSU General Catalog 2011-2012 371 In the College of Sciences  

E-print Network

; quantum mechanical tunneling has led to the tunnel diode; and solid state physics brought aboutSDSU General Catalog 2011-2012 371 PHYS Physics In the College of Sciences OFFICE: Physics 131 TELEPHONE: 619-594-6240 / FAX: 619-594-5485 E-MAIL: physdept@sciences.sdsu.edu http://www.physics

Gallo, Linda C.

327

382 SDSU General Catalog 2013-2014 In the College of Sciences  

E-print Network

; quantum mechanical tunneling has led to the tunnel diode; and solid state physics brought about382 SDSU General Catalog 2013-2014 Physics In the College of Sciences OFFICE: Physics 131 TELEPHONE: 619-594-6240 / FAX: 619-594-5485 E-MAIL: physdept@sciences.sdsu.edu http://www.physics

Gallo, Linda C.

328

Logic in general philosophy of science: old things and new things  

Microsoft Academic Search

This is a personal, incomplete, and very informal take on the role of logic in general philosophy of science, which is aimed\\u000a at a broader audience. We defend and advertise the application of logical methods in philosophy of science, starting with\\u000a the beginnings in the Vienna Circle and ending with some more recent logical developments.

Hannes Leitgeb

2011-01-01

329

150 SDSU General Catalog 2010-2011 In the College of Sciences  

E-print Network

biology. Emphasis in ecology. Emphasis in evolution and systematics. Emphasis in marine biology. Emphasis Biology, Ecology, Evolution and Systematics, Marine Biology, and Zoology. Special studies opportunities150 SDSU General Catalog 2010-2011 Biology In the College of Sciences OFFICE: Life Sciences 104

Gallo, Linda C.

330

Proposed Provocative Questions — Provocative Questions  

Cancer.gov

View all of the questions that have been submitted and see how they have been evaluated by peers. Submit your own evaluation of a submitted question, or leave a comment about a question (commenting requires log in or creation of your own PQ account).

331

General Education in Library and/or Information Science Education and Training  

ERIC Educational Resources Information Center

Literature on general education in higher education generally and in library and/or information science education and training specifically, is reviewed. Drawing from this review and from the findings of an empirical study conducted in South Africa, this article discusses curriculum development in LIS education and training in both the university…

Raju, J.

2004-01-01

332

PROBABILITY ESTIMATES OF THE CAPACITIES OF INTERMEDIATE PUPILS TO UNDERSTAND SELECTED PHYSICAL SCIENCE GENERALIZATIONS. FINAL REPORT.  

ERIC Educational Resources Information Center

THE CAPACITY OF INTERMEDIATE PUPILS TO UNDERSTAND AND RETAIN GENERALIZATIONS RELATED TO SIMPLE MACHINES, ELECTRICAL ENERGY, AND HEAT ENERGY WAS INVESTIGATED. A STRATIFIED RANDOM SAMPLE OF APPROXIMATELY 1,200 FOURTH, FIFTH, AND SIXTH GRADE PUPILS WAS SELECTED FROM THE METROPOLITAN DETROIT AREA. GENERALIZATIONS FOR THE THREE PHYSICAL SCIENCE AREAS…

SMITH, GARY R.

333

The Generalized Principle of the Golden Section and its applications in mathematics, science, and engineering  

Microsoft Academic Search

The “Dichotomy Principle” and the classical “Golden Section Principle” are two of the most important principles of Nature, Science and also Art. The Generalized Principle of the Golden Section that follows from studying the diagonal sums of the Pascal triangle is a sweeping generalization of these important principles. This underlies the foundation of “Harmony Mathematics”, a new proposed mathematical direction.

A. P. Stakhov

2005-01-01

334

Roadmap: Electrical/Electronic Engineering Technology Electrical Engineering Technology (General) Associate of Applied Science  

E-print Network

Roadmap: Electrical/Electronic Engineering Technology ­ Electrical Engineering Technology (General ­ Electrical Engineering Technology (General) ­ Associate of Applied Science [RE-AAS-EEET-EETG] Regional Important Notes Semester One: [17 Credit Hours] EERT 12000 Electric Circuits I 4 MERT 12000 Engineering

Sheridan, Scott

335

5/26/12 11:13 AMGeneral questions about the Mathematics standards | Tools for the Common Core Standards Page 1 of 45http://commoncoretools.me/2012/04/02/general-questions-about-the-standards/#comments  

E-print Network

5/26/12 11:13 AMGeneral questions about the Mathematics standards | Tools for the Common Core for the Common Core Standards News about tools that are being developed to support implementation of the Common:13 AMGeneral questions about the Mathematics standards | Tools for the Common Core Standards Page 2 of 45http

Zakharov, Vladimir

336

Using science centers to expose the general public to the microworld  

SciTech Connect

Despite the remarkable progress in the past decades in understanding our Universe, we particle physicists have failed to communicate the wonder, excitement, and beauty of these discoveries to the general public. I am sure all agree there is a need, if our support from public funds is to continue at anywhere approximating the present level, for us collectively to educate and inform the general public of what we are doing and why. Informal science education and especially science and technology centers can play an important role in efforts to raise public awareness of particle physics in particular and of basic research in general. Science Centers are a natural avenue for particle physicists to use to communicate with and gain support from the general public.

Malamud, E. [Fermi National Accelerator Lab., Batavia, IL (United States)]|[Science and Technology Interactive Center, Aurora, IL (United States)

1994-08-01

337

Essential Questions  

ERIC Educational Resources Information Center

The secret to teaching may be as simple as asking students good questions--and then giving them the opportunity to find the answers. The author shares how he uses essential questions that set the class off on an inquiry. Rather than consuming information that he distributes and then repeating it on a test, students carry out their own…

Wilhelm, Jeffrey D.

2012-01-01

338

Curiosity Questions  

ERIC Educational Resources Information Center

Have you ever found yourself lecturing a child, with the best of intentions, in an attempt to help him or her learn a lesson or process a situation in a manner that you feel will be productive? Curiosity questions, which the authors also call What and How questions, help children process an experience, event, or natural consequence so that they…

Nelsen, Jane; DeLorenzo, Chip

2010-01-01

339

Science, the public, and social elites: how the general public, scientists, top politicians and managers perceive science.  

PubMed

This paper finds that the Croatian public's and the social elites' perceptions of science are a mixture of scientific and technological optimism, of the tendency to absolve science of social responsibility, of skepticism about the social effects of science, and of cognitive optimism and skepticism. However, perceptions differ significantly according to the different social roles and the wider value system of the observed groups. The survey data show some key similarities, as well as certain specificities in the configuration of the types of views of the four groups--the public, scientists, politicians and managers. The results suggest that the well-known typology of the four cultures reveals some of the ideologies of the key actors of scientific and technological policy. The greatest social, primarily educational and socio-spatial, differentiation of the perceptions of science was found in the general public. PMID:22397082

Prpi?, Katarina

2011-11-01

340

The Rationale and Challenge for the Integration of Science Studies in the Revision of General Education Curricula  

ERIC Educational Resources Information Center

A broadened view of scientific literacy for general education revision is detailed, including the history, philosophy, and sociology of science and science and technology studies. We provide a case study from an interdisciplinary college, argue for the integration of science studies into general education curricula, and discuss barriers to success.

Hammer, Christy; Dusek, Val

2006-01-01

341

Key science questions from the second conference on early Mars: geologic, hydrologic, and climatic evolution and the implications for life.  

PubMed

In October 2004, more than 130 terrestrial and planetary scientists met in Jackson Hole, WY, to discuss early Mars. The first billion years of martian geologic history is of particular interest because it is a period during which the planet was most active, after which a less dynamic period ensued that extends to the present day. The early activity left a fascinating geological record, which we are only beginning to unravel through direct observation and modeling. In considering this time period, questions outnumber answers, and one of the purposes of the meeting was to gather some of the best experts in the field to consider the current state of knowledge, ascertain which questions remain to be addressed, and identify the most promising approaches to addressing those questions. The purpose of this report is to document that discussion. Throughout the planet's first billion years, planetary-scale processes-including differentiation, hydrodynamic escape, volcanism, large impacts, erosion, and sedimentation-rapidly modified the atmosphere and crust. How did these processes operate, and what were their rates and interdependencies? The early environment was also characterized by both abundant liquid water and plentiful sources of energy, two of the most important conditions considered necessary for the origin of life. Where and when did the most habitable environments occur? Did life actually occupy them, and if so, has life persisted on Mars to the present? Our understanding of early Mars is critical to understanding how the planet we see today came to be. PMID:16379524

Beaty, David W; Clifford, Stephen M; Borg, Lars E; Catling, David C; Craddock, Robert A; Des Marais, David J; Farmer, Jack D; Frey, Herbert V; Haberle, Robert M; McKay, Christopher P; Newsom, Horton E; Parker, Timothy J; Segura, Teresa; Tanaka, Kenneth L

2005-12-01

342

Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

343

Composing questions  

E-print Network

This dissertation motivates a new syntax and semantics for simplex and multiple wh-questions, concentrating on English and German data. The proposed theory combines Cable's (2007; 2010) Q-based syntax for wh-movement and ...

Kotek, Hadas

2014-01-01

344

UNIVERSITY OF CALIFORNIA, BERKELEY Responses to Questions on the Future of University Nuclear Science and Engineering Programs  

E-print Network

Science and Engineering Programs by Professor Daniel M. Kammen University of California, Berkeley 1. Ms of these would be nuclear engineers? As described below, my estimate for the number of new engineers needed is under 1,000. At present 20% of nuclear engineering graduates enter the commercial nuclear energy work

Kammen, Daniel M.

345

Asking the Right Questions  

ERIC Educational Resources Information Center

As a student teacher at Nottingham Trent University, the author explored the issues surrounding children asking investigable questions in science and the repertoire of strategies that could be employed by teachers in the classroom to support this process. His project was carried out in an inner-city primary school in Nottingham. The four focus…

Lord, Rob

2011-01-01

346

Provocative Questions feedback — Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

347

Conceptions of the Nature of Science--Are They General or Context Specific?  

ERIC Educational Resources Information Center

The study investigates the relationship between general and context-specific conceptions of the nature of science (NOS). The categorization scheme by Osborne et al. (J Res Sci Teach 40:692-720, "2003") served as the theoretical framework of the study. In the category "nature of scientific knowledge", the certainty, development, simplicity,…

Urhahne, Detlef; Kremer, Kerstin; Mayer, Juergen

2011-01-01

348

I. ASCRC General Education Form Group Group VII Social Science AND  

E-print Network

, societies, and social problems examined in class are based on historical and c1 I. ASCRC General Education Form Group Group VII Social Science AND Group X: Indigenous and Global with an introduction to the cultures, societies, and contemporary social problems of Southeast Asia. IV. Criteria

Vonessen, Nikolaus

349

Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course  

ERIC Educational Resources Information Center

To enhance students' critical thinking in an undergraduate general science course, we designed and implemented active learning modules by incorporating group-based learning with authentic tasks, scaffolding, and individual reports. This study examined the levels of critical thinking students exhibited in individual reports and the students'…

Kim, Kyoungna; Sharma, Priya; Land, Susan M.; Furlong, Kevin P.

2013-01-01

350

IFLA General Conference, 1984. Special Libraries Division. Section on Science and Technology Libraries. Papers.  

ERIC Educational Resources Information Center

Papers on scientific/technical information and libraries presented at the 1984 IFLA general conference include: (1) "Library Ethics and the Special Library Network in Science and Technology" (Dieter Schmidmaier, East Germany); (2) "The Dissemination of Patent Information by Libraries: An Example Demonstrating the Necessity of Libraries in the…

International Federation of Library Associations, The Hague (Netherlands).

351

General system theory: Toward a conceptual framework for science and technology education for all  

Microsoft Academic Search

In this paper we suggest using general system theory (GST) as a unifying theoretical framework for “science and technology education for all.” Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the

David Chen; Walter Stroup

1993-01-01

352

Primary School Science: Implementation of Domain-General Strategies into Teaching Didactics  

ERIC Educational Resources Information Center

In the present study we present a didactic method to help children aged 11 and 12 learn science in such a way as to enable a dynamic interaction between domain general strategies and the development of conceptual knowledge, whilst each type of scientific process has been considered (forming of hypotheses, experimenting and evaluating). We have…

Dejonckheere, Peter J. N.; Van de Keere, Kristof; Tallir, Isabel; Vervaet, Stephanie

2013-01-01

353

SDSU General Catalog 2012-2013 167 In the College of Sciences  

E-print Network

, biochemical, inorganic, organic, and physical chemistry. The Department of Chemistry and Biochemistry offers in chemistry such as analytical chemistry, biochemistry, chemical physics, inorganic chemistry, organicSDSU General Catalog 2012-2013 167 CHEM Chemistry In the College of Sciences OFFICE: Geology

Gallo, Linda C.

354

SDSU General Catalog 2011-2012 167 In the College of Sciences  

E-print Network

, biochemical, inorganic, organic, and physical chemistry. The Department of Chemistry and Biochemistry offers in chemistry such as analytical chemistry, biochemistry, chemical physics, inorganic chemistry, organicSDSU General Catalog 2011-2012 167 CHEM Chemistry In the College of Sciences OFFICE: Geology

Gallo, Linda C.

355

SDSU General Catalog 2010-2011 163 In the College of Sciences  

E-print Network

, biochemical, inorganic, organic, and physical chemistry. The Department of Chemistry and Biochemistry offers in chemistry such as analytical chemistry, biochemistry, chemical physics, inorganic chemistry, organicSDSU General Catalog 2010-2011 163 CHEM Chemistry In the College of Sciences OFFICE: Geology

Gallo, Linda C.

356

77 FR 30019 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013, 2014

...invasion of personal privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel; COBRE (P20). Date: June 12-13, 2012. Time: 8:00 a.m. to 5:00 p.m. Agenda: To review and evaluate grant...

2012-05-21

357

78 FR 63231 - National Institute of General Medical Sciences; Notice of Closed Meetings  

Federal Register 2010, 2011, 2012, 2013, 2014

...unwarranted invasion of personal privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel P20 INBRE Applications. Date: October 29, 2013. Time: 8:00 a.m. to 6:00 p.m. Agenda: To review and evaluate...

2013-10-23

358

77 FR 31627 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013, 2014

...invasion of personal privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel COBRE (P20). Date: June 19-20, 2012. Time: 8:00 a.m. to 5:00 p.m. Agenda: To review and evaluate grant...

2012-05-29

359

78 FR 70566 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013, 2014

...invasion of personal privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel; Review of P20 INBRE Applications. Date: December 16, 2013. Time: 8:00 a.m. to 5:00 p.m. Agenda: To review and evaluate...

2013-11-26

360

75 FR 30408 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013, 2014

...invasion of personal privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel, Wound Healing and Biofilms. Date: June 18, 2010. Time: 12:30 p.m. to 5 p.m. Agenda: To review and evaluate grant...

2010-06-01

361

Student Expectations, University Goals: Looking for Alignment in General Education Science  

ERIC Educational Resources Information Center

This action research dissertation explores the alignment of university goals, faculty practice, and student expectations for general education natural science courses as a first step to understanding how best to restructure the program to ensure that students are learning in alignment with university stated goals for this aspect of their…

Ericson, Rebecca J.

2012-01-01

362

General System Theory: Toward a Conceptual Framework for Science and Technology Education for All.  

ERIC Educational Resources Information Center

Suggests using general system theory as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics, the ability to represent the relationship between microlevel and…

Chen, David; Stroup, Walter

1993-01-01

363

124 SDSU General Catalog 2014-2015 OFFICE: Exercise and Nutritional Sciences 385  

E-print Network

and high growth potential. For qualified students, two, three, or four-year scholarships are available students during the summer between the sophomore and junior years. Field training emphasizes military124 SDSU General Catalog 2014-2015 OFFICE: Exercise and Nutritional Sciences 385 TELEPHONE: 619

Gallo, Linda C.

364

What is a Question?  

NASA Technical Reports Server (NTRS)

A given question can be defined in terms of the set of statements or assertions that answer it. Application of the logic of inference to this set of assertions allows one to derive the logic of inquiry among questions. There are interesting symmetries between the logics of inference and inquiry; where probability describes the degree to which a premise implies an assertion, there exists an analogous quantity that describes the bearing or relevance that a question has on an outstanding issue. These have been extended to suggest that the logic of inquiry results in functional relationships analogous to, although more general than, those found in information theory. Employing lattice theory, I examine in greater detail the structure of the space of assertions and questions demonstrating that the symmetries between the logical relations in each of the spaces derive directly from the lattice structure. Furthermore, I show that while symmetries between the spaces exist, the two lattices are not isomorphic. The lattice of assertions is described by a Boolean lattice 2(sup N) whereas the lattice of real questions is shown to be a sublattice of the free distributive lattice FD(N) = 2(sup 2(sup N)). Thus there does not exist a one-to-one mapping of assertions to questions, there is no reflection symmetry between the two spaces, and questions in general do not possess unique complements. Last, with these lattice structures in mind, I discuss the relationship between probability, relevance and entropy.

Knuth, Kevin H.; Clancy, Daniel (Technical Monitor)

2002-01-01

365

Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration  

NASA Technical Reports Server (NTRS)

The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

2004-01-01

366

All data analyzed and presented by David Slotnick; Associate Director, Research and Technology. Please contact cce-tech@columbia.edu with any questions. 2011 Graduating Student Survey Results: Graduate School of Arts and Sciences  

E-print Network

. Please contact cce-tech@columbia.edu with any questions. 2011 Graduating Student Survey Results: Graduate School of Arts and Sciences All numbers represent the percentage of Graduate School of Arts and Sciences (GSAS) students who selected a particular response on the 2011 Graduating Student Survey. 43.9% of all

Hone, James

367

All data analyzed and presented by David Slotnick; Associate Director, Research and Technology. Please contact cce-tech@columbia.edu with any questions. 2013 Graduating Student Survey Results: Graduate School of Arts and Sciences (GSAS)  

E-print Network

and Sciences students who selected a particular response on the 2013 Graduating Student Survey. 35.8% of all. Please contact cce-tech@columbia.edu with any questions. 2013 Graduating Student Survey Results: Graduate School of Arts and Sciences (GSAS) All numbers represent the percentage of Graduate School of Arts

Hone, James

368

All data analyzed and presented by David Slotnick; Associate Director, Research and Technology. Please contact cce-tech@columbia.edu with any questions. 2013 Graduating Student Survey Results: The Fu Foundation School of Engineering and Applied Science -  

E-print Network

. Please contact cce-tech@columbia.edu with any questions. 2013 Graduating Student Survey Results: The Fu Foundation School of Engineering and Applied Science - Graduate (SEAS-Grad) All numbers represent the percentage of The Fu Foundation School of Engineering and Applied Science - Graduate students who selected

Hone, James

369

Judging How Heavily a Question is Loaded: A Pragmatic Method  

Microsoft Academic Search

The purpose of this paper is to improve the curriculum in the teaching of informal logic and critical thinking by throwing new light on a problem that is quite important in philosophy generally, and in the fields of statistics, political science and law, as well-the problem of how to evaluate loaded questions. The problem of dealing with fallacious or otherwise

DOUGLAS WALTON

1997-01-01

370

Questor's Question  

ERIC Educational Resources Information Center

Questor is a curious little bird whose four broad questions are helpful to anyone interested in making art or understanding the art of others. He was designed as a character in an online video for children, "Building on a River: Questor's Tale." The video is narrated by Questor, who relates the 2000 year history of architecture along the Salt…

Erickson, Mary; Dock, Michelle Nichols; Eldridge, Laurie

2009-01-01

371

Four Questions  

ERIC Educational Resources Information Center

Teaching artists often find themselves working in schools and communities that are new to them, whether these are situations close to home or farther afield. This issue of Four Questions highlights teaching artists who travel extensively as part of their teaching and artistic practices and bring their expertise, energy, and creativity to…

Hark-Weber, Amara G., Ed.

2013-01-01

372

General Education Engagement in Earth and Planetary Science through an Earth-Mars Analog Curriculum  

NASA Astrophysics Data System (ADS)

The successes of NASA rovers on Mars and new remote sensing imagery at unprecedented resolution can awaken students to the valuable application of Earth analogs to understand Mars processes and the possibilities of extraterrestrial life. Mars For Earthlings (MFE) modules and curriculum are designed as general science content introducing a pedagogical approach of integrating Earth science principles and Mars imagery. The content can be easily imported into existing or new general education courses. MFE learning modules introduce students to Google Mars and JMARS software packages and encourage Mars imagery analysis to predict habitable environments on Mars drawing on our knowledge of extreme environments on Earth. "Mars Mission" projects help students develop teamwork and presentation skills. Topic-oriented module examples include: Remote Sensing Mars, Olympus Mons and Igneous Rocks, Surface Sculpting Forces, and Extremophiles. The learning modules package imagery, video, lab, and in-class activities for each topic and are available online for faculty to adapt or adopt in courses either individually or collectively. A piloted MFE course attracted a wide range of non-majors to non-degree seeking senior citizens. Measurable outcomes of the piloted MFE curriculum were: heightened enthusiasm for science, awareness of NASA programs, application of Earth science principles, and increased science literacy to help students develop opinions of current issues (e.g., astrobiology or related government-funded research). Earth and Mars analog examples can attract and engage future STEM students as the next generation of earth, planetary, and astrobiology scientists.

Chan, M. A.; Kahmann-Robinson, J. A.

2012-12-01

373

The undergraduate curriculum of Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak in terms of Harden's 10 questions.  

PubMed

The curriculum of the Faculty of Medicine and Health Sciences (FMHS) is designed particularly to cater for the health needs of the State of Sarawak, Malaysia. The framework of the curriculum is built on four strands: biological knowledge, clinical skills, behavioural and population aspects. The training is community based and a graduate of FMHS is expected to possess the ability to deal with many ethnic groups with different cultures and beliefs; expertise in tropical infectious diseases; skills to deal with emergencies such as snakebite and near drowning; qualities of an administrator, problem-solver and community leader; and proficiency in information and communication technology. The content of the curriculum strives for commitment to lifelong learning and professional values. The FMHS has adopted a 'mixed economy' of education strategies and a 'mixed menu approach' to test a wide range of curriculum outcomes. The FMHS fosters intellectual and academic pursuits, encourages friendliness and a sense of social responsibility and businesslike efficiency. PMID:12623455

Malik, Alam Sher; Malik, Rukhsana Hussain

2002-11-01

374

Computational Math, Science, and Technology (C-MST) Approach to General Ed  

NSDL National Science Digital Library

In this paper, we present a computational approach to teaching general education courses that expose students to science and computing principles in engaging contexts, including modeling and simulation, games, and history. The courses use scalable curriculum modules organized in layers of increasing difficulties in order to balance learning challenges and student abilities. We describe the computational pedagogy followed in these modules and courses, with particular attention to the simulation-based course, namely introduction to computational science, to present a case study for those considering similar initiatives.

Osman Yasar

375

Research Questions and Hypotheses  

NSDL National Science Digital Library

This first section guides students to ask testable questions, and formulate hypotheses and null hypotheses. Students also become familiar with the parts of a science research report. This structure reinforces the concepts of quantitative observations and comparative research. It also sets the stage for doing statistical testing. At the end of the first section, students are ready to ask a research question and formulate hypotheses for their Long-Term Research Projects (LTRP). Students finish the section by drafting the introduction paragraphs for their LTRP poster presentations. In this free section you will find Lesson 1--Ooze Observations, an Introduction and the Table of Contents.

Ashley Steel

2001-01-01

376

Bachelor of Science, Health Science Studies, General Health Emphasis, 2013-2014 Name ID# Date  

E-print Network

. Students who intend to apply to colleges of medicine or dentistry should take CHEM 307, 308, 309, 310 to College Writing 3 ENGL 102 Intro to College Writing and Research 3 UF 100 Intellectual Foundations 3 UF 3 General Health Emphasis CHEM 102, 102L or CHEM 112, 112L 4 HLTHST 207 Nutrition 3 HLTHST 304

Barrash, Warren

377

Bachelor of Science, Health Science Studies, General Health Emphasis, 2014-2015 Name ID# Date  

E-print Network

. Students who intend to apply to colleges of medicine or dentistry should take CHEM 307, 308, 309, 310 to College Writing 3 ENGL 102 Intro to College Writing and Research 3 UF 100 Intellectual Foundations 3 UF 3 General Health Emphasis CHEM 102, 102L or CHEM 112, 112L 4 HLTHST 207 Nutrition 3 HLTHST 304

Barrash, Warren

378

Interview Questions with Bentham Scientific  

NASA Technical Reports Server (NTRS)

John Mather answers questions for an interview for the Bentham Science Newsletter. He covers topics ranging from his childhood, his professional career and his thoughts on research, technology and today's scientists and engineers.

Mather, John C.

2013-01-01

379

Asking Research Questions: Theoretical Presuppositions  

ERIC Educational Resources Information Center

Asking significant research questions is a crucial aspect of building a research foundation in computer science (CS) education. In this article, I argue that the questions that we ask are shaped by internalized theoretical presuppositions about how the social and behavioral worlds operate. And although such presuppositions are essential in making…

Tenenberg, Josh

2014-01-01

380

Asking Questions, All the Time  

NSDL National Science Digital Library

The ability to ask and answer questions while reading is essential to comprehension. This article discusses instructional strategies used to teach questioning and provides many online resources. The article appears in the free, online magazine Beyond Weather and the Water Cycle, which explores the seven essential principles of the climate sciences for teachers in k-grade 5 classrooms.

Jessica Fries-Gaither

381

Questions Submitted Online — Provocative Questions  

Cancer.gov

Sequencing of natural human tumors is teaching us invaluable lessons. It is becoming clear that the new dogmas created in the post genome era are being questioned. The previously suspected genetic heterogeneity of tumors is now proven on the sequence level. The extreme genetic heterogeneity of individual tumors and the existence of multiple tumors (not metastases) pose fundamental doubt on the prevailing dogma of targeted drug(s) and personalized treatments.

382

Exam Question Exchange.  

ERIC Educational Resources Information Center

Two exam questions are presented. One suitable for advanced undergraduate or beginning graduate courses in organic chemistry, is on equivalent expressions for the description of several pericyclic reactions. The second, for general chemistry students, asks for an estimation of the rate of decay of a million-year-old Uranium-238 sample. (BB)

Alexander, John J., Ed.

1978-01-01

383

Postdoctoral Training in the Biomedical Sciences. An Evaluation of NIGMS [National Institute of General Medical Sciences] Postdoctoral Traineeship and Fellowship Programs.  

ERIC Educational Resources Information Center

This document describes in detail a study of postdoctoral training in biomedical sciences. Highlights of the study indicate: (1) During the 1958-70 period, 8,685 postdoctorals, equally divided between MD's and PD's, were supported by the National Institute of General Medical Sciences (NIGMS), at a total cost of $86.5 million. (2) Directors of the…

National Academy of Sciences - National Research Council, Washington, DC. Commission on Human Resources.

384

Investigating the effectiveness of implementing the Science Writing Heuristic on student performance in general chemistry  

NASA Astrophysics Data System (ADS)

This research investigated the effectiveness at how the Science Writing Heuristic in the freshman chemistry laboratory for science and engineering majors at Iowa State University during the fall and spring semesters of the 2002--2003 academic year, was implemented. The Science Writing Heuristic (SWH) consists of two components, writing to learn strategies and conducting the laboratory session in a student-centered, guided-inquiry fashion. The writing component replaced the standard laboratory report with a series of questions that guided the students' critical thinking along the lines of scientific investigation. The writing process helped students construct knowledge. Also critical to the successful implementation of the SWH was conducting the laboratory experiments in a student-centered, guided-inquiry fashion. Through the SWH the students became engaged in meaningful scientific dialogue that promoted knowledge construction. For the SWH to be properly implemented, a classroom dynamic between the teacher and the students should be established. The teacher provides the framework within which the laboratory experiment is conducted and the students respond to that guidance by becoming engaged in the learning process. Results of the study showed that student scores improved when the teacher properly implemented the SWH, when the students responded positively to the implementation of the SWH, and when there was a proper classroom dynamic created between the teacher and the students. This study revealed that successful implementation of the SWH was beneficial to females and low ability students. This research also demonstrated a connection between the implementation of a learning strategy in the laboratory component of a course and the subsequent benefit in student performance in the lecture component of the course.

Poock, Jason Ray

385

Critical Questions in Wetland Science  

EPA Science Inventory

Wetlands are transitional between terrestrial and aquatic environments. As such, they perform important ecological functions (e.g., nutrient cycling, flood abatement) providing a variety of ecosystem services on which humans rely. Wetlands are also one of the world’s most e...

386

Peer Review-Based Scripted Collaboration to Support Domain-Specific and Domain-General Knowledge Acquisition in Computer Science  

ERIC Educational Resources Information Center

This study investigates the effectiveness of using peer review in the context of scripted collaboration to foster both domain-specific and domain-general knowledge acquisition in the computer science domain. Using a one-factor design with a script and a control condition, students worked in small groups on a series of computer science problems…

Demetriadis, Stavros; Egerter, Tina; Hanisch, Frank; Fischer, Frank

2011-01-01

387

The Science of Pizza: The Molecular Origins of Cheese, Bread, and Digestion Using Interactive Activities for the General Public  

ERIC Educational Resources Information Center

We describe a presentation on the science of pizza, which is designed for the general public including children ages 6 and older. The presentation focuses on the science of making and digesting cheese and bread. We highlight 4 major scientific themes: (1) how macromolecules such as carbohydrates and proteins are composed of atoms and small…

Rowat, Amy C.; Rosenberg, Daniel; Hollar, Kathryn A.; Stone, Howard A.

2010-01-01

388

Recommendations for describing statistical studies and results in general readership science and engineering journals.  

PubMed

This paper recommends how authors of statistical studies can communicate to general audiences fully, clearly, and comfortably. The studies may use statistical methods to explore issues in science, engineering, and society or they may address issues in statistics specifically. In either case, readers without explicit statistical training should have no problem understanding the issues, the methods, or the results at a non-technical level. The arguments for those results should be clear, logical, and persuasive. This paper also provides advice for editors of general journals on selecting high quality statistical articles without the need for exceptional work or expense. Finally, readers are also advised to watch out for some common errors or misuses of statistics that can be detected without a technical statistical background. PMID:21327724

Gardenier, John S

2012-12-01

389

How can a research library support the communication of science to the general public?  

NASA Astrophysics Data System (ADS)

How can an observatory library support the communication of science to the general public? We will describe how a highly specialised astronomical library can also play a key role in disseminating astronomical knowledge, making scientific results available across a wide range of levels, from professional to public to educational. This outreach activity requires several steps, ranging from the preliminary identification and scrutiny of sources to the production of new information material (e.g. maps, brochures, and DVDs). In particular, we will describe some recent experiences in the dissemination of astronomical information to the general public, especially teachers and children, analysing some results of this activity, such as a bibliography of Italian Astronomical Books for Children, a review of scientific books and other multimedia products.

Brunetti, F.; Gasperini, A.

2008-06-01

390

Teaching and learning the geological knowledge as a part of the science education general field  

NASA Astrophysics Data System (ADS)

Since the early 50s of last century the Teaching of Science has undergone a process of continuous development, (Gutiérrez, 1987; Aliberas, Gutierrez and Izquierdo, 1989) to become a scientific discipline largely accepted as such by many different universities worldwide. Besides, the proliferation of publications, magazines, conferences, symposia, meetings, and so on, proves this assertion. In these publications and meetings the Teaching of Science (or Science Education in more general terms) is addressed as a new field of research, teaching and educational innovation focused on the processes of teaching and learning of the experimental sciences (all of them: Physics, Chemistry, Biology and Geology). The study of this discipline is undertaken from different pedagogical, epistemological, psychological and sociological approaches. From this general perspective we can say that over the last two decades each of the sciences has developed specific characteristics so that, today, we could speak about specific didactics for each one of them. In the case of Geology (or Geoscience) Teaching there have been significant contributions from the following fields of research: the students' prior ideas (constructivist approach), the history of geology (as a subject-specific field) and from epistemology (Pedrinaci, E. 2000). The body of geoscience knowledge has an internal logic (as happens with the other science subjects) that allows us to organize the contents to teach, selecting, arranging and establishing proper relations between them. Still geology has a central, transverse, inter-and transdisciplinary character for its relationship with the other sciences. This character makes it appear as one of the disciplines with a huge potential to combine different methodologies of teaching and learning and different learning models already tested in the research field of Physics, Chemistry or Biology Education. Moreover, the most recent term coined for it "geosciences or earth and space sciences" emphasizes still further such character receiving the contributions of physics, chemistry, biology and environmental science in a kind of scientific-technical mixture which enriches the discipline itself and constitutes a fundamental basis for the evolution of knowledge in its broadest sense (Martinez Frias et al. 2008). In this paper we propose to show some of the experiences and didactic innovations in the teaching of geology found in the scientific literature in recent years and likewise part of an author's own work on the establishment of analogies on the time variable based on Carl Sagan's cosmic calendar. With these analogies we try to approximate geologic times to the understanding of high school and first university courses students (Aguirre-Perez, C. 2008) REFERENCES ALIBERAS, J. GUTIÉRREZ, R. and IZQUIERDO, M. (1989). La Didáctica de las Ciencias: Una empresa racional. Enseñanza de las Ciencias, 7 (3), pp. 227-284. GUTIÉRREZ, R. (1987). Psicología y aprendizaje de las Ciencias. El modelo de Ausubel. Enseñanza de las Ciencias, 5 (2), pp. 118-128. MARTÍNEZ FRÍAS, J. LUNAR, R. RODRÍGUEZ-LOSADA, J.A. EFF-DARWICH, A. and MADERO JARABO, J. (2008)"La Geología en la exploración planetaria (Geology inplanetary exploration). Geo-temas 10, pp. 1621-1624. PEDRINACI, E. (2000): La Enseñanza y el aprendizaje del conocimiento geológico. Didáctica de las Ciencias Experimentales. Teoría y Práctica de la Enseñanza de las ciencias, pp. 479-503. Ed. Marfil.

Aguirre-Pérez, Constancio

2010-05-01

391

Rethinking Drinking: Questions and Answers  

MedlinePLUS

... we will post answers to questions of general public interest. Please enter the characters you see in the box below, in order and separated by a space. This helps prevent automated programs from misusing this ...

392

A Twenty-Year Survey of Science Literacy among College Undergraduates  

ERIC Educational Resources Information Center

First results from a 20-year survey of science knowledge and attitudes toward science among undergraduates are presented. Nearly 10,000 students taking astronomy as part of a general education requirement answered a set of questions that overlap a science literacy instrument administered to the general public by the National Science Foundation.…

Impey, Chris; Buxner, Sanlyn; Antonellis, Jessie; Johnson, Elizabeth; King, Courtney

2011-01-01

393

A Thematic Review of Interactive Whiteboard Use in Science Education: Rationales, Purposes, Methods and General Knowledge  

NASA Astrophysics Data System (ADS)

In Turkey and many other countries, the importance of the interactive whiteboard (IWB) is increasing, and as a result, projects and studies are being conducted regarding the use of the IWB in classrooms. Accordingly, in these countries, many issues are being researched, such as the IWB's contribution to the education process, its use in classroom settings and problems that occur when using the IWB. In this context, the research and analysis of studies regarding the use of the IWB have important implications for educators, researchers and teachers. This study aims to review and analyze studies conducted regarding the use of the IWB in the field of science. Accordingly, as a thematic review of the research was deemed appropriate, extant articles available in the literature were analyzed using a matrix that consisted of general features (type of journal, year and demographic properties) and content features (rationales, aims, research methods, samples, data collections, results and suggestions). According to the findings, it was concluded that the studies regarding the use of IWBs were conducted due to deficiencies in the current literature. However, there are rare studies in which the reasons for the research were associated with the nature of science education. There were also studies that focused on the effects of the IWB on student academic success and learning outcomes. Within this context, it is evident that there is a need for further research concerning the use of IWBs in science education and for studies regarding the effect of IWBs on students' skills.

Ormanci, Ummuhan; Cepni, Salih; Deveci, Isa; Aydin, Ozhan

2015-01-01

394

Will the Real Author Come Forward? Questions of Ethics, Plagiarism, Theft and Collusion in Academic Research Writing  

ERIC Educational Resources Information Center

This paper raises some questions about academic authorial honesty under the headings of Plagiarism (including self-plagiarism), Theft, and Collusion. Compared with the medical sciences, the social sciences in general and education specifically, lag behind in terms of critical attention being paid to the problem of plagiarism, the peer review…

Sikes, Pat

2009-01-01

395

General Didactics and Instructional Design: eyes like twins A transatlantic dialogue about similarities and differences, about the past and the future of two sciences of learning and teaching.  

PubMed

Although General Didactics (GD) and Instructional Design (ID) have not shown many points of contact in the past, there are some obvious parellels from the perspective of their historical development. This will be examined in detail in this article. More specifically, we speak about model building, which has characterized General Didactics and Instructional Design for some decades. However, the models of General Didactics and Instructional Design are not problem-free with regard to the continuity and advancement of both disciplines. First, we will describe the historical roots of both disciplines and examine which elements of theory are of central importance. Second, we will try to answer the question of which kind of model building could be considered as predominant and what problems result from this predominance. In order to do this, we will describe empirical studies on the use of instructional models and discuss these studies from the perspective of the philosophy of science. Third, we will draw inferences for future processes of model building in order to prevent the same problems that happened in the past from happening again. Finally, we will discuss the issue of what General Didactics can learn from Instructional Design and vice versa. PMID:23961346

Zierer, Klaus; Seel, Norbert M

2012-01-01

396

IFLA General Conference, 1987. Division of Special Libraries. Biological and Medical Science Libraries Section. Social Science Libraries Section. Papers.  

ERIC Educational Resources Information Center

Six of the nine papers in this collection focus on biological and medical science libraries; the remaining three are concerned with social science libraries. The papers on biological and medical science libraries appear first in this list: (1) "Standards for Medical and Health Care Libraries: Canada" (Jan Greenwood, Canada); (2) "Standards for…

International Federation of Library Associations, The Hague (Netherlands).

397

A Reconstruction of Structure of the Atom and Its Implications for General Physics Textbooks: A History and Philosophy of Science Perspective  

Microsoft Academic Search

Recent research in science education has recognized the importance of history and philosophy of science. The objective of this study is to evaluate the presentation of the Thomson, Rutherford, and Bohr models of the atom in general physics textbooks based on criteria derived from history and philosophy of science. Forty-one general physics textbooks (all published in the United States) were

María A. Rodríguez; Mansoor Niaz

2004-01-01

398

A Reconstruction of Structure of the Atom and Its Implications for General Physics Textbooks: A History and Philosophy of Science Perspective  

ERIC Educational Resources Information Center

Recent research in science education has recognized the importance of history and philosophy of science. The objective of this study is to evaluate the presentation of the Thomson, Rutherford, and Bohr models of the atom in general physics textbooks based on criteria derived from history and philosophy of science. Forty-one general physics…

Rodriguez, Maria A.; Niaz, Mansoor

2004-01-01

399

Methods and successes of New York University workshops for science graduate students and post-docs in science writing for general audiences (readers and radio listeners)  

NASA Astrophysics Data System (ADS)

Scientists and science administrators often stress the importance of communication to the general public, but rarely develop educational infrastructures to achieve this goal. Since 2009, the Arthur L. Carter Journalism Institute at New York University has offered a series of basic and advanced writing workshops for graduate students and post-docs in NYU's eight scientific divisions (neuroscience, psychology, physics, biology, chemistry, mathematics, anthropology, and computer science). The basic methodology of the NYU approach will be described, along with successful examples of both written and radio work by students that have been either published or broadcast by general interest journalism outlets.

Hall, S. S.

2012-12-01

400

Does science education need the history of science?  

PubMed

This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can support the scientific education of the general public at a time when debates over "intelligent design" are raising major questions over the kind of science that ought to be available to children in their school curricula. It concludes by considering further work that might be undertaken to show how history of science could be of more general educational interest and utility, well beyond the closed academic domains in which historians of science typically operate. PMID:18702401

Gooday, Graeme; Lynch, John M; Wilson, Kenneth G; Barsky, Constance K

2008-06-01

401

General Principles for the welfare of animals in production systems: the underlying science and its application.  

PubMed

In 2012, the World Organisation for Animal Health adopted 10 'General Principles for the Welfare of Animals in Livestock Production Systems' to guide the development of animal welfare standards. The General Principles draw on half a century of scientific research relevant to animal welfare: (1) how genetic selection affects animal health, behaviour and temperament; (2) how the environment influences injuries and the transmission of diseases and parasites; (3) how the environment affects resting, movement and the performance of natural behaviour; (4) the management of groups to minimize conflict and allow positive social contact; (5) the effects of air quality, temperature and humidity on animal health and comfort; (6) ensuring access to feed and water suited to the animals' needs and adaptations; (7) prevention and control of diseases and parasites, with humane euthanasia if treatment is not feasible or recovery is unlikely; (8) prevention and management of pain; (9) creation of positive human-animal relationships; and (10) ensuring adequate skill and knowledge among animal handlers. Research directed at animal welfare, drawing on animal behaviour, stress physiology, veterinary epidemiology and other fields, complements more established fields of animal and veterinary science and helps to create a more comprehensive scientific basis for animal care and management. PMID:23899406

Fraser, David; Duncan, Ian J H; Edwards, Sandra A; Grandin, Temple; Gregory, Neville G; Guyonnet, Vincent; Hemsworth, Paul H; Huertas, Stella M; Huzzey, Juliana M; Mellor, David J; Mench, Joy A; Spinka, Marek; Whay, H Rebecca

2013-10-01

402

Automated question answering for clinical comparison questions   

E-print Network

This thesis describes the development and evaluation of new automated Question Answering (QA) methods tailored to clinical comparison questions that give clinicians a rank-ordered list of MEDLINE® abstracts targeted to ...

Leonhard, Annette Christa

2012-06-25

403

Constructivism and Objectivism: Additional Questions  

ERIC Educational Resources Information Center

In past issues of "The Educational Forum," David Elkind (2004; 2005) and Jamin Carson (2005) have engaged in a dialogue about constructivism and objectivism as viable philosophies of education. In this issue, yet another author joins in the discussion by questioning the role of science and religion in objectivism.

Meltzer, Edmund S.

2006-01-01

404

Answering Questions About Underage Drinking  

MedlinePLUS

... to Alcohol Answering Questions About Underage Drinking Alcohol Advertising Who Can Help Reduce Underage Drinking, and How? Related Items What can you say to people who think teen drinking is not a serious problem? Despite the law, the statistics, and the science, some people still think teen ...

405

WRONG QUESTIONS, NO ANSWERS JASON ROSENHOUSE  

E-print Network

questions are three in number: Is it wrong to mix science and religion, or is such mixing inescapable in this light, what could it possibly mean to mix science and religion? If the world's religious traditions science and religion: As with the supposed "scientific finding" that humans have no unique moral

Rosenhouse, Jason D.

406

Solutions to the "General Grand Unification Problem," and the Questions "How Did Our Universe Come Into Being?" and "Of What is Empty Space Composed?"  

E-print Network

Using mathematical techniques to model one of the most simplistic of human linguistic processes, it is rationally predicted that within the nonstandard physical world (NSP-world) there exists a force-like (logical) operator *S and an entity w' such that *S{w'} sequentially generates each of the Natural systems that comprise a Universe. This model shows specifically that within the NSP-world the behavior of each Natural world Natural system is related logically. Further, the model predicts the rational existence of a single type of entity within the NSP-world's substratum that can be used to construct, by means of an exceptionally simple process, all of the fundamental Natural world particles used within particle physics. In section 11.2, it is shown how (Natural law) allowable perturbations in Natural system behavior are also included within this mathematical model. These results solve the pre-geometry problem of Wheeler. In general, the model predicts that when the behavior of these Universe creating processes is viewed globally, it can be described as apparently mirroring the behavior of an infinitely powerful computer or mind.

Robert A. Herrmann

2015-01-28

407

Chemistry as General Education  

NASA Astrophysics Data System (ADS)

Science courses are common in most general education requirements. This paper addresses the role of chemistry classes in meeting these requirements. Chemistry professors have for many years questioned the appropriateness of the standard introductory chemistry course as general education, resulting in the growing popularity of specialized non-majors courses. I suggest that current non-major chemistry courses cover too much consumer chemistry and ignore some of the big contributions of chemistry to human knowledge. Majors chemistry courses, while they prepare students for majoring in science, do not address these issues either. Consequently, chemistry courses are often an ineffective and unpopular way to meet general education science requirements. Part of the reason for this dilemma is the lack of chemists who address the contributions of chemistry to human knowledge in general. I propose that faculty at liberal arts colleges engage in this important task and that non-majors chemistry textbooks incorporate questions and issues that relate chemistry to a broader view of human knowledge. If these things happen, perhaps chemistry courses will become more effective as general education.

Tro, Nivaldo J.

2004-01-01

408

EXPOSURE FACTORS HANDBOOK - FREQUENTLY ASKED QUESTIONS  

EPA Science Inventory

This page provides a list of the most frequently asked questions and answers related to exposure factors. The following questions and answers have been compiled from inquiries made by users of the Exposure Factors Handbook. These questions and answers provide general information ...

409

Montana State University -College of Agriculture Plant Science & Plant Pathology Department Program of Study for: General Plant Biology Option  

E-print Network

Montana State University - College of Agriculture Plant Science & Plant Pathology Department Program of Study for: General Plant Biology Option 2010-2012 Catalog Student ID #: Required Cr. Sem. Yr - Ecology 3 S CS BIOB 420 - Evolution 3 S IA/RA BIOO 433 - Plant Physiology 3 S IH/RH IN/RN CHMY 141 - Gen

Lawrence, Rick L.

410

Feeding habit of goats in the scavenging system of Bangladesh Dept of General Animal Science, Bangladesh Agricultural University, Mymensingh, Bangladesh  

E-print Network

Feeding habit of goats in the scavenging system of Bangladesh MR Alam Dept of General Animal Science, Bangladesh Agricultural University, Mymensingh, Bangladesh In the mixed farming system goats are reared mostly by the landless farmers to supplement their income. Feeding of goats depend on systems

Boyer, Edmond

411

Salary-Trend Study of Faculty in Physical Sciences, General for the Years 1995-96 and 1998-99.  

ERIC Educational Resources Information Center

This report, covering 1,677 faculty in the field of physical science, general, is part of an annual national survey of faculty salaries. The survey consists of two parts: one covering public and one covering private four-year colleges and universities. Data for the baseline year 1995-96 and the 1998-99 trend year were collected for full-time…

Howe, Richard D.

412

Mnemonic instruction of eighth-grade science vocabulary: A focus on retention, and specific vs. general transfer  

NASA Astrophysics Data System (ADS)

There were three goals to this study: (a) to teach eighth-grade students how to use a mnemonic to improve their knowledge of science vocabulary; (b) to investigate retention on an immediate, 2-day, and 2-week retention test among students who use of the method of loci, pegword, keyword mnemonics or free study to study eighth-grade science vocabulary; and (c) to understand whether students could transfer use of a mnemonic under both specific and general transfer conditions. One-hundred and eight eighth-grade students were randomly assigned to one of four conditions (e.g., method of loci, pegword, keyword, or free study). Over a 2-week period, students learned their assigned mnemonic device, were tested on immediate, 2-day, and 2-week delay retention of science vocabulary examples and definitions, and were tested on their ability to transfer their mnemonic under a specific transfer condition (study metal alloy uses) and a general transfer condition (study Revolutionary War battle events). The results of this study indicate that students who used the keyword mnemonic to study both science vocabulary examples and definitions outperformed students who used the method of loci and free study methods to study this information. Results also demonstrate that students can use the pegword mnemonic to study science vocabulary definitions. Results also indicate that students who used the keyword and pegword mnemonics retained science vocabulary examples and definitions over time. Additionally, results suggest that students using the keyword mnemonic could transfer the use of a mnemonic under specific transfer and general transfer conditions. The results of this study provide evidence to researchers and teachers that the keyword and pegword mnemonics may help improve eighth-grade students' science knowledge.

Richmond, Aaron S.

413

The struggle for general science in Australia: The final campaign in the technical schools of the state of Victoria  

NASA Astrophysics Data System (ADS)

The aims of the junior technical schools in Victoria were, from the time of their formal establishment in 1911, to provide preparatory education-training for two groups. First, for the relatively small number who proceeded to higher technical education, appropriate for industrial chemists, engineers and architects, and secondly, for the relatively larger numbers who sought to enter skilled trades. The first successful campaign in Australia for a general science for all other secondary students in Victoria was waged in the War years 1939 43 on a platform of science as “a badge of utility and a key to good citizenship”. These were the modest terms upon which science teaching secured a more central place in the classical literary curriculum. The final campaign twenty years later in technical schools was fought on the platform that school science was “not just a servant to trade or engineering courses.”

Fawns, Rod

1996-03-01

414

154 SDSU General Catalog 2012-2013 In the College of Sciences  

E-print Network

, Huffman, Hunsaker, Hurlbert, Johnson, A., Johnson, K., Kelly, Krekorian, Krisans, Monroe, Moore, Neel. Emphasis in clinical laboratory science and public health microbiology. Program of study in biology for vocations in science and science-related fields or for entry into graduate studies. The major is designed

Gallo, Linda C.

415

SDSU General Catalog 2009-2010 139 In the College of Sciences  

E-print Network

, Huffman, Hunsaker, Hurlbert, Johnson, A., Johnson, K., Kelly, Krekorian, Krisans, Kummerow, Monroe, Moore. Emphasis in clinical laboratory science and public health microbiology. Program of study in biology which prepares students both academically and practically for vocations in science and science-related

Gallo, Linda C.

416

SDSU General Catalog 2014-2015 153 OFFICE: Life Sciences 104  

E-print Network

, Franklin, Frey, Futch, Gottlieb, Hanscom, Hemmingsen, Huffman, Hunsaker, Hurlbert, Johnson, A., Johnson, K. Emphasis in clinical laboratory science and public health microbiology. Program of study in biology for vocations in science and science-related fields or for entry into graduate studies. The major is designed

Gallo, Linda C.

417

154 SDSU General Catalog 2013-2014 In the College of Sciences  

E-print Network

, Hunsaker, Hurlbert, Johnson, A., Johnson, K., Kelly, Krekorian, Krisans, Monroe, Moore, Neel, Norland. Emphasis in clinical laboratory science and public health microbiology. Program of study in biology for vocations in science and science-related fields or for entry into graduate studies. The major is designed

Gallo, Linda C.

418

The Earth Science Education Unit's Professional Development Workshop on "The Carbon Question--Cycling, Releasing, Capturing" for Teachers of Key Stages 3 and 4  

ERIC Educational Resources Information Center

The revised National Curriculum for Science for key stages 3 and 4 (ages 11-16) in England provides the opportunity to develop a new coherent approach to teaching about the carbon cycle, the use of carbon as a fuel and the resulting issues. The Earth Science Education Unit (ESEU) intends to develop a new workshop to support the teaching of this…

King, Chris

2014-01-01

419

A Determination of the Relationships Among SCIS Teachers' Personality Traits, Attitude Toward Teacher-Pupil Relationship, Understanding of Science Process Skills and Question Types.  

ERIC Educational Resources Information Center

Science lessons of fifteen teachers were tape recorded before their participation in a Science Curriculum Improvement Study (SCIS) summer workshop and again, later, while they were using SCIS materials. Later SCIS lessons of the 18 workshop participants were also recorded. All participants responded to instruments used to measure attitude…

Bruce, Larry Rhea

420

Unanswered questions from CTX  

SciTech Connect

The big question being addressed on CTX during the past year has been: Why was energy confinement not improved by increasing the mesh flux conserver radius from 40 cm to 67 cm. A comparison of decaying spheromaks with the same values of j and n in the two cases shows tau/sub B/2 improving roughly as R/sup 2/ but little change in T/sub e/. As a result, <..beta..>/sub vol/ has gone from approx. 7.0% to approx. 2.0% and the inferred energy confinement time has remained unchanged at approx. 23 ..mu..s. An energy balance analysis of the 40 cm case showed that the observed rapid particle loss could account for most of the energy loss while providing a mechanism for the removal of impurities. At 67 cm, tau/sub p/ has also improved by about a factor of 2, particle loss therefore contributes substantially less to energy balance and the achievement in CTX of j/n/sub e/ as high as 3 x 10/sup -14/ A.m (I/sub tor/ up to 1 MA), low-Z impurities should not be a problem. A question then arises: Is CTX faced with a new strong energy loss mechanism that is characteristic of spheromaks in general. This question is not simply answered because it may involve processes of thermal conduction or convection that cannot be directly measured. In the following paragraphs we discuss many of the topics that have been considered in this search.

Wright, B.L.; Barnes, C.W.; Fernandez, J.C.; Henins, I.; Hoida, H.W.; Jarboe, T.R.; Knox, S.O.; Marklin, G.J.; Platts, D.A.

1986-01-01

421

Question the Author  

NSDL National Science Digital Library

This web page describes the comprehension strategy of Question the Author (QtA), a strategy in which students pose questions while reading nonfiction text. Students pose questions about the author's purpose in including certain phrases or forms of information while reading. Sample questions are provided in a three-step instructional sequence. References are included.

2012-05-16

422

Posing Einstein's Question: Questioning Einstein's Pose.  

ERIC Educational Resources Information Center

Discusses the events surrounding a famous picture of Albert Einstein in which he poses near a blackboard containing a tensor form of his 10 field equations for pure gravity with a question mark after it. Speculates as to the content of Einstein's lecture and the questions he might have had about the equation. (Contains over 30 references.) (WRM)

Topper, David; Vincent, Dwight E.

2000-01-01

423

Frequently Asked Questions: Questions About Paleontology  

NSDL National Science Digital Library

This site asks and answers questions about paleontology, fossils and dinosaurs. Paleontology questions are: What is paleontology? How does paleontology differ from anthropology and archaeology? What are the practical uses of paleontology? How do paleontologists know how old their fossils are? What training is necessary to become a paleontologist? What organizations exist for paleontologists?

2007-01-01

424

A general science-based framework for dynamical spatio-temporal models  

USGS Publications Warehouse

Spatio-temporal statistical models are increasingly being used across a wide variety of scientific disciplines to describe and predict spatially-explicit processes that evolve over time. Correspondingly, in recent years there has been a significant amount of research on new statistical methodology for such models. Although descriptive models that approach the problem from the second-order (covariance) perspective are important, and innovative work is being done in this regard, many real-world processes are dynamic, and it can be more efficient in some cases to characterize the associated spatio-temporal dependence by the use of dynamical models. The chief challenge with the specification of such dynamical models has been related to the curse of dimensionality. Even in fairly simple linear, first-order Markovian, Gaussian error settings, statistical models are often over parameterized. Hierarchical models have proven invaluable in their ability to deal to some extent with this issue by allowing dependency among groups of parameters. In addition, this framework has allowed for the specification of science based parameterizations (and associated prior distributions) in which classes of deterministic dynamical models (e. g., partial differential equations (PDEs), integro-difference equations (IDEs), matrix models, and agent-based models) are used to guide specific parameterizations. Most of the focus for the application of such models in statistics has been in the linear case. The problems mentioned above with linear dynamic models are compounded in the case of nonlinear models. In this sense, the need for coherent and sensible model parameterizations is not only helpful, it is essential. Here, we present an overview of a framework for incorporating scientific information to motivate dynamical spatio-temporal models. First, we illustrate the methodology with the linear case. We then develop a general nonlinear spatio-temporal framework that we call general quadratic nonlinearity and demonstrate that it accommodates many different classes of scientific-based parameterizations as special cases. The model is presented in a hierarchical Bayesian framework and is illustrated with examples from ecology and oceanography. ?? 2010 Sociedad de Estad??stica e Investigaci??n Operativa.

Wikle, C.K.; Hooten, M.B.

2010-01-01

425

Processing the Curriculum through Quality Questioning  

ERIC Educational Resources Information Center

In this inquiry-based project, student-generated questions became the basis for student-directed individual and group projects that provided practice with problem solving, critical thinking, and research skills while digging deeper into the Earth science curriculum. The author used her students' high-level questions to provide relevance,…

Gregerson, Jessica

2011-01-01

426

FAQ: General Questions about West Nile Virus  

MedlinePLUS

... Mosquitoes become infected when they feed on infected birds. Infected mosquitoes can then spread the virus to ... from year to year. The weather, numbers of birds that maintain the virus, numbers of mosquitoes that ...

427

Questions in reference interviews  

Microsoft Academic Search

This article characterises the questioning behaviour in reference interviews preceding delegated online searches of bibliographic databases and relates it to questioning behaviour in other types of interviews\\/settings. With one exception, the unit of analysis is the question (N=610), not the interview. The author uses A.C. Graesser‘s typology of questions to analyse type of question and M.D. White’s typology of information

Marilyn Domas White

1998-01-01

428

Types of Interviews & Interview Questions  

E-print Network

·Case Study ·Informational ·Inappropriate RBS Office of Career Management ­ Undergraduate Office, New recruiting new employees. The case question is generally a business problem or estimating exercise designed can structure an answer and perform basic calculations with large numbers. The objective of the case

Lin, Xiaodong

429

ANSWERING CONSUMER QUESTIONS ABOUT EGGS  

Technology Transfer Automated Retrieval System (TEKTRAN)

Answering consumer questions is an important aspect of egg marketing. Consumers expect those they contact to be able to address their situation and help find answers. Topics of general consumer concerns include: proper storage, safe handling, food safety, and food quality. With the vast array of ...

430

Qualitative Questions in Fluid Mechanics  

Microsoft Academic Search

In this paper in honour of Professor Leen van Wijngaarden, some propositions about fluid mechanics are discussed. First, basic fluid mechanics research should be judged as much by its progress in clarifying the essential questions about the phenomena of fluid flow and in establishing general concepts, as by its contribution to the solutions of specific problems. In fact, the latter

J. C. R. Hunt

1997-01-01

431

Apollo-Soyuz pamphlet no. 9: General science. [experimental design in Astronomy, Biology, Geophysics, Aeronomy and Materials science  

NASA Technical Reports Server (NTRS)

The objectives and planning activities for the Apollo-Soyuz mission are summarized. Aspects of the space flight considered include the docking module and launch configurations, spacecraft orbits, and weightlessness. The 28 NASA experiments conducted onboard the spacecraft are summarized. The contributions of the mission to the fields of astronomy, geoscience, biology, and materials sciences resulting from the experiments are explored.

Page, L. W.; From, T. P.

1977-01-01

432

Analysis of environmental and general science efficacy among instructors with contrasting class ethnicity distributions: A four-dimensional assessment  

NASA Astrophysics Data System (ADS)

Scope and method of study. The context and nature of self-efficacy beliefs provides a vector upon which to explore science instructors' perceptions of their own competence, self beliefs, and beliefs concerning their students as a function of ethnicity (Pajares, 1996). Currently, available cross-sectional data that concomitantly compares efficacy for environmental and general science curricula among instructors with contrasting class ethnicity distributions (CED) (minority vs. non-minority) is diminutive. Here, a modified research instrument that incorporates the Environmental Education Efficacy Belief Instrument (Sia, 1992), the Science Teaching Efficacy Beliefs Instrument (Riggs & Enochs, 1990), and factors 2 & 3 from the Ohio State Teacher Efficacy Scale (Tschannen-Moran & Hoy, 2001) is employed to create a bi-disciplinary four dimensional assessment that measures personal teacher efficacy (PTE), outcome expectancy (OE), classroom management (CM), and student engagement (SE). Instructors' willingness to, and utilization of, practical instruction to reinforce science learning is also assessed. Findings and conclusions. Overall, efficacy levels for environmental and general science curriculum among instructors with high minority CED (n=22) were consistently lower than that of instructors with high non-minority CED (n = 18); consistently diminished efficacy levels were evidenced upon analysis of CED and all independent variables analyzed. While all four dimensions of efficacy were consistently low for instructors with high minority CED, markedly low mean CM and SE responses were evidenced. A link exists between teacher self-efficacy and the conditions present that impinge on the successful completion of work goals (Metz, 1978). Many studies have examined the lowered-level of minority involvement in environmental careers, issues, and concerns (Taylor, 1989). While all science instructors were willing to utilize outdoor classrooms, markedly lower outdoor classroom utilization was evidenced among instructors with high minority CED. The consistently low efficacy scores referenced herein for science instructors with high minority CED can be utilized to highlight science teacher efficacy as a critical point of concern as well as a crucial factor in tracing the genesis of the minority achievement gap in science. This research provides for the determination of efficacy as a contributive factor within the pathway for substantive rationale underlying the lack of minority representation and achievement within the many disciplines of science.

Taylor, Bryan Keith

433

Earth System Science Education in a General Education Context: Two Case Studies  

Microsoft Academic Search

The teaching of Earth System Science (ESS) to non-science majors is examined in a large lecture format class at a state university and in small classes with a significant research component at a liberal arts college. Quantitative and qualitative evaluations of both approaches reveal some of the challenges educators face as they work to advance students' integrated understanding of the

J. A. Herring

2004-01-01

434

Using the Activity Model of Inquiry to Enhance General Chemistry Students' Understanding of Nature of Science  

ERIC Educational Resources Information Center

Nature of science refers to the processes of scientific activity and the social and cultural premises involved in the creation of scientific knowledge. Having an informed view of nature of science is important in the development of scientifically literate citizens. However, students often come to the classroom with misconceptions about nature of…

Marchlewicz, Sara C.; Wink, Donald J.

2011-01-01

435

IFLA General Conference, 1985. Division on Special Libraries. Section on Science and Technology Libraries. Papers.  

ERIC Educational Resources Information Center

Papers on science and technology libraries which were presented at the 1985 International Federation of Library Associations (IFLA) conference include: (1) "UAP (Universal Availability of Publications) and User Training for Categories of Grey Literature" (Dieter Schmidmaier, Mining Academy Freiberg, East Germany); (2) "Resource Sharing in Science

International Federation of Library Associations, The Hague (Netherlands).

436

IFLA General Conference, 1986. Special Libraries Division. Section: Science and Technology Libraries. Papers.  

ERIC Educational Resources Information Center

Papers on science and technology libraries which were presented at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "Online Information Service of the Japan Information Center of Science and Technology" (Ryuko Igarashi, Japan); (2) "A View from the Chip--The Influence of Information Technologies on Libraries…

International Federation of Library Associations and Institutions, The Hague (Netherlands).

437

BachelorofHealthSciences/BachelorofManagement PublicHealth/GeneralManagementor  

E-print Network

campuses serve adult learners who may be in the work force wanting to further their education Ethics Public Health 4000 - Advanced Public Health Economics 1010 - Introduction to Microeconomics Microbiology Health Sciences 2600/Women and Gender Studies 2100 - Women and Health Health Sciences 2700

Seldin, Jonathan P.

438

BachelorofHealthSciences/BachelorofManagement PublicHealth/GeneralManagementor  

E-print Network

campuses serve adult learners who may be in the work force wanting to further their education - Public Health Ethics Public Health 4000 - Advanced Public Health Economics 1010 - Introduction - Medical Microbiology Health Sciences 2600/Women and Gender Studies 2100 - Women and Health Health Sciences

Seldin, Jonathan P.

439

Using the Science Writing Heuristic to Improve Students' Understanding of General Equilibrium  

ERIC Educational Resources Information Center

This study compared the performance of students using the Science Writing Heuristic (SWH) approach and students using a standard or traditional laboratory curriculum on lecture exams and a laboratory practical exam on a specific topic, chemical equilibrium. The SWH helps students do inquiry science laboratory work by structuring the laboratory…

Rudd, James A., II; Greenbowe, Thomas J.; Hand, Brian M.

2007-01-01

440

GENERAL ARTICLES CURRENT SCIENCE, VOL. 84, NO. 1, 10 JANUARY 2003 29  

E-print Network

Pandit (`teacher') Jawaharlal Nehru to Indira Gandhi and to Rajiv Gandhi all have shown a commit- ment, a prominent technologist, is the current President. Rajiv Gandhi believed in extending the science base is made of ­ waves of disturbances of elec- *Based on the Rajiv Gandhi Science Lecture delivered on 17

Zewail, Ahmed

441

1. General Information ................................................................. 1 List of telephone numbers in the Biological Sciences .................... 1  

E-print Network

............................................................ 8 School of Anatomical Sciences ........................................ 8 School of Animal, Plant Professor J Daly 717-2307 Animal, Plant and Environmental Sciences Professor K Balkwill 717-6468 Molecular Mon 9 Apr Second teaching block Tues 10 Apr Fri 25 May Examinations Mon 28 May Fri 22 June Winter

Wagner, Stephan

442

Developing cyber-infrastructure for addressing grand challenge questions in Sun-Earth system science: First results of a testbed worldwide online conference series  

NASA Astrophysics Data System (ADS)

Software supporting an online conference series was developed with the purpose of catalyzing interdisciplinary investigations in Sun-Earth system science among large groups of researchers worldwide in celebration of the 50th anniversary of the International Geophysical Year in 2007. Transformative science in this area lies at the edges and intersections of individual elements (the Sun, heliosphere, magnetosphere, ionosphere and atmosphere) whose collective behavior determines the global system response. Continuing progress requires access to a vast developing cyber-infrastructure of large international data sets, high performance computing and advanced visualization. However, it also requires the development of new tools that bring these advances into contact with groups of interdisciplinary and international researchers so they can be used to attack grand challenge science issues in a manner not previously possible. This presentation describes the results of an eGY showcase project to develop a testbed online conference series for this purpose. The conference series is a collaborative effort between the CAWSES, IHY, eGY, ICESTAR, NASA/LWS and NSF Atmospheric Sciences Programs. Lessons learned in developing this first interface, as well as a discussion of key elements and how they worked will be presented.

Kozyra, J. U.; Barnes, R.; Fox, N. J.; Fox, P. A.; Kuznetsova, M. M.; Morrison, D.; Pallamraju, D.; Papitashvili, V.; Ridley, A.; Talaat, E. R.; Weiss, M.; Young, C. A.; Zanetti, L. J.

2006-12-01

443

Roadmap: Electrical/Electronic Engineering Technology Electrical Engineering Technology (General) Associate of Applied Science  

E-print Network

Roadmap: Electrical/Electronic Engineering Technology ­ Electrical Engineering Technology (General: Electrical/Electronic Engineering Technology ­ Electrical Engineering Technology (General) ­ Associate Important Notes Semester One: [17 Credit Hours] EERT 12000 Electric Circuits I 4 MERT 12000 Engineering

Khan, Javed I.

444

Educational Research Workshop on Computers and Science in Primary Education. General Report.  

ERIC Educational Resources Information Center

Presented at a week-long conference on the importance of research in education, this paper focuses on four components of the educational system: the learner, the curriculum, the instructor, and the context. For each of these components, questions are raised and research is suggested. For the learner, these concern the value of research for learner…

Adams, Frank

445

Bachelor of Science in Energy & Resources --120 Credits GENERAL EDUCATION REQUIREMENTS  

E-print Network

1440 - GIS 3 Geol 1157 - Geol Field Methods 4 EnvStd 0100 - Intro to Env Studies Chem 0111 - General of Org Chem Lab 1 Phys 0140/0150 - Intro to Phys 1/Phys1 4 Bio 0110 - General Biology 1 3 Phys 0141/0151 - Exp Phys/Phys 1 Lab 1 Bio 0111 - General Biology 1 Lab 1 Bio 0112 - General Biology 2 3 Bio 0113

Jiang, Huiqiang

446

Formulating a Research Question  

NSDL National Science Digital Library

This tutorial discusses the conceptual development of a research goal, beginning with the formation of a research question. It also explains the links between a research question, specific aims, hypotheses, and long-term research goals.

The Research Assistant (Danya International, Inc.)

2003-08-12

447

Workshops & Outcomes — Provocative Questions  

Cancer.gov

The participants of the first Provocative Questions meeting supported the idea that the format of small workshops are a useful means to engage in conversations about questions that might stimulate innovative research on various aspects of cancer.

448

Using Socratic Questioning  

NSDL National Science Digital Library

Can it be, Ischomachus, that asking questions is teaching? I am just beginning to see what is behind all your questions. You lead me on by means of things I know, point to things that resemble them, and persuade ...

Dorothy Merritts

449

75 FR 39697 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013, 2014

...DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health...Sciences Special Emphasis Pharmacology, Physiology, Biological Chemistry Special Emphasis...Research; 93.859, Pharmacology, Physiology, and Biological Chemistry...

2010-07-12

450

An investigation of S1/S2 cross curricular mathematics in general science   

E-print Network

This project was selected as a result of my interest in Mathematics and Science. During my first placement of the Post Graduate Certificate in Education (Secondary) at Bo'ness Academy, it became apparent after discussions with members of staff...

Chapman, Lorna M.

451

Questions for Surveys  

PubMed Central

We begin with a look back at the field to identify themes of recent research that we expect to continue to occupy researchers in the future. As part of this overview, we characterize the themes and topics examined in research about measurement and survey questions published in Public Opinion Quarterly in the past decade. We then characterize the field more broadly by highlighting topics that we expect to continue or to grow in importance, including the relationship between survey questions and the total survey error perspective, cognitive versus interactional approaches, interviewing practices, mode and technology, visual aspects of question design, and culture. Considering avenues for future research, we advocate for a decision-oriented framework for thinking about survey questions and their characteristics. The approach we propose distinguishes among various aspects of question characteristics, including question topic, question type and response dimension, conceptualization and operationalization of the target object, question structure, question form, response categories, question implementation, and question wording. Thinking about question characteristics more systematically would allow study designs to take into account relationships among these characteristics and identify gaps in current knowledge. PMID:24970951

Schaeffer, Nora Cate; Dykema, Jennifer

2011-01-01

452

Improve Your Verbal Questioning  

ERIC Educational Resources Information Center

Most teachers are well aware that verbal questioning can aid student learning. Asking questions can stimulate students to think about the content being studied; connect it to prior knowledge consider its meanings and implications; and explore its applications. A common problem with many teachers' use of verbal questioning is a lack of knowledge…

Vogler, Kenneth E.

2005-01-01

453

Exam Question Exchange.  

ERIC Educational Resources Information Center

Acceptable answers are provided for two chemistry questions. The first question is related to the prediction of the appearance of non-first-order proton nuclear magnetic resonance (NMR) spectra. The second question is related to extraterrestrial kinetic theory of gases. (JN)

Alexander, John J., Ed.

1983-01-01

454

Community Dialog — Provocative Questions  

Cancer.gov

View all of the questions that have been submitted and see how they have been evaluated by peers. Submit your own evaluation of a submitted question, or leave a comment about a question (commenting requires log in or creation of your own PQ account).

455

Teachers' Classroom Questions  

ERIC Educational Resources Information Center

There is a large body of literature on the types of questions asked by teachers. Questions are a way that teachers use to bring students around to the correct mathematical concepts and procedures through "the negotiation of meaning for necessary condition of learning" (Voigt, 1992, p. 43). Teachers ask many questions, but we are not sure what…

Sahin, Alpaslan

2007-01-01

456

Listening and Questioning  

ERIC Educational Resources Information Center

In the article that follows, I take up a debate that has arisen over the past three years concerning the following issue: Does every act of listening involve the listener in questioning? I argue that the answer to the questions is yes. I give background on the question and then consider one instance of listening that may suggest no role for…

Haroutunian-Gordon, Sophie

2007-01-01

457

Proposed Provocative Questions for the Indian PQ Workshops — Provocative Questions  

Cancer.gov

To stimulate wider participation in the Provocative Questions Initiative, scientists may pose their own Provocative Questions (Indian "Pose a Question" link) on this website or comment on questions submitted online (Indian "Questions Submitted Online" link) from the research community.

458

The "Trickster" and the Questionability of Questions  

ERIC Educational Resources Information Center

Tricksters represent creativity and ingenuity in ways that are also integral to arts education. Like the tricksters, strong arts programs teach that a question can have many answers and there are multiple ways to interpret what is seen (Eisner, 2002). In this article, the author discusses how she applies lessons learned from the Trickster stories…

Stewart, Connie

2009-01-01

459

Measuring Victimization inside Prisons: Questioning the Questions  

ERIC Educational Resources Information Center

Violence and victimization inside the prison setting are accepted as facts, although the facts about their prevalence remain uncertain. Variation in the methods used to estimate rates of sexual and physical victimization contribute to the wide range in estimates appearing in the prison literature. This article focuses on the questions used in the…

Wolff, Nancy; Shi, Jing; Bachman, Ronet

2008-01-01

460

Teaching Dystopias: The Value of Religious Questioning.  

ERIC Educational Resources Information Center

Argues that a true general education should encourage the exploration of religious questions. Describes the author's use of works showing dystopian societies based on existing values, such as Huxley's "Brave New World," to encourage students to rethink their assumptions and develop openness toward the questions that religions address. (22…

Seabury, Marcia Bundy

1995-01-01

461

Major Challenges for the Modern Chemistry in Particular and Science in General  

PubMed Central

In the past few hundred years, science has exerted an enormous influence on the way the world appears to human observers. Despite phenomenal accomplishments of science, science nowadays faces numerous challenges that threaten its continued success. As scientific inventions become embedded within human societies, the challenges are further multiplied. In this critical review, some of the critical challenges for the field of modern chemistry are discussed, including: (a) interlinking theoretical knowledge and experimental approaches; (b) implementing the principles of sustainability at the roots of the chemical design; (c) defining science from a philosophical perspective that acknowledges both pragmatic and realistic aspects thereof; (d) instigating interdisciplinary research; (e) learning to recognize and appreciate the aesthetic aspects of scientific knowledge and methodology, and promote truly inspiring education in chemistry. In the conclusion, I recapitulate that the evolution of human knowledge inherently depends upon our ability to adopt creative problem-solving attitudes, and that challenges will always be present within the scope of scientific interests. PMID:24465151

Uskokovíc, Vuk

2013-01-01

462

IFLA General Conference, 1987. Division of Special Libraries. Science and Technology Libraries Section. Papers.  

ERIC Educational Resources Information Center

The six papers in this collection focus on science and technology libraries: (1) "Human Aspects of Electronically-Stored Information: The Library User" (A. J. Meadows, United Kingdom); (2) "Untersuchung Menschlicher Aspekte bei den Elektronisch Gespeicherten Informationen: Ansichten des Leiters eines Bibliothekskollektives = Human Aspects of…

International Federation of Library Associations, The Hague (Netherlands).

463

IFLA General Conference, 1985. Division on Special Libraries. Section on Biological and Medical Science Libraries. Papers.  

ERIC Educational Resources Information Center

Papers on biological and medical science libraries which were presented at the 1985 International Federation of Library Associations (IFLA) conference include: (1) "The International Programs of the National Library of Medicine" (Lois Ann Colaianni, United States); (2) "Information Needs for International Health. A CDC (Centers for Disease…

International Federation of Library Associations, The Hague (Netherlands).

464

School of Biological and Chemical Sciences General Information for Masters Students  

E-print Network

, SBCS] Key: green = fluorine, black = carbon, red = oxygen, yellow = erbium #12;About this Handbook This Handbook is for postgraduate taught students in the School of Biological & Chemical Sciences (SBCS. The School website address is: www.sbcs.qmul.ac.uk/ This handbook should be used together with the Academic

Chittka, Lars

465

SDSU General Catalog 2014-2015 379 OFFICE: Geology/Mathematics/Computer Science 237  

E-print Network

on human impacts upon the global ocean system to include ocean warming and acidification, regional of the global ocean system, with emphasis on science as a process and its role in environmental issues from global climate change to local pollution. UPPER DIVISION COURSES (Intended for Undergraduates) OCEAN 320

Gallo, Linda C.

466

Any Questions? Want to Stimulate Student Curiosity? Let Them Ask Questions!  

ERIC Educational Resources Information Center

Of the eight scientific practices highlighted in "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas," the first is for students to develop abilities to ask questions and define problems (NRC 2012). Constructing a range of questions about an object or phenomenon validates not only what students have…

Weiss, Tarin Harrar

2013-01-01

467

Difficult questions of relativity theory  

SciTech Connect

The following concepts are discussed: covariance, invariance, the general, special, and kinematic principles of relativity, coordinate systems and frames of reference, and the energy--momentum tensor of the gravitational field. The relationships between the three canonical theories of gravitation are considered. The theory of the affine connection as applied to these questions is presented. Attention is drawn to inconsistency in terminology and the need for an explanatory dictionary for gravitational specialists. A contribution to the compilation of such a dictionary is made.

Chernikov, N.A.

1987-09-01

468

For graduation, students must obtain a grade of "C" or better in all required courses including General Education Requirements, Mathematics & Sciences courses, Engineering Fundamentals  

E-print Network

General Education Requirements, Mathematics & Sciences courses, Engineering Fundamentals courses and theories in core Geomatics Engineering courses (surveying, geographic information systems, remote sensing, photogrammetry, and legal and business practices.) SUR 2034 Introduction to Geomatics SUR 2101 Plane Surveying w

Fernandez, Eduardo

469

Children's Questions and Science Teaching: An Alternative Approach. [and] Floating and Sinking: Some Teaching Suggestions. Learning in Science Project (Primary). Working Paper No. 117 [February 1984 and November 1983 Versions].  

ERIC Educational Resources Information Center

Two booklets were developed by the Learning in Science Project (Primary)--LISP(P)--to help teachers adopt an approach to primary science teaching which would enhance children's understanding of floating and sinking. Both booklets were designed to enable teachers to reconceptualize their teaching task from activity-driven, didactic teaching to…

Biddulph, Fred; Osborne, Roger

470

Social science research on AIDS in Africa: Questions of content, methodology and ethics (Recherches dans les Sciences Humaines sur le SIDA en Afrique: Problèmes de contenu, de méthodologie et de déontologie)  

Microsoft Academic Search

An international symposium on the ‘Social Sciences and AIDS in Africa’, held in Sali Portudal, Senegal, in November 1996, served as an important forum for bringing together English and French speaking researchers and AIDS activists. Jointly organised by Codesria (Council for the Development of Social Science Research in Africa), CNLS (the National Committee for the Prevention of AIDS in Senegal)

Carolyn Baylies; Janet Bujra

1997-01-01

471

Unpark Those Questions  

ERIC Educational Resources Information Center

Whenever Mr. Henderson's 3rd grade students had a question that he couldn't immediately answer or that seemed off-topic, he asked them to write the question on a sticky note and place it on a poster dubbed the "Parking Lot." His intention was to find time later to answer those questions, but too often, he said, the parking lot…

Ness, Molly

2013-01-01

472

When lawyers question children  

Microsoft Academic Search

This study assessed the impact of some complex question forms frequently used by attorneys who examine and cross-examine witnesses in the courtroom. Fifteen males and 15 females from each of four student populations (kindergarten, fourth grade, ninth grade, and college) viewed a videotaped incident and then responded to questions about the incident. Half the questions were asked in “law-yerese” (i.e.,

Nancy W. Perry; Bradley D. McAuliff; Paulette Tam; Linda Claycomb; Colleen Dostal; Cameron Flanagant

1995-01-01

473

Science et philosophie chez Henri Tintant (1918–2002)  

Microsoft Academic Search

Henri Tintant played a pioneering role in the introduction of quantitative methods in palaeontology. Correlatively, he was always concerned by the question whether palaeontology was a science in the strong sense of the term, that is to say a kind of knowledge based on robust and lawful generalizations. This is the question that led him to develop philosophical thoughts in

Jean Gayon

2005-01-01

474

Earth Science Principles Pertinent to the General Education Programs in Junior High Schools  

ERIC Educational Resources Information Center

Presents the procedures, and findings of a study designed to identify principles in astronomy, geology, meterology, oceanography and physical geography pertinent to general education programs in junior high schools. (LC)

Henson, Kenneth Tyrone

1970-01-01

475

Computational Science and Innovation  

E-print Network

Simulations - utilizing computers to solve complicated science and engineering problems - are a key ingredient of modern science. The U.S. Department of Energy (DOE) is a world leader in the development of high-performance computing (HPC), the development of applied math and algorithms that utilize the full potential of HPC platforms, and the application of computing to science and engineering problems. An interesting general question is whether the DOE can strategically utilize its capability in simulations to advance innovation more broadly. In this article, I will argue that this is certainly possible.

D. J. Dean

2010-09-13

476

Computational Science and Innovation  

SciTech Connect

Simulations - utilizing computers to solve complicated science and engineering problems - are a key ingredient of modern science. The U.S. Department of Energy (DOE) is a world leader in the development of high-performance computing (HPC), the development of applied math and algorithms that utilize the full potential of HPC platforms, and the application of computing to science and engineering problems. An interesting general question is whether the DOE can strategically utilize its capability in simulations to advance innovation more broadly. In this article, I will argue that this is certainly possible.

Dean, David Jarvis [ORNL] [ORNL

2011-01-01

477

The effect of inclusion classrooms on the science achievement of general education students  

NASA Astrophysics Data System (ADS)

General education and Special Education students from three high schools in Rutherford County were sampled to determine the effect on their academic achievement on the Tennessee Biology I Gateway Exam in Inclusion classrooms. Each student's predicted and actual Gateway Exam scores from the academic year 2006--2007 were used to determine the effect the student's classroom had on his academic achievement. Independent variables used in the study were gender, ethnicity, socioeconomic level, grade point average, type of classroom (general or Inclusion), and type student (General Education or Special Education). The statistical tests used in this study were a t-test and a Mann--Whitney U Test. From this study, the effect of the Inclusion classroom on general education students was not significant statistically. Although the Inclusion classroom allows the special education student to succeed in the classroom, the effect on general education students is negligible. This study also provided statistical data that the Inclusion classroom did not improve the special education students' academic performances on the Gateway Exam. Students in a general education classroom with a GPA above 3.000 and those from a household without a low socioeconomic status performed at a statistically different level in this study.

Dodd, Matthew Robert

478

General Education Earth, Astronomy and Space Science College Courses Serve as a Vehicle for Improving Science Literacy in the United States.  

NASA Astrophysics Data System (ADS)

Every year approximately 500,000 undergraduate college students take a general education Earth, Astronomy and Space Science (EASS) course in the Unites States. For the majority of these students this will be their last physical science course in life. This population of students is incredibly important to the science literacy of the United States citizenry and to the success of the STEM career pipeline. These students represent future scientists, technologists, business leaders, politicians, journalists, historians, artists, and most importantly, policy makers, parents, voters, and teachers. A significant portion of these students are taught at minority serving institutions and community colleges and often are from underserved and underrepresented groups, such as women and minorities. Members of the Center for Astronomy Education (CAE) at the University of Arizona have been developing and conducting research on the effectiveness of instructional strategies and materials that are explicitly designed to challenge students' naïve ideas and intellectually engage their thinking at a deep level in the traditional lecture classroom. The results of this work show that dramatic improvement in student understanding can be made from increased use of interactive learning strategies. These improvements are shown to be independent of institution type or class size, but appear to be strongly influenced by the quality of the instructor's implementation. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all students can benefit from the effective implementation of interactive learning strategies.

Prather, E.

2011-10-01

479

Floating point o questions  

E-print Network

Floating point o questions o co-processor o SPARC instructions o example o double-floats o quad-floats o Intel floating point 1 #12; Floating Point Questions o why use sign/magnitude instead of 2's complement

Biagioni, Edoardo S.

480

Seven Questions of Networking  

ERIC Educational Resources Information Center

What do leaders mean when they talk about networks and whether leadership networks have the power to transform the profession? When it comes to educational leadership networks, there certainly are more than seven important questions. This article focuses on seven key questions about networking in the superintendent ranks by the coordinator of one…

Livingston, David

2007-01-01

481

It's about the Questions  

ERIC Educational Resources Information Center

The best coaching partnerships are built on conversation and listening, and they are not built on a coach giving answers to a mentee. Ronald Bearward explains how coaches can use questions to help mentees find answers for themselves. Effective questions lead to greater reflection and solutions that teachers can use now and in the future.

Bearwald, Ronald R.

2011-01-01

482

Problem of Questioning  

ScienceCinema

Le Prof.Leprince-Ringuet, chercheur sur le plan scientifique, artistique et humain, parle de la remise en question des hommes et la remise en question scientifique fondamentale ou exemplaire- plusieurs personnes prennent la parole p.ex Jeanmairet, Adam, Gregory. Le Prof.Gregory clot la soirée en remerciant le Prof.Leprince-Ringuet

None

2011-04-25

483

1 Great Question  

ERIC Educational Resources Information Center

In this article, the author presents an ideal question that can take an art teacher and his or her students through all the levels of thought in Bloom's taxonomy--perfect for modeling the think-aloud process: "How many people is the artist inviting into this picture?" This great question always helps the students look beyond the obvious and dig…

Nethery, Carrie

2011-01-01

484

Math Questions Worth Asking  

NSDL National Science Digital Library

This article by Wendy Petti contains an updated version of Bloom's Taxonomy and sample questions that encourage dialogue with students. The article also includes suggestions for teachers about how to create questions that stimulate higher order thinking. Although there are advertisements on this webpage, the content of the freely available article is a valuable resource for teachers.

Wendy Petti

2010-05-18

485

Role of Discrepant Questioning Leading to Model Element Modification  

ERIC Educational Resources Information Center

Discrepant questioning is a teaching technique that can help students "unlearn" misconceptions and process science ideas for deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them to examine their ideas or models, without giving information prematurely to the student or passing…

Rea-Ramirez, Mary Anne; Nunez-Oviedo, Maria Cecilia; Clement, John

2009-01-01

486

Superconductivity at General Electric (1960-1990): from science to technology to products and profits  

Microsoft Academic Search

We follow the evolution of superconductivity at General Electric (GE), from scientific research that led to a Nobel Prize, to technological innovation in materials and magnets, and finally to global leadership in magnetic resonance imaging (MRI) medical diagnostic systems. By analyzing new product risk, we show why GE first encouraged a spin-off and then reentered the field after a ten-year

Pier A. Abetti

1999-01-01

487

Superconductivity at General Electric (1960-1990): from science to technology to products and profits  

Microsoft Academic Search

Summary form only given. In this case history, we discuss the evolution of superconductivity from empirical discovery to theory development, to proof of the theory by the General Electric (GE) laboratory experiments, to the development, design and manufacture of superconducting materials and magnets for a limited market, to the breakthrough of application to magnet resonance imaging (MRI) which resulted in

P. A. Abetti

1999-01-01

488

The Utility of Interaction Analysis for Generalizing Characteristics of Science Classrooms  

ERIC Educational Resources Information Center

Validating and generalizing from holistic observation protocols of classroom practice have proven difficult. These tools miss crucial classroom characteristics, like the type of instruction, the organization of learners, and the level of cognitive engagement that occur differentially in the time span of a lesson. As a result, this study examined…

Crippen, Kent J.; Sangueza, Cheryl R.

2013-01-01

489

Amino Acid Complementarity: A Biochemical Exemplar of Stoichiometry for General and Health Sciences Chemistry  

ERIC Educational Resources Information Center

The standard introduction to stoichiometry and simple exemplars can motivate students to learn the stoichiometric studies and the condensation reaction that occurs between amino acids to form the peptide bond. This topic can be integrated into general chemistry courses as an alternative to inclusion of a separate biochemistry course that could be…

Vitz, Ed

2005-01-01

490

Roadmap: Electrical/Electronic Engineering Technology -Electrical Engineering Technology (General) -Associate of Applied Science  

E-print Network

Roadmap: Electrical/Electronic Engineering Technology - Electrical Engineering Technology (General GPA Type Term Taken Semester One [17 Credits] ! EERT 12000 Electric Circuits I 4 ! MERT 12000 Electric Circuits II 3 ! EERT 12010 Introduction to Electronics 4 ENG 20002 Introduction to Technical

Khan, Javed I.

491

Distributing Learning over Time: The Spacing Effect in Children's Acquisition and Generalization of Science Concepts  

ERIC Educational Resources Information Center

The spacing effect describes the robust finding that long-term learning is promoted when learning events are spaced out in time rather than presented in immediate succession. Studies of the spacing effect have focused on memory processes rather than for other types of learning, such as the acquisition and generalization of new concepts. In this…

Vlach, Haley A.; Sandhofer, Catherine M.

2012-01-01

492

An Edge Question: What Now ?  

NSDL National Science Digital Library

This feature from the nonprofit Edge Foundation, Inc. (reviewed previously in the July 25, 2000 Scout Report for Social Sciences & Humanities) is an impressive collection of thoughtful words in response to the recent terrorist attacks and ensuing war. The Edge postulated the question, "What now?" to its members with the idea that, as editor John Brockman explains, "within the community is invaluable expertise in many pertinent areas, not to mention the intelligence that the 'Edgies' can bring to the subjects." What separates this forum from many others dealing with recent issues of terrorism is that Brockman asks for "'hard-edge' comments, derived from empirical results or experience specific to the expertise of the contributors," rather than emotional or purely rhetorical responses. Here are a few of the pieces -- some essay length, others only a few sentences -- found here: psychiatrist Richard Rabkin takes a "strategic psychotherapy" approach to dealing with terrorism, science writer and television commentator Margaret Wertheim and archaeologist Timothy Taylor both touch on the corruption of science by weapons development as well as the intermingling of science and religion, and evolutionary scholar Richard Dawkins brings up the tendency to "bend over backwards to see the other point of view and blame ourselves for everything." Take time to peruse this collection of 44,000 words from 55 contributors and you'll be glad you did.

493

Question Answering Using Question Classification and Document Tagging  

Microsoft Academic Search

Question answering (QA) is a relatively new area of research. We took the approach of designing a question answering system that is based on question classification and document tagging. Question classification extracts useful information from the question about how to answer the question. Document tagging extracts useful information from the documents, which are used to find the answer to the

Yllias Chali

2009-01-01

494

Planning a Science Fair  

ERIC Educational Resources Information Center

Presented are views, on planning science fairs and science fair projects, of a fair coordinator, a science teacher, and students. Also included are 25 questions which might result in science fair projects. (SL)

Ebert, Jim

1976-01-01

495

The Challenge Question  

NSDL National Science Digital Library

Students are introduced to the "Walk the Line" challenge question. They write journal responses to the question and brainstorm what information they need to answer the question. Ideas are shared with the class (or in pairs and then to the class, if class size is large). Then students read an interview with an engineer to gain a professional perspective on linear data sets and best-fit lines. Students brainstorm for additional ideas and add them to the list. With the teacher's guidance, students organize the ideas into logical categories of needed knowledge.

VU Bioengineering RET Program, School of Engineering,

496

The general social survey-national death index: an innovative new dataset for the social sciences  

PubMed Central

Background Social epidemiology seeks in part to understand how social factors--ideas, beliefs, attitudes, actions, and social connections--influence health. However, national health datasets have not kept up with the evolving needs of this cutting-edge area in public health. Sociological datasets that do contain such information, in turn, provide limited health information. Findings Our team has prospectively linked three decades of General Social Survey data to mortality information through 2008 via the National Death Index. In this paper, we describe the sample, the core elements of the dataset, and analytical considerations. Conclusions The General Social Survey-National Death Index (GSS-NDI), to be released publicly in October 2011, will help shape the future of social epidemiology and other frontier areas of public health research. PMID:21978529

2011-01-01

497

From the history of physics (Scientific session of the General Meeting of the Physical Sciences Division of the Russian Academy of Sciences, 17 December 2012)  

NASA Astrophysics Data System (ADS)

A scientific session of the General Meeting of the Physical Sciences Division of the Russian Academy of Sciences (RAS) was held in the conference hall of the Lebedev Physical Institute, RAS on 17 December 2012.The following reports were put on the session's agenda posted on the website http://www.gpad.ac.ru of the RAS Physical Sciences Division: (1) Dianov E M (Fiber Optics Research Center, RAS, Moscow) "On the threshold of a peta era"; (2) Zabrodskii A G (Ioffe Physical Technical Institute, RAS, St. Petersburg) "Scientists' contribution to the great victory in WWII using the example of the Leningrad (now A F Ioffe) Physical Technical Institute"; (3) Ilkaev R I (Russian Federal Nuclear Center --- All-Russian Research Institute of Experimental Physics, Sarov) "Major stages of the Soviet Atomic Project"; (4) Cherepashchuk A M (Sternberg State Astronomical Institute of Lomonosov Moscow State University, Moscow) "History of the Astronomy history ". Papers written on the basis of the reports are published below. • On the Threshold of Peta-era, E M Dianov Physics-Uspekhi, 2013, Volume 56, Number 5, Pages 486-492 • Scientists' contribution to the Great Victory in WWII on the example of the Leningrad (now A F Ioffe) Physical Technical Institute, A G Zabrodskii Physics-Uspekhi, 2013, Volume 56, Number 5, Pages 493-502 • Major stages of the Atomic Project, R I Ilkaev Physics-Uspekhi, 2013, Volume 56, Number 5, Pages 502-509 • History of the Universe History, A M Cherepashchuk Physics-Uspekhi, 2013, Volume 56, Number 5, Pages 509-530

2013-05-01

498

Asking Higher Level Questions  

ERIC Educational Resources Information Center

A learning hierarchy for teaching inservice and preservice teachers to ask questions which require complex thought (instead of memory) is presented. Some assessment of effectiveness has been carried out on an informal basis. (Author)

O'Neill, Leo; Raths, James

1970-01-01

499

Schneider, Thomas — Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

500

Questions about Biological Parents  

MedlinePLUS

... About Biological Parents Family Life Listen Questions About Biological Parents Article Body As you raise your adopted ... to her life—the fact that she has biological parents elsewhere—that may make it necessary for ...