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Last update: November 12, 2013.
1

Relationships of General Vocabulary, Science Vocabulary, and Student Questioning with Science Comprehension in Students with Varying Levels of English Proficiency  

ERIC Educational Resources Information Center

|This study investigated the influence of general vocabulary knowledge, science vocabulary knowledge, and text based questioning on the science reading comprehension of three types of students who varied in their English language proficiency. Specifically, grade 5 English-Only speakers, English Language Learners in the United States, and students…

Taboada, Ana

2012-01-01

2

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

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

Questions and Problems in Science.  

ERIC Educational Resources Information Center

This folio of test items, contributed by a number of colleges and universities from their course, placement, entrance, or other institutional examinations, was compiled to aid teachers in constructing tests. Only those science courses offered in the first two years of college are represented by the scope of the items. The test items may also serve…

Dressel, Paul L.; Nelson, Clarence H.

5

Teaching sciences: The multicultural question revisited  

NASA Astrophysics Data System (ADS)

We contend that science education should be multicultural. We do not believe a universalist view of science is either compatible with a multicultural approach or fully coherent as a foundation for the science curriculum. We begin by summarizing the case for a universalist approach to science education. We then show weaknesses of universalism in accounting for the following: 1. the limits of human cognitive capabilities in constraining what we can understand about nature; 2. a description of reality as a flux; 3. the disunity of science and the role of culturally different forms and social organization of research in shaping the cognitive content of the sciences. We argue that it would be valuable for students to understand the nature of the debates regarding multicultural and universalist perspectives on science. For example, what questions is contemporary molecular biology good at answering? What kinds of problems do other sciences solve? What historical conditions may explain why western sciences arose primarily out of Western European culture rather than elsewhere in the world? How do other belief systems (e.g., religion) interact with indigenous sciences, Chinese science, and Western science?

Stanley, William B.; Brickhouse, Nancy W.

2001-01-01

6

Thinking skills: the question of generality  

Microsoft Academic Search

This paper examines the question of whether there are useful general thinking skills. It oÄ ers a working de® nition ofthinking skill' and identi® es ways in which this concept has been over-applied. Thinking skills, used across domains, are not inevitably weak as a result of the generality± power tradeoÄ . Admitting that thinking skills require domain-speci® c knowledge for

Gerald F. Smith

2002-01-01

7

Science and Public Policy: Millennium Questions  

Microsoft Academic Search

At the beginning of the twentieth century, at the International Congress of Mathemati- cians in Paris, the mathematician David Hilbert presented twenty-three of the greatest unsolved problems of his day. At the start of our new millennium (and century) similar question-posing exercises can be observed in several areas of science. The Clay Mathemat- ics Institute of Cambridge (MA) has announced

Lloyd S. Etheredge; David Hilbert

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

Differential Effects of Science Study Questions.  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the differential effects on low and high verbal students of verbatim study questions adjunct to a text describing science concepts. The sample consisted of 217 eighth grade students enrolled in twelve Calgary (Alberta, Canada) schools. Materials developed for the study included an introduction to the…

Holliday, William G.; And Others

10

Interaction of wait time feedback and questioning instruction on middle school science teaching  

Microsoft Academic Search

Wait time, the duration of teacher pauses after questions, is an important variable in research on science teaching. This project investigated the effects of increasing teacher's wait times on general questioning skills in science teaching. In previous research, the influence of wait time training has been confounded with instruction in general questioning skills, making it difficult to test the hypothesis

J. Nathan Swift; C. Thomas Gooding

1983-01-01

11

CAN QUESTIONS FACILITATE LEARNING FROM ILLUSTRATED SCIENCE TEXTS?  

Microsoft Academic Search

This research examines the effectiveness of using questions to facilitate processing of diagrams in science texts. Three studies assessed college students' learning from science passages with questions about illustrations. Experiment 1 investigated the effect of replacing traditional figure captions in an ecology passage with captions which provide questions about illustrations. Experimental subjects did not perform better with questions as captions.

Marie K. Iding

1997-01-01

12

The Priority of the Question: Focus Questions for Sustained Reasoning in Science  

NASA Astrophysics Data System (ADS)

Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the questions teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic questions generated for a mass audience, lack authenticity and contextual cues that allow learners to immediately appreciate a question’s relevance. Teacher queries intended to motivate, guide, and foster learning through inquiry are known as focus questions. This theoretical article draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus questions with their students.

Lustick, David

2010-08-01

13

Perspectives: The Art (and Science) of Asking Questions  

NSDL National Science Digital Library

Questions serve as formative assessments that provide information to teachers about student learning in relation to curricular goals. In addition to helping students build science concepts, teacher questions can help develop scientific habits of mind. This month's column discusses how teachers can change their questioning techniques to improve their students' science learning.

Rogers, Meredith A.; Abell, Sandra K.

2008-10-01

14

The effects on interest, instruction, and achievement on the science question level of middle school students  

NASA Astrophysics Data System (ADS)

The effects of instruction in writing researchable questions, science topic interest, and achievement (science, reading, and mathematics) on science question level in seventh grade students were investigated experimentally. The hypotheses were: students instructed in researchable questioning in science would outperform students who were not instructed on a measure of science question level; students interested in science topics would score higher on a measure of science question level, than when they are not interested; and high achieving students in mathematics, reading or science would outperform students who are not high achievers on a measure of science question level. Eight classes of normally achieving seventh graders (n = 106 students), from a middle school in west central Florida, were randomly assigned to two treatments. One group received instruction in writing researchable questions in science, the other group did not receive instruction. Each student in each of the eight classes completed "The Middle School Students' Science Topic Interest Rating Scale", developed for this study (test-retest reliability, rsbs =.84), rating each of the thirteen topics from one to three. All students selected two topics in which they were least interested, and two topics in which they were most interested. They then wrote researchable questions for each topic. All students took the Scholastic Aptitude Tests (SAT) in reading, mathematics and science. The questions were rated using the four levels described by "The Middle School Students' Science Question Rating Scale", developed for this study (inter-rater reliability, rsbs =.96). The scores for each question were averaged for two raters then summed for each interest level for each student The means and standard deviations were computed for questions generated at a low level of interest, questions generated at a high level of interest, reading SAT scores, mathematics SAT scores, and science SAT scores. The data were analyzed for main effects and interaction effects using general linear modeling procedures. The variable modeled was question level. There was one within subjects factor, science topic interest, and four between subjects factors: instruction, science achievement, mathematics achievement and reading achievement. The results, consistent with the hypotheses, indicate that students who received instruction in researchable questioning outperformed those students who were not instructed on a measure of science question level; when students were interested in a science topic their question level was significantly higher than when they were not interested; and students who were high achievers in mathematics, reading or science outperformed those students who were not high achievers on a measure of science question level.

Cuccio Schirripa, Santine

15

Are We Asking the Right Questions in Science and Management.  

National Technical Information Service (NTIS)

In this paper, we focus on the importance of asking effective questions in both management and the science that serves the management process. Part of this process involves making a clear distinction between management questions and scientific (or researc...

C. W. Fowler L. Hobbs

2009-01-01

16

Classroom questioning strategies as indicators of inquiry based science instruction  

NASA Astrophysics Data System (ADS)

Inquiry teaching often rests upon the assumption that through the use of questioning and response strategies, teachers can stimulate students to actively construct knowledge. Based on this hypothesis, middle-school science lessons were observed and questioning and response strategies were identified that are related to inquiry-based instruction. Twenty-four science lessons were observed, videotaped, and ranked by inquiry characteristics other than questioning strategy. The video and audio portions of the recordings were analyzed to determine the student and teacher's questioning and response strategies in each classroom. These strategies were then compared to teaching style, along a continuum from traditional to inquiry, to identify questioning and response strategies that stimulate students to ask questions, solve problems, analyze evidence, consider alternative explanations, and other similar inquiry behaviors. The analyses indicated several questioning strategies of teachers that are related to inquiry teaching and learning and might be used as indicators of inquiry teaching in middle school science lessons. These include the number of content-related questions asked by teachers, the number of divergent questions asked by teachers, the number of times teachers probe for the intended response, the number of times teachers answer students' questions, and the number questions per concept asked by teachers. Perhaps more important was the observation that even after several decades of emphasizing the importance of inquiry methods in science education, neither students nor teachers participating in this study are asking higher-level cognitive questions deemed to be an important facet in the effective teaching and learning of science.

Goossen, Linda Hale

17

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

18

Review of Research: Teacher Questioning Behavior in Science Classrooms.  

ERIC Educational Resources Information Center

Selected for this review are dissertations and other research reports related to science teacher questioning behavior, with particular emphasis on those studies designed to help teachers change their questioning behavior. Summarizing the section on observational studies (N=11), the author concludes that science teachers appear to function…

Blosser, Patricia E.

19

Classroom questioning strategies as indicators of inquiry based science instruction  

Microsoft Academic Search

Inquiry teaching often rests upon the assumption that through the use of questioning and response strategies, teachers can stimulate students to actively construct knowledge. Based on this hypothesis, middle-school science lessons were observed and questioning and response strategies were identified that are related to inquiry-based instruction. Twenty-four science lessons were observed, videotaped, and ranked by inquiry characteristics other than questioning

Linda Hale Goossen

2002-01-01

20

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

21

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

22

Student and teacher questioning during conversations about science  

Microsoft Academic Search

This paper summarizes case studies developed by a group of collaborating educators. We investigated ways of speaking that encourage students to (a) formulate insightful questions about science topics and (b) express their own ideas during reflective discussions. The authors include elementary, high school, and college faculty. Subject-matter contexts included phases of the moon, motion, electricity, light, and waves. In developing

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

2001-01-01

23

The question of PC in medicine, science, and mental health  

Microsoft Academic Search

The question whether political correctness in the medical, mental health, and scientific professions is good for the physical and mental health of the society as a whole is a serious one. It posits the underlying assumption that there could be something harmful to society's welfare in the position of establishment science and medicine. It additionally recognizes that treatment health practitioners

Daniel W. Miller

1996-01-01

24

Five Paradoxes and a General Question on Time Traveling  

NASA Astrophysics Data System (ADS)

We present five paradoxes about: traveling to the past, traveling to the future, time traveling of a pregnant woman, traveling in the past before the birth, and traveling in the future after death. And a general question about how long does the time traveling take by itself?

Smarandache, Florentin

2011-04-01

25

Question Asking in the Science Classroom: Teacher Attitudes and Practices  

NASA Astrophysics Data System (ADS)

Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.

Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

2013-06-01

26

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

27

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

28

Interaction of Wait Time Feedback and Questioning Instruction on Middle School Science Teaching.  

ERIC Educational Resources Information Center

Investigated effects of increasing middle school teachers' (N=40) wait time on general questioning skills in science teaching. Four groups (10 teachers each) were used: control; group receiving printed guides on discussion/techniques; group using an electronic feedback device; group using both guides and feedback device. Results, conclusions, and…

Swift, J. Nathan; Gooding, C. Thomas

1983-01-01

29

Student and teacher questioning during conversations about science  

NASA Astrophysics Data System (ADS)

This paper summarizes case studies developed by a group of collaborating educators. We investigated ways of speaking that encourage students to (a) formulate insightful questions about science topics and (b) express their own ideas during reflective discussions. The authors include elementary, high school, and college faculty. Subject-matter contexts included phases of the moon, motion, electricity, light, and waves. In developing case studies, we documented and interpreted student and teacher questions during the three ways of speaking we value most: guided discussions, student-generated inquiry discussions, and peer collaborations. Student questions occurred when we set up discourse structures that explicitly elicited student questions, engaged students in conversations about familiar contexts in which they had made many observations over a long time period, created comfortable discourse environments in which students could try to understand one another's thinking, and established small groups where students were collaborating with one another. Typically we elicited student thinking by asking questions that develop conceptual understanding. These included questions to help students clarify their meanings, explore various points of view in a neutral and respectful manner, and monitor the discussion and their own thinking. We also elicited student thinking by practicing quietness through long wait times, attentive silence, and reticence.

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

2001-02-01

30

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

31

Examining student-generated questions in an elementary science classroom  

NASA Astrophysics Data System (ADS)

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

Diaz, Juan Francisco, Jr.

32

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

33

General Science and STEM Gateways and Resources  

NSDL National Science Digital Library

The General Science and STEM (Science, Technology, Engineering, and Mathematics) Gateways and Resources collection is comprised of web portals, web sites, and individual digital resources. The collection includes portals and sites offering material on three or more scientific disciplines or the entire STEM spectrum--or offering substantial material devoted to the nature of science and/or scientific method. Also included are individual resources focusing on the nature of science or scientific method. Here may be found materials for educators and learners (early childhood through graduate school), resources intended for the general public, and materials aimed at research communities.

2008-03-14

34

Interaction of wait time feedback and questioning instruction on middle school science teaching  

NASA Astrophysics Data System (ADS)

Wait time, the duration of teacher pauses after questions, is an important variable in research on science teaching. This project investigated the effects of increasing teacher's wait times on general questioning skills in science teaching. In previous research, the influence of wait time training has been confounded with instruction in general questioning skills, making it difficult to test the hypothesis that increasing the wait time will by itself improve classroom discussions. In this project, these variables were separated through the use of four treatment groups made up of science teachers. One group received instruction in wait time using a newly developed electronic feedback device that monitors the duration of teacher and student pauses; a second group received instruction in general questioning skills; a third group received both types of instruction; a comparison group received no instruction of either type. The tape recordings were coded and analyzed for classroom interaction data. Comparisons were made using discriminant analysis, analyses of variance, and correlational relationships. The wait time feedback devices facilitated the production of wait time means consistently superior to baseline performance, albeit slightly below the 3-second criterion sought. Regardless, the feedback groups did produce a large number of the hypothesized changes. Significant effects were found from a comparison of the discriminant function scores. Effects consistently favored the groups with the feedback devices. The presence of the guides seemed to make little difference. The groups with the devices used greater numbers of high-level questions, especially those of the evaluative level. There were more contributions from students, as measured by length of answers, frequency of volunteered contributions, numbers of relevant student words, and percentages of student talk.

Swift, J. Nathan; Gooding, C. Thomas

35

Managing affect in learners' questions in undergraduate science  

Microsoft Academic Search

This article aims to position students' classroom questioning within the literature surrounding affect and its impact on learning. The article consists of two main sections. First, the act of questioning is discussed in order to highlight how affect shapes the process of questioning, and a four-part genesis to question-asking that we call CARE is described: the construction, asking, reception and

Helena Pedrosa-de-Jesus; Mike Watts

2012-01-01

36

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

37

Can (and Will) the Data be Processed? Technology Development to Address Science Questions  

NASA Astrophysics Data System (ADS)

Regarding the workshop theme of technology needed to address science questions, we summarize urgent issues regarding software, geodetic control, and standardization, in order to process instrument data so as to obtain the greatest science return.

Archinal, B. A.; Kirk, R. L.; Keszthelyi, L. P.; Gaddis, L. R.; Rosiek, M. R.

2012-10-01

38

You asked for IT!: phrasing questions for computer science assessment  

Microsoft Academic Search

The formulation of questions is central to the design of good assessment practices. In reality, however, lecturers, seriously pressed for time, often neglect to pay the necessary consideration to the student's reception of the question. Students' failure to sufficiently grasp the essence of a question is often informally cited as a reason for inadequate performance in a test. In this

Vreda Pieterse; Cecilia M. du Toit

2009-01-01

39

Culture Wars in the Classroom: Prospective Teachers Question Science.  

ERIC Educational Resources Information Center

|Investigates whether studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a teacher. Argues that a course studying the cultural wars over science contributes to prospective teachers' professional growth because it elicits tacit beliefs about school science as it introduces more complex understanding.…

Sullenger, Karen; Turner, Steve; Caplan, Hart; Crummey, Joe; Cuming, Rick; Charron, Cynthia; Corey, Beth

2000-01-01

40

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

41

Questions  

Center for Biologics Evaluation and Research (CBER)

Text Version... Questions Sildenafil July 29, 2010 DEPARTMENT OF HEALTH AND HUMAN SERVICES Public Health Service Food and Drug Administration ... More results from www.fda.gov/downloads/advisorycommittees/committeesmeetingmaterials

42

Teaching General Education College Science Via the Mars Student Imaging Project  

Microsoft Academic Search

Asking and answering scientific questions using recent data acquired from the THEMIS instrument aboard the Mars Odyssey spacecraft is a great way to motivate college students enrolled in a required General Education science laboratory class.

R. E. Beiersdorfer; P. Valderrama; C. R. Singler

2003-01-01

43

Interactions between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science  

ERIC Educational Resources Information Center

Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using…

Smart, Julie B.; Marshall, Jeff C.

2013-01-01

44

Burning Questions in Gravity-Dependent Combustion Science.  

National Technical Information Service (NTIS)

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...

D. Urban F. P. Chiaramonte

2012-01-01

45

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.

46

Science or Sience 1 : The Question of Intelligent Design Theory  

Microsoft Academic Search

Intelligent Design Theory (ID) has been much maligned recently as Neo-Creationist pseudo- science. This paper looks briefly at the common arguments used against ID, including arguments from methodological naturalism (MN), falsifiability, productivity, and religious fundamentalism. Ultimately it goes on to explain why the theory could be beneficial to our society today and suggests a need for a methodology of studying

Jeff Mino

47

Science as a Process: the Question of Bee ''Language  

Microsoft Academic Search

Scientists normally receive very little formal training in scientific method or in the philosophy, sociology and psychology of science. Consequently, individual scientists tend to become committed to hypotheses as end products rather than as entities that will be replaced. Competing hypotheses espoused by others then may lead to confrontation (controversy), and application of the scientific method becomes a collective and

ADRIAN M. WENNER

2006-01-01

48

Let the Questions Be Your Guide: MBE as Interdisciplinary Science  

ERIC Educational Resources Information Center

|From its inception, the field of Mind, Brain, and Education (MBE) has been conceived as an interdisciplinary science, and with good reason: The phenomena the field aims to understand often arise from interactions among multiple factors, span levels of analysis, and are context dependent. In this article, we argue that to reach its potential as an…

Rose, L. Todd; Daley, Samantha G.; Rose, David H.

2011-01-01

49

Climate Change Science: An Analysis of Some Key Questions  

NSDL National Science Digital Library

This new report from the National Academies' National Research Council was produced in response to a request from the Bush administration. Written by a distinguished committee, the report attempts to summarize our current understanding of global climate change and examine what the future may hold for the 21st century and the extent to which warming may be attributable to human activity. Among other things, the report argues for a great deal more systematic research to address current uncertainties in climate-change science. Users may read the full text of the report in Open Book format at the National Academy Press site.

2001-01-01

50

General Questions  

Center for Biologics Evaluation and Research (CBER)

... The "Certificate of a Pharmaceutical Product" conforms to the format established by the World Health Organization(WHO) and is intended for use by ... More results from www.fda.gov/biologicsbloodvaccines/guidancecomplianceregulatoryinformation/complianceactivities

51

Wait Time and Questioning Skills of Middle School Science Teachers. Final Technical Report.  

ERIC Educational Resources Information Center

This investigation focused on teachers' questioning skills and the use of wait time (length of pauses after questions). A sample of 40 experienced middle school science teachers from 5 suburban school districts in 1 central New York State county was divided into 4 treatment groups of 10 teachers each. One group received instruction in wait time…

Swift, J. Nathan

52

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

53

Classroom Interaction in Science: Teacher questioning and feedback to students' responses  

Microsoft Academic Search

The purpose of this study was to (a) develop an analytical framework that represents classroom talk and questioning in science, (b) find out how teachers use questioning to engage their students in thinking about conceptual content that enables the construction of knowledge, and (c) identify the various forms of feedback provided by teachers in the follow-up move of the initiation

Christine Chin

2006-01-01

54

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

55

Using Science-Fiction to Teach General Education Astronomy  

NASA Astrophysics Data System (ADS)

There are two groups of people for whom astronomical objects are not distant abstractions: Astronomers and Science-Fiction Writers. In the Fall Semester of 1995 I started integrating Science-Fiction in my general education Intro Astronomy course to familiarize students with astronomical concepts in a way that cannot be done with standard textbooks. Astronomy: The Evolving Universe by Michael Zelik was supplemented by Ben Bova's novel Mars, and a dozen short stories from various sources, chosen for their portrayal of astronomical concepts. Students were evaluated on papers they wrote and a final exam. The papers were designed for the students to imagine themselves in a position of an explorer, to experience the universe for themselves. The final exam was a combination of short answer questions about astronomical concepts and essay questions similar in scope to the papers. The student wrote thorough and imaginative papers. While I did not have a control group to give the exam to, performance on the Final exam seemed good, certainly no worse than the years before. Most importantly, about half the students said that they would continue to read Science Fiction.

Degraff, D. R.

1996-12-01

56

Conceptions of Science Teaching Revealed by Metaphors and by Answers to Open-Ended Questions.  

ERIC Educational Resources Information Center

Compares and contrasts conceptions of science teaching by using two methods: analysis of metaphors used to describe teaching, and responses to open-ended questions. Participants were pre-service science teachers with undergraduate degrees in either physics, chemistry, or biology. (Author/SAH)

BouJaoude, Saouma

2000-01-01

57

Differential effects of verbal aptitude and study questions on comprehension of science concepts  

Microsoft Academic Search

Selective attention models predict that verbatim study questions can divert students from meaningfully encoding attributes of science concepts. The aptitude-treatment interaction (ATI) hypothesis predicts that such questions can be particularly dysfunctional to low-ability students. These predictions assume the measurement of true comprehension of concepts as a criterion. Eighth-grade students (n = 217) were randomly assigned to a text-only, text-question or

William G. Holliday; Harold G. Whittaker; Kenneth D. Loose

1984-01-01

58

Analysis of Student Performance on Multiple-Choice Questions in General Chemistry  

ERIC Educational Resources Information Center

|The percentage of students choosing the correct answer (PSCA) on 17 multiple-choice algorithmic questions taken from general chemistry exams is analyzed. PSCAs for these questions varied from 47 to 93%, and a decrease of 4.5% in PSCA was observed with each additional step in the algorithm required for solving the problem (R[superscript 2] =…

Hartman, JudithAnn R.; Lin, Shirley

2011-01-01

59

Selective attentional effects of textbook study questions on student learning in science  

NASA Astrophysics Data System (ADS)

A selective attentional model used to explain recent mathemagenic and related research findings also predicted that textbook study questions adjunct to a flow diagram focus students' attention more upon questioned information and less upon nonquestioned information. Furthermore, the chances of such dysfunctional selective attention are increased when students are provided with a mere sampling (partial set) of study questions covering only portions of the diagram and are decreased when students are provided with a population (complete set) of questions or a no-question treatment. As predicted, using the Newman-Keuls procedure (p <0.05), the population and no-question treatment groups outperformed the sampling-question group which, in turn, outperformed a placebo-control group. It was concluded that researchers and teachers should be aware that encouraging students to concentrate on selective portions of critical information can result in inadequate processing of such specialized science materials as flow diagrams.

Holliday, William G.

60

Reply to "Comment on: 'Questions concerning the generalized Hartman effect' [Phys. Lett. A 375 (2011) 3259]"  

NASA Astrophysics Data System (ADS)

Some questions on the generalized Hartman effect presented by Kudaka and Matsumoto [S. Kudaka, S. Matsumoto, Phys. Lett. A 375 (2011) 3259] and a comment on them given by Milanovi? and Radovanovi? are discussed.

Kudaka, Shoju; Matsumoto, Shuichi

2012-03-01

61

Science with Large Solar Telescopes: Addressing Key Science Questions with New Observing Modes  

NASA Astrophysics Data System (ADS)

We review the capabilities of existing and future large solar telescopes with an emphasis on the key science questions that these instruments must address. Large solar telescopes coming online now, as well as the 4-meter ATST coming online in 2018 are tasked with extending high resolution and polarimetric investigations from the lower atmospheric regions into the higher regions and connecting the dynamics between the two. The overall goal is to understand the interaction of flows and magnetic fields in the convection zone down to O(10) km scales and the magnetohydrodynamic transport, storage, and release of energy in the upper atmosphere leading to coronal heating and eruptive events. The ATST in particular will have unique opportunities to address this goal with new observations of the infrared atmosphere at very high spatial resolution and with coronagraphic capabilities. We discuss some of the multi-instrument ATST observing programs that will investigate such topics as small-scale magnetoconvection and energetic events in the lower atmosphere and energy release in filament eruptions.

Berger, T.

2012-12-01

62

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

63

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.

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

2007-11-01

64

Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science  

NSDL National Science Digital Library

We investigated general science students' attitudes regarding the acquisition of scientific knowledge and the nature of science by administering a 32-item attitudinal survey. To assemble a representative array of epistemological attitudes at our institution and to determine the impact of instruction, we administered this survey to over 250 students from 19 sections of three general science courses. We characterized the instructional styles for each course using three broad categories: Traditional, Transitional, and Learning-centered. This paper focuses on the impact those different instructional styles had on students' epistemological beliefs.

Marx, Jeffrey; Mian, Shabbir; Pagonis, Vasilis

2010-01-18

65

The relationship between science learning opportunities and ninth-grade science students' performance on a set of open-ended science questions  

NASA Astrophysics Data System (ADS)

The link between instruction in middle school science and assessment in ninth grade science in a small, rural, midwestern school district was investigated. Nine hundred seventeen middle school (grades 6-8) science students and their 13 science teachers responded to surveys used to characterize science learning opportunities in the middle school science classes. Three hundred nine ninth grade students responded to a set of open-ended science questions for which the survey data provided a contextual background for interpretation of ninth grade student performance. Middle school science students did have science learning opportunities to practice science as inquiry, and their science teachers reported that much of the science inquiry practice was contextual. Students reported less frequently discussing, reading, or writing about the work done by scientists and reported seldom using science from the popular press as a source of information in their science classes. Students did have some practice in graphing in certain contexts. At least 90% of the ninth grade science students, who responded to the open-ended science questions, had been middle school students in this same district and would have had similar science experiences to those reported in the surveys. The contextual nature of the practice and less frequent practice in graphing would likely impact student performance on the open-ended science questions which were based on graphic representation. The interpretation and use of graphic information and actual graphing of data were areas that were problematic for students. While practice was reported in controlling variables and making predictions, student data from the open-ended science questions suggest minimal transfer of these skills. Students could write a conclusion for a research scenario but had difficulty in setting out the research question or identifying the control variables for the same scenario. Provision of reasons in support of answers was problematic across the questions, as was judging the validity of evidence and proposing a controlled strategy for testing claims. Major recommendations based on this study include science inquiry practice across a range of contexts and more attention to discussing, reading, and writing in the content area.

Enger, Sandra Kay Corey

66

The effects of teachers' wait-time and knowledge comprehension questioning on science achievement  

Microsoft Academic Search

The purpose of this experimental study was to investigate the effects of varied teacher wait-time durations and cognitive questioning levels on student achievement. Thirty preservice teachers taught a science lesson in which the length of wait-time and percentage of high and low cognitive questions were prescribed. The lessions were audio-taped to insure fidelity to the scripted lessons. At the end

Joseph P. Riley II

1986-01-01

67

General Meeting of USSR Academy of Sciences.  

National Technical Information Service (NTIS)

The report contains speeches by the President of the USSR Academy of Sciences, M. V. Keldysh and the Acting Scientific Secretary of the Presidium of the USSR Academy of Sciences G. K. Skryabin to the annual meeting of the academy.

M. V. Keldysh G. K. Skryabin

1974-01-01

68

British Columbia Science Assessment 1982. General Report.  

ERIC Educational Resources Information Center

|During the spring of 1982, over 80,000 students and nearly 2,000 teachers in British Columbia participated in the 1982 Science Assessment, contributing toward understanding of the status and progress of science education in the elementary and secondary schools of the province. The assessment was the second in science, the first occurring in 1978.…

Taylor, Hugh, Ed.

69

The effects of teachers' wait-time and knowledge comprehension questioning on science achievement  

NASA Astrophysics Data System (ADS)

The purpose of this experimental study was to investigate the effects of varied teacher wait-time durations and cognitive questioning levels on student achievement. Thirty preservice teachers taught a science lesson in which the length of wait-time and percentage of high and low cognitive questions were prescribed. The lessions were audio-taped to insure fidelity to the scripted lessons. At the end of the lesson a criterion referenced test was administered. The results of this test were used as the dependent variable. Analysis of achievement results indicated significant differences attributable to teacher wait-time and cognitive questioning level.

Riley, Joseph P., II

70

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

71

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

72

Politicizing Environmental Science Does Not Mean Denying Climate Science Nor Endorsing It Without Question  

Microsoft Academic Search

This paper argues that the resistance to climate science from so-called deniers cannot be explained by drawing an imaginary line between two fields of science and politics and then investigating each for malfunctions. Instead, there is a need to understand the co-evolution of scientific knowledge and political norms more holistically, and to identify how simple classifications of right and wrong

Tim Forsyth

2012-01-01

73

Learning by Doing: Science in a Large General Education Class  

Microsoft Academic Search

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

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

2007-01-01

74

Analysis of Classroom Response System Questions via Four Lenses in a General Chemistry Course  

ERIC Educational Resources Information Center

|General Chemistry lecture questions used in an electronic classroom response system (CRS) were analyzed using three theoretical frameworks and the pedagogical context in which they were presented. The analytical lenses included whether students were allowed to collaborate, Bloom's Taxonomy, a framework developed by Robinson and Nurrenbern, and an…

Bruck, Aaron D.; Towns, Marcy H.

2009-01-01

75

Analysis of Classroom Response System Questions via Four Lenses in a General Chemistry Course  

ERIC Educational Resources Information Center

General Chemistry lecture questions used in an electronic classroom response system (CRS) were analyzed using three theoretical frameworks and the pedagogical context in which they were presented. The analytical lenses included whether students were allowed to collaborate, Bloom's Taxonomy, a framework developed by Robinson and Nurrenbern, and an…

Bruck, Aaron D.; Towns, Marcy H.

2009-01-01

76

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

77

Differential effects of verbal aptitude and study questions on comprehension of science concepts  

NASA Astrophysics Data System (ADS)

Selective attention models predict that verbatim study questions can divert students from meaningfully encoding attributes of science concepts. The aptitude-treatment interaction (ATI) hypothesis predicts that such questions can be particularly dysfunctional to low-ability students. These predictions assume the measurement of true comprehension of concepts as a criterion. Eighth-grade students (n = 217) were randomly assigned to a text-only, text-question or a placebo treatment. The text verbally described five fossil types. The questions consisted of 28 fill-in-the-blank queries about the text. The posttest required students to visually identify and discriminate 40 fossil specimens as to fossil type. Comprehension of the concepts clearly took place-a fact substantiated by the very low scores obtained by the placebo group. As predicted (p < 0.05), low-verbal students performed better when provided with a text-only rather than a text-question treatment. In contrast, high-verbal students were less effected by the verbatim study questions. Main effects among these groups were also detected. Apparently such questions can overprompt students, resulting in their copying of words from a text to an answer-blank without semantically encoding (i.e., comprehending) the copied words.

Holliday, William G.; Whittaker, Harold G.; Loose, Kenneth D.

78

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.

Baviskar, Sandhya; Lord, Thomas

2007-03-01

79

Science Sampler: Science SLAMS--A reading strategy for answering open-ended questions  

NSDL National Science Digital Library

The SLAMS (Sentence, Lines, Answer, Mechanics, Support) (Crowell and Kolba 2006) strategy is a basic and relatively simple technique used to guide students to answer open-ended questions when reading nonfiction. This strategy gives students the opportunity to develop well-constructed responses, because their answers have to fulfill all parts of SLAMS.

Sziabowski, Christine

2008-11-01

80

Influence of resequencing general science content on the science achievement, attitudes toward science, and interest in science of sixth grade students  

Microsoft Academic Search

This study was designed to determine the influence of resequencing general science content on sixth grade students' science achievement, attitudes toward science, and interest in science. Resequencing content was accomplished for experimental group students through revising the order of textbook chapters in a general science course, in order to clarify content structure and establish interrelationships among major concepts. The subjects

Linda Hamrick; Harold Harty

1987-01-01

81

General Atomics Sciences Education Foundation: Education Modules  

NSDL National Science Digital Library

This web site contains a set of 12 inquiry-based modules for grades 8-12 on materials science, chromatics, electricity, and season changes. Each module is aligned with national science education standards and has been refined through classroom testing. The materials were developed to engage students with highly unique hands-on materials to study color concepts, incandescent light bulbs, DC circuits, and more. The modules include detailed lesson plans with objectives, student activity guides, assessments, and background information for teachers. Accompanying hands-on lab materials may be purchased at a very low cost from the publisher.

Woolf, Lawrence

2009-05-25

82

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.

83

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.

84

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

85

GENESIS: The General Earth Science Investigation Suite  

Microsoft Academic Search

GENESIS is a NASA-sponsored partnership be- tween the Jet Propulsion Laboratory, academia, and three NASA data centers to develop a new suite of web services tools to facilitate multi-sensor investigations in Earth System Science. Residing within a framework known as SciFlo, these tools will offer versatile operators for data access, subsetting, registra- tion, fusion, compression, and advanced statistical analysis. They

Thomas Yunck; Brian Wilson; Amy Braverman; Elaine Dobinson; Eric Fetzer

86

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

87

Factors influencing the undergraduate general education science curriculum  

Microsoft Academic Search

The state of scientific literacy in the United States has been the focus of increasing concern in recent decades. A great deal of the blame for failing to produce citizens with a broad perspective in science has been placed on the undergraduate general education science curriculum. This was a national study designed to examine the factors that influence instructors' decision-making

John Daniel McWilliams

2002-01-01

88

Including Students With Disabilities Into the General Education Science Classroom  

Microsoft Academic Search

This article describes a school-based project designed to close the gap between research and practice by having project staff and teachers work together in the design and implementation of a science project designed to include junior high school students with severe emotional distur- bances or learning disabilities into the general education science classroom. The outcomes of the project indicated there

JOHN CAWLEY; SHARI HAYDEN

89

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.

Woolf, Lawrence

90

General Atomics Sciences: Chromatics - The Science of Color  

NSDL National Science Digital Library

This page is a comprehensive module for grades 8-12 on the origin of colors in materials, including liquids, solids, and gases. "Color in gases" includes experiments that explore the color of fireworks, the origin of smog, the cause of rainbows, and why the sky is blue. The "Color in liquids" section includes investigations into why plants are green, the color change of acid/base indicators, why objects change color when they rust, and how glowsticks and fireflies produce colored light. The section dealing with "Color in solids" examines how colors are produced by the interference of light using an audio CD, how UV light can be detected using fluorescence, and how light emitting diodes work. 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. SEE RELATED ITEMS on this page for a link to these materials.

Woolf, Lawrence

2009-05-25

91

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

92

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.

93

78 FR 38997 - National Institute of General Medical Sciences; Notice of Closed Meetings  

Federal Register 2010, 2011, 2012, 2013

...Health National Institute of General Medical Sciences; Notice of Closed Meetings...National Institute of General Medical Sciences Special Emphasis Panel...National Institute of General Medical Sciences, National Institutes...

2013-06-28

94

78 FR 37557 - National Institute of General Medical Sciences; Notice of Closed Meetings  

Federal Register 2010, 2011, 2012, 2013

...Health National Institute of General Medical Sciences; Notice of Closed Meetings...National Institute of General Medical Sciences Special Emphasis Panel...National Institute of General Medical Sciences, National Institutes...

2013-06-21

95

78 FR 39741 - National Institute of General Medical Sciences; Notice of Closed Meetings  

Federal Register 2010, 2011, 2012, 2013

...Health National Institute of General Medical Sciences; Notice of Closed Meetings...National Institute of General Medical Sciences Special Emphasis Panel...National Institute of General Medical Sciences, National Institutes...

2013-07-02

96

77 FR 62245 - National Institute of General Medical Sciences Notice of Closed Meetings  

Federal Register 2010, 2011, 2012, 2013

...Health National Institute of General Medical Sciences Notice of Closed Meetings...National Institute of General Medical Sciences Special Emphasis Panel...National Institute of General Medical Sciences Initial Review Group;...

2012-10-12

97

78 FR 13362 - National Institute of General Medical Sciences; Notice of Closed Meetings  

Federal Register 2010, 2011, 2012, 2013

...Health National Institute of General Medical Sciences; Notice of Closed Meetings...National Institute of General Medical Sciences Special Emphasis Panel Program...National Institute of General Medical Sciences, National Institutes...

2013-02-27

98

77 FR 76059 - National Institute of General Medical Sciences; Notice of Meeting  

Federal Register 2010, 2011, 2012, 2013

...Health National Institute of General Medical Sciences; Notice of Meeting Pursuant...of the National Advisory General Medical Sciences Council. The meeting will...Committee: National Advisory General Medical Sciences Council. Date:...

2012-12-26

99

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

Federal Register 2010, 2011, 2012, 2013

...Review, National Institute of General Medical Sciences, National...Committee: National Institute of General Medical Sciences Special Emphasis...Review, National Institute of General Medical Sciences, National...Physiology, and Biological Chemistry Research; 93.862,...

2013-10-23

100

Running a Question-and-Answer Website for Science Education: First-Hand Experiences  

Microsoft Academic Search

The online learning and outreach resource Ask A Biologist (AAB; http:\\/\\/www.askabiologist.org.uk\\/) has been operating for three years, and this paper reports our initial experience of running the site. To date, AAB has\\u000a answered and archived online over 3,500 questions from the general public with contributions from more than 50 researchers,\\u000a and attracted an estimated audience of half a million, all

David W. E. Hone; Michael P. Taylor; David Wynick; Paolo Viscardi; Neil Gostling

2011-01-01

101

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

102

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

103

General Education Astronomy Students’ Worldviews And Beliefs About The Role Of Science In Society: Initial Results  

NASA Astrophysics Data System (ADS)

Over the past year, we began a new research project to uncover general education astronomy students’ worldviews, their ideas about the role science plays in society, and the effects instruction has on these beliefs. Over the course of the spring 2012 semester, we collected students’ written responses to several open-ended, provocative questions that investigate students’ ideas about the impact science has had on areas such as the economy, their daily lives, and their fundamental beliefs about the nature of reality. This talk will present our preliminary findings from this project. This material is based upon work supported by the National Science Foundation under Grant No. 0833364 and Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Wallace, Colin Scott; Prather, E. E.; Teske, J.; Meyers, M.; Mendelsohn, B.; Collaboration of Astronomy Teaching Scholars (CATS)

2012-05-01

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

On the Science of Embodied Cognition in the 2010s: Research Questions, Appropriate Reductionism, and Testable Explanations  

ERIC Educational Resources Information Center

|"The Journal of the Learning Sciences" has devoted this special issue to the study of embodied cognition (as it applies to mathematics), a topic that for several decades has gained attention in the cognitive sciences and in mathematics education, in particular. In this commentary, the author aims to address crucial questions in embodied…

Nunez, Rafael

2012-01-01

106

Why Do You Ask? The Effects of Science Teacher Subject-Matter Knowledge on Teacher Questioning and Classroom Discourse.  

ERIC Educational Resources Information Center

Focusing on teaching situations with varying degrees of teacher knowledge, an interpretive study examined the effects of science teacher subject-matter knowledge on classroom questioning and other forms of discourse. Four biology and life science teachers participated in the first year of two year-long studies (the second is in progress). All of…

Carlsen, William S.

107

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

108

Empirical Generalizations and Marketing Science: A Personal View  

Microsoft Academic Search

Marketing has matured to the point where it seems desirable to take stock of where we are, what we have learned, and fruitful directions for extending the knowledge base that has developed. Science is a process involving the interaction between empirical generalizations and theory. An is “a pattern or regularity that repeats over different circumstances and that can be described

Frank M. Bass

1995-01-01

109

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

110

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

111

Comparison of Collegial Individual and Group Reviews of General Practice Multiple Choice Questions  

PubMed Central

Aims: In most German medical faculties, credits in general practice can be earned via exams using multiple-choice questions (MCQ). Measures such as peer-reviews may help assure the quality of these exams. In order to use time and personnel intensive peer reviews effectively and efficiently, the procedures used are key. Therefore, we wanted to find out whether there are differences between group and individual reviews regarding defined parameters. Methods: We conducted a controlled cross-over study with three GP reviewers from four different German universities. Each reviewed 80 MCQs, 40 individually and 40 within a group, including external assessments by a panel of experts. Furthermore all reviewers were asked to evaluate the review process and the time spent carrying out these reviews. Outcomes: We found no significant differences between the reliability and the validity of individual reviews versus group reviews. On average slightly more time was spent on group reviews compared with the individual reviews. The subjective assessments of the study participants regarding their satisfaction with the process and the efficiency and effectiveness of the reviews suggest a preference for group reviews. Conclusions: Based on this study, there are no definite recommendations for or against either approach. When choosing between the two, the specific work structures and organisation at the local faculty should be taken into account.

Bohme, Klaus; Schelling, Jorg; Streitlein-Bohme, Irmgard; Glassen, Katharina; Schubel, Jeannine; Junger, Jana

2012-01-01

112

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

113

Discovery and New Frontiers: Science Missions Seeking New Answers to Timeless Questions (Invited)  

NASA Astrophysics Data System (ADS)

NASA's Discovery and New Frontiers missions EPOXI, Stardust-NExT, Dawn, MESSENGER, Juno, and GRAIL help comprise NASA’s Year of the Solar System. Each of these investigations is seeking answers to key science questions and each has a unique approach to sharing that quest with the public. To date, spacecraft have photographed only four comets up close. What new information will EPOXI uncover when it flies by comet Hartley 2? Will it be similar to the others or very different? How will comet Tempel 1 appear to Stardust-NExT? The Deep Impact mission sent an impactor into the path of Tempel 1 in 2005. What changes will be visible in this unprecedented return visit? Will we finally see the crater made by the impact? Dawn will arrive at asteroid Vesta in July for a year-long orbit. Then it will millions of miles more to go into orbit around dwarf planet Ceres. Using the same science instruments to study both will yield important new information. MESSENGER has already discovered new phenomena and collected considerable data in its three flybys of Mercury. Once the orbiting phase begins, this dynamic planet is guaranteed to put on a spectacular show. Juno is traveling to the massive gas giant Jupiter to extend our knowledge about this wondrous body. Does it have a solid core? How much water does the atmosphere contain? How does the planet’s enormous magnetic force field affect its atmosphere? GRAIL will send twin space probes flying in tandem around the Moon to take precise gravity field measurements to help determine the structure and composition of the lunar interior from crust to core. In early 2011, the Discovery and New Frontiers Programs are planning a teacher “workshop without walls” to help celebrate YSS! Teachers will gather at 4 or 5 sites across the country, including California, Texas, Minnesota, and Maryland, and tune in via NASA’s digital learning network to hear talks about the missions and their science objectives. The workshops will also include trainings with hands-on activities the teachers can take back to their classroom.

Asplund, S.

2010-12-01

114

Examining the Role of Statistical and Linguistic Knowledge Sources in a General-Knowledge Question-Answering System  

Microsoft Academic Search

We describe and evaluate an implemented system for general-knowledge question answering. The sys- tem combines techniques for standard ad-hoc infor- mation retrieval (IR), query-dependent text summa- rization, and shallow syntactic and semantic sen- tence analysis. In a series of experiments we examine the role of each statistical and linguistic knowledge source in the question-answering system. In con- trast to previous

Claire Cardie; Ng Vincent; David Pierce; Chris Buckley

2000-01-01

115

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

116

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

de Jesus, Helena Pedrosa; Moreira, Aurora Coelho

2009-01-01

117

Using Question Answer Relationships in Science Instruction to Increase the Reading Achievement of Struggling Readers and Students with Reading Disabilities  

ERIC Educational Resources Information Center

|The Question Answer Relationship (QAR) literacy strategy was integrated into science instruction in a fourth grade classroom. Ten students who struggled with reading, including some who were diagnosed with a reading disability, participated in this study. Significant gains were made in reading by the 10 student participants in comprehending…

Kinniburgh, Leah H.; Baxter, Abigail

2012-01-01

118

Cognitive-Preference Testing in the Natural Sciences--Some Question-Marks.  

ERIC Educational Resources Information Center

|Discusses several questions concerning the nature of cognitive preferences and their measurement. These questions are of two types: logical, pertaining to matters of principles; and methodological, pertaining to matters of procedures. (HM)|

Jungwirth, Ehud

1979-01-01

119

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

120

The enhancement of primary students’ participation in science through teacher’s questioning  

Microsoft Academic Search

Teachers' questioning is an integral part of the teaching-learning process. It is an extensively researched topic due to its heavy influence on students' learning and participation, in all disciplines. Most of the researchers have focused on identifying the relationship between teachers' questioning and students' outcomes i.e. learning. Moreover, most of the studies in the area of teacher's questioning have been

Mehrunnisa

2000-01-01

121

The effects of preservice teacher's cognitive questioning level and redirecting on student science achievement  

NASA Astrophysics Data System (ADS)

The objectives of this experimental study were to investigate the effects of 100% high cognitive questions, 50% high cognitive questions and 0% high cognitive questions on primary and intermediate students' achievement at the knowledge, comprehension, and analysis levels. A second purpose was to examine the effects of redirecting questions on student achievement. Groups of 5 subjects were randomly selected from 16 intermediate and 16 primary classrooms and then randomly assigned to one of three treatment levels. Data were collected on 154 subjects. Within the three cognitive questioning treatment levels the subjects were also randomly assigned to one of two questioning strategies: (1) redirected and (2) directed. Redirection occurs when the teacher asks the same question to a number of students (in this case 2). Thirty preservice teachers conducted the treatments. The teachers were trained to follow a prescribed behavior pattern and were video taped during the treatment to insure fidelity to the scripted questions. At the end of the lesson a criterion test was administered with 3 subtests measuring at the knowledge, comprehension, and analysis levels of Bloom's Taxonomy. There was no significant difference among scores on the total criterion measure or the sub tests due to cognitive questioning level. There was a significant difference due to redirecting questions (p = 0.05). Students assigned to teachers using redirection scored significantly higher than those assigned to teachers not using this strategy. This difference was found on the knowledge subtest. Significant interactions occurred between questioning level and questioning strategy on the comprehension and total test.

Riley, Joseph P., II

122

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

123

Towards a virtual teaching assistant to answer questions asked by students in introductory computer science  

NASA Astrophysics Data System (ADS)

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 natural language of the questions to a vector space, and then utilizing cosine similarity to identify similar previous questions. I report classification accuracies between 23% and 56%, obtaining substantial improvements by exploiting domain knowledge (compiler error messages) and educational context (assignment name). My results are especially timely and relevant for online courses where students are completing the same set of assignments asynchronously and access to staff is limited.

Heiner, Cecily

124

Journeys into Inquiry-Based Elementary Science: Literacy Practices, Questioning, and Empirical Study  

ERIC Educational Resources Information Center

|Teaching literacy in inquiry-based science-teaching settings has recently become a focus of research in science education. Because professional scientists' uses of reading, writing, and speaking are foundational to their work, as well as to nonscientists' comprehension of it , it follows that literacy practices should also be central to science

Howes, Elaine V.; Lim, Miyoun; Campos, Jaclyn

2009-01-01

125

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

126

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.

127

A comparison of the quality and sequence of television and classroom science questions with a proposed strategy of science instruction  

Microsoft Academic Search

This study was part of a research project designed to measure the utilization and effectiveness of a locally televised science series in 54 classrooms in the Seattle metropolitan area. A design was selected that provided a treatment variable representing four degrees of utilization of TV science and non-TV science, and four grade levels.One measure of effectiveness of TV and non-TV

Paul C. Beisenherz

1973-01-01

128

The Effects of Teachers' Wait-Time and Knowledge Comprehension Questioning on Science Achievement.  

ERIC Educational Resources Information Center

Investigated effects of varied wait-time durations and cognitive questioning levels on student achievement. Analyses of achievement results (using 30 preservice elementary teachers and 129 students) indicated significant differences attributable to teacher wait-time and cognitive questioning level. (JN)

Riley, Joseph P.

1986-01-01

129

Student Questioning in the Presence of the Teacher during Problem Solving in Science.  

ERIC Educational Resources Information Center

Student questioning within the Search, Solve, Create, and Share (SSCS) problem solving instructional model was investigated. The results suggest that the SSCS problem-solving instructional model increases student questioning in the presence of the teacher (n=22) when compared to a teacher-directed laboratory instructional model. The implications…

Pizzini, Edward L; Shepardson, Daniel P.

1991-01-01

130

Contexts for Questioning: Two Zones of Teaching and Learning in Undergraduate Science  

ERIC Educational Resources Information Center

|Higher education institutions are currently undertaking a challenging process in moving from teacher-orientated to student-focused approaches. Students' ability to asking questions is fundamental to developing critical reasoning, and to the process of scientific enquiry itself. Our premise is that questioning competences should become a central…

Pedrosa-de-Jesus, Helena; da Silva Lopes, Betina; Moreira, Aurora; Watts, Mike

2012-01-01

131

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

132

"White Blankets May Make You Smarter" and Other Questionable Social Science Findings  

ERIC Educational Resources Information Center

The social sciences are awash with studies of varying quality. The process of getting published is supposed to sort the good from the bad and, through feedback and editing, make the good better. Ideally, that is how the system should and usually does work--but it does not always work that way. One problem with social science research is that the…

Blimling, Gregory S.

2004-01-01

133

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

ERIC Educational Resources Information Center

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…

Lord, Thomas; Baviskar, Sandhya

2007-01-01

134

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…

Roth, Wolff-Michael

2007-01-01

135

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

136

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

NASA Astrophysics Data System (ADS)

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 notebook in a format that guides students to answer directed questions instead of using a traditional laboratory report format. In the SWH approach, students must make a claim (inference) about what was learned through the laboratory experiment and provide evidence to support that claim. Then, through group discussion, reflection and writing, students continue to negotiate meaning from experiments they conducted. Two teaching assistants were each assigned one standard lab section and one SWH lab section. Subjects in this study were students enrolled in a second-semester general chemistry course for science and engineering majors. A baseline chemistry knowledge score was computed for the subjects in this study. The standard laboratory group had a higher average baseline chemistry score compared to the SWH group. The results of an analysis of covariance indicated that the SWH students exhibited a better overall understanding of chemical equilibrium compared to students using a standard approach in the general chemistry laboratory.

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

2007-12-01

137

Developing a general conceptual framework for avian conservation science  

USGS Publications Warehouse

Avian conservation science in North America has produced a variety of monitoring programs designed to provide information on population status of birds. Waterfowl surveys provide population estimates for breeding ducks over most of the continent, the North American Breeding Bird Survey (BBS) provides indexes to population change for >400 breeding bird species, and many other surveys exist that index bird populations at a variety of scales and seasons. However, many fundamental questions about bird population change remain unanswered. I suggest that analyses of monitoring data provide limited understanding of causes of population change, and that the declining species paradigm (Caughley 1994) is sometimes an inefficient approach to increasing our understanding of causes of population change. In North America, the North American Bird Conservation Initiative (NABCI) provides an opportunity to implement alternative approaches that use management, modeling of population responses to management, and monitoring in combination to increase our understanding of bird populations. In adaptive resources management, modeling provides predictions about consequences of management, and monitoring data allow us to assess the population consequences of management. In this framework, alternative hypotheses about response of populations to management can be evaluated by formulating a series of models with differing structure, and management and monitoring provide information about which model best predicts population response.

Sauer, J.R.

2003-01-01

138

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

139

New models for old questions: generalized linear models for cost prediction  

Microsoft Academic Search

Background Generalized linear models (GLMs) have recently been introduced into cost data analysis. GLMs, transformations of the linear regression model, are characterized by a particular response distribution from one of the exponential family of distributions and monotonic link function which relates the response mean to a scale on which additive model effects operate. Objectives This study compared GLMs and ordinary

John L. Moran; Patricia J. Solomon; Aaron R. Peisach; Jeffrey Martin

2007-01-01

140

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

141

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

2013-10-05

142

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.

143

Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science  

NASA Astrophysics Data System (ADS)

This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted of each group of students setting a question resulting in numerous questions being explored per class. A mixed method quasi-experimental design was utilized. Two grade five teachers from a small rural school district in the Midwestern United States participated, each teaching two sections of science (approximately 25 students per section). Results indicate three major findings. Instructional approach (whole class vs. small group) did not effect student achievement in science or language arts. Observational data indicated the actions and skills teachers utilized to implement the approaches were similar. Specifically, the pedagogical skills of dialogical interaction (which was found to be influenced by teacher level of control of learning and teacher content knowledge) and effective rather than efficient use of time were identified as key factors in teachers' progression toward a student-centered, teacher-managed instructional approach. Unit exams along with qualitative and quantitative teacher observation data indicated that these factors do have an impact on student achievement. Specifically increased dialogical interaction in the forms of greater student voice, and increased cognitive demands placed on students by embedding and emphasizing science argument within the student inquiry corresponded to positive gains in student achievement. Additionally, teacher's perception of student abilities was also found to influence professional growth. Finally, allowing students to set the questions for inquiry and design the experiments impact the classroom environment as teacher talk changed from giving directions toward scaffolding student thought. These results have implications for professional development and teacher education as they suggest that more time should be spent on challenging teachers to align their pedagogy with how students learn rather than simply providing strategies and lesson plans for teachers to use in the classrooms.

Cavagnetto, Andy Roy

144

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

145

Improving Comprehension of Science Content: Generating Self-Explanation Questions and Creating Explanatory Answers  

Microsoft Academic Search

The emphasis on learning in many 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 can improve comprehension related to teacher lectures and from reading text. However, there

Peggie Clelland; Kay Camperell

146

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

Microsoft Academic Search

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

Peggie L. Clelland

2006-01-01

147

Use of Questions in Exhibit Labels to Generate Explanatory Conversation among Science Museum Visitors  

Microsoft Academic Search

Research suggests that conversations at museums contribute to, as well as serve as evidence for, learning. Many museums use labels to provide visitors with information as well as stimulate conversation about exhibit topics. However, most studies on exhibit labels do not centre on conversations. This investigation uses a Vygotskian framework to examine the ways questions in exhibit labels can stimulate

Jill Hohenstein; Lynn Uyen Tran

2007-01-01

148

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

149

Using the Science Writing Heuristic in the General Chemistry Laboratory to Improve Students' Academic Performance  

ERIC Educational Resources Information Center

|The analysis describes the effects of using the science writing heuristic (SWH) in the general chemistry laboratory on the students' academic performance. The technique has found to be extremely important factor in a student's learning process and achievement in science.|

Poock, Jason R.; Burke, K. A.; Greenbowe, Thomas J.; Hand, Brian M.

2007-01-01

150

Mortality prediction with a single general self-rated health question  

Microsoft Academic Search

OBJECTIVE: Health planners and policy makers are increasingly asking for a feasible method to identify vulnerable persons with the greatest\\u000a health needs. We conducted a systematic review of the association between a single item assessing general self-rated health\\u000a (GSRH) and mortality.\\u000a \\u000a \\u000a DATA SOURCES: Systematic MEDLINE and EMBASE database searches for studies published from January 1966 to September 2003.\\u000a \\u000a \\u000a \\u000a \\u000a REVIEW METHODS:

Karen B. DeSalvo; Nicole Bloser; Kristi Reynolds; Jiang He; Paul Muntner

2006-01-01

151

1 Ps ychophy siological Science : Interdisciplinary Approaches to Classic Questions About the Mind  

Microsoft Academic Search

Psychophysiology is an old idea but a new science. It is a likely assumption that ever since man began to experience himself as an object of his own awareness he has had some intuitive notion that bodily changes were, in some measure, related to his moods, his sentiments, his frustrations, his elations. How to relate these dual aspects of human

JOHN T. CACIOPPO; LOUIS G. TASSINARY; GARY G. BERNTSON

152

How Commercial and "Violent" Video Games Can Promote Culturally Sensitive Science Learning: Some Questions and Challenges  

ERIC Educational Resources Information Center

|In their paper, Munoz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing "educational" games, Munoz and El-Hani take a more creative route and include games such as Fallout 3[R] precisely because they are popular and they reproduce ideological and…

Kwah, Helen

2012-01-01

153

Reading News Briefs about Science: How Education Is Related to the Questions People Ask.  

ERIC Educational Resources Information Center

Media reports are an important source of new scientific knowledge, and this information can affect the decision making process. This study explores how formal educational settings prepare students to evaluate informal scientific information. Participants in this study came from different science backgrounds, including adults who did not study post…

Korpan, Connie; Bisanz, Gay L.; Bisanz, Jeffrey; Snyder, Janice J.

154

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

155

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

156

Is victim identity in genocide a question of science or law? The scientific perspective, with special reference to Darfur.  

PubMed

In genocide, victims must represent an ethnic, racial, religious or national group. But is victim identity a question of science or law? Must victims be a socially recognized group or can group identity exist solely in the mind of the perpetrator? This question is relevant to the on-going crisis in Darfur. The "Arab-on-African" violence depicted in the media encompasses identities not shared by Darfurians. This study details an evaluation of victim identity in Darfur, based on field research and literature review. Darfurians are defined by subsistence strategy and economic groups are not protected under genocide law. Whether Darfur is genocide depends on whether victims must conform to scientific group classifications or need only be defined by their relationship to the perpetrators. PMID:18953803

Komar, Debra

2008-09-01

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

2012-10-15

158

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

159

Questions asked at the virtual and physical health sciences reference desk: how do they compare and what do they tell us?  

PubMed

The questions asked at the traditional reference desk are decreasing while questions asked at the virtual reference desk are on the rise. Over a one-month period, the types of reference questions asked at an academic health sciences library were coded. This paper examines and compares the types of questions asked at the current day reference desk versus the virtual reference desk. This paper also reviews past literature examining the types of questions asked via virtual reference and the traditional reference. PMID:15829456

De Groote, Sandra L

2005-01-01

160

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

161

Increasing General Science Achievement for Spanish Immersion Students through an Integrated Educational Approach.  

ERIC Educational Resources Information Center

The main goal of this practicum was to increase general science achievement and improve acquisition of Spanish as a second language in a group of 21 sixth-grade Spanish immersion students. The students were having some difficulty with Spanish learning due to lack of Spanish science vocabulary, lack of appropriate science materials accommodating…

Zuluaga, Fabio Eliecer Gomez

162

The effect of using reflective nature of science questions on seventh grade students' views of nature of science and their understanding of photosynthesis  

NASA Astrophysics Data System (ADS)

The present study examined whether NOS instruction that included teaching reflective NOS questions was more effective than NOS instruction without teaching reflective NOS questions in improving 7th graders' views of NOS, their transfer of NOS to a novel content context, and their understanding of photosynthesis. Both an alternative and an experimental 7th grade groups were taught the tentative, subjective, empirically-based, and observation vs. inference aspects of NOS with an explicit and reflective approach. But, only the experimental group discussed the usefulness of NOS for learning science content and learned the reflective NOS questions, "How do you know what you know?" and "What do you mean by__?" Both treatment groups learned the concept of photosynthesis and had the same teaching. Data sources were the NOS questionnaire that consisted of two sets of questions in the photosynthesis context and in a novel content context, and the photosynthesis questionnaire that assessed participants' conceptions of photosynthesis. Results indicated that the experimental treatment was more effective than the alternative treatment at improving participants' views of NOS. The experimental group enhanced their views of NOS significantly more than the alternative group. With respect to transfer of NOS, only in the tentative aspect and the observation vs. inference aspect of NOS, did the experimental group have significantly higher gain scores in the novel content context. There was no substantial difference between the two groups in terms of the other two aspects of NOS. The comparison between the pre- and the post-test for photosynthesis revealed that both groups gained a similar amount of understanding of photosynthesis. No significant difference was found between the two groups. Supplementary analyses indicated that participants focused on the certainty of knowledge when responding to questions on the NOS questionnaire. In judging the certainty of knowledge, they conflated the certainty of knowledge on the basis of their personal understanding of given content and the certainty of knowledge in relation to NOS. Participants' responses to NOS questions reflected the tension between their personal understanding of science content and their views of NOS.

Kim, Byoung-Sug

163

The effects of higher-order questioning strategies on nonscience majors' achievement in an introductory environmental science course and their attitudes toward the environment  

Microsoft Academic Search

The purpose of this quasi-experimental study was to determine the effect a higher-order questioning strategy (Bloom, 1956) had on undergraduate non-science majors' attitudes toward the environment and their achievement in an introductory environmental science course, EDS 1032, \\

Grace Teresa Eason

2000-01-01

164

The consciousness disciplines and the behavioral sciences: questions of comparison and assessment.  

PubMed

In recent years a number of assessments of the non-Western consciousness disciplines have been undertaken by Western behavioral scientists. The author suggests that a variety of conceptual, methodological, experimential, and content inadequacies render the conclusions of these investigations of doubtful validity. He then describes the models of human nature postulated by these disciplines and the Western behavioral sciences, suggesting that comparing them results in a paradigm clash. The failure to recognize this clash seems to have resulted in inappropriate pathologizing interpretations. Attention is drawn to the relevance of recent findings in state-dependent learning, meditation studies, peak and transcendental experiences, transpersonal psychology, and quantum physics to an assessment of the consciousness disciplines, and suggestions for more adequate investigation are provided. PMID:6990799

Walsh, R

1980-06-01

165

Science Anxiety and Gender in Students Taking General Education Science Courses  

ERIC Educational Resources Information Center

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…

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

2004-01-01

166

CURRICULUM GUIDES IN BIOLOGY--LIFE SCIENCE, BIOLOGY--GENERAL, AND BIOLOGY--ADVANCED PLACEMENT.  

ERIC Educational Resources Information Center

"BIOLOGY--LIFE SCIENCE" IS GEARED TO STUDENTS OF AVERAGE ABILITY, "BIOLOGY--GENERAL" IS OFFERED FOR THOSE WHO HAVE COMPLETED "BIOLOGY--GENERAL" IN GRADES 10 OR 11 AND WHO WISH TO PURSUE COLLEGE LEVEL STUDY WHILE IN GRADE 12. THE NONTECHNICAL "BIOLOGY--LIFE SCIENCE" HAS OUTLINED UNITS IN ORGANIZING FOOD, ORGAN SYSTEMS, HEALTH, CONTINUANCE OF LIFE,…

WESNER, GORDON E.; AND OTHERS

167

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

168

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

169

Boise Hydrogeophysical Research Site: Field-Scale Test Facility for Addressing Fundamental Questions of Environmental Science  

NASA Astrophysics Data System (ADS)

The Boise Hydrogeophysical Research Site (BHRS) is a research wellfield or field-scale test facility developed in a shallow, coarse, fluvial aquifer with the objectives of supporting (a) development of cost-effective, non- invasive methods for quantitative characterization and imaging methods in heterogeneous aquifers using hydrologic and geophysical techniques; (b) examination of fundamental relationships and processes at multiple scales; (c) testing theories and models for groundwater flow and solute transport; and (d) educating and training the next generation of professionals in multidisciplinary subsurface science and engineering. The design of the wells and the wellfield provide for a wide range of single-well, cross-hole, multiwell and multilevel hydrologic, geophysical, and combined hydrologic-geophysical experiments. Efforts have been focused largely on (a) establishing the 3D distributions of geologic, hydrologic, and geophysical parameters which can then be used as the basis for testing methods to jointly invert hard and soft data to return the "known" 3D K distribution and (b) developing subsurface measurement and imaging methods including static and time-lapse tomographic imaging methods. From this work we have developed a good understanding of the hydrostratigraphic framework of the BHRS as a hierarchical system which includes layers and lenses; this framework is recognized with geologic, hydrologic, radar, seismic, and EM methods and tracer tests. Work to date has been conducted by Boise State University with some collaboration and exchange with researchers and students from other institutions. At this point the BHRS is functioning well as a field-scale control volume and test cell in a multiscale heterogeneous aquifer so there is an opportunity to increase the range of both collaborative participation and research activities at the BHRS. In this regard, opportunities exist to investigate and monitor process and property variation in time and space, and fluxes within system components and across boundaries (i.e., ground water, surface water, unsaturated zone, phreatophytes) including chemical and biological/microbiological investigations in addition to on-going hydrologic and geophysical investigations.

Barrash, W.; Routh, P. S.

2006-12-01

170

Science as a general education: Conceptual science should constitute the compulsory core of multi-disciplinary undergraduate degrees.  

PubMed

It is plausible to assume that in the future science will form the compulsory core element both of school curricula and multi-disciplinary undergraduate degrees. But for this to happen entails a shift in the emphasis and methods of science teaching, away from the traditional concern with educating specialists and professionals. Traditional science teaching was essentially vocational, designed to provide precise and comprehensive scientific knowledge for practical application. By contrast, future science teaching will be a general education, hence primarily conceptual. Its aim should be to provide an education in flexible rationality. Vocational science teaching was focused on a single-discipline undergraduate degree, but a general education in abstract systematic thinking is best inculcated by studying several scientific disciplines. In this sense, 'science' is understood as mathematics and the natural sciences, but also the abstract and systematic aspects of disciplines such as economics, linguistics, music theory, history, sociology, political science and management science. Such a wide variety of science options in a multi-disciplinary degree will increase the possibility of student motivation and aptitude. Specialist vocational science education will progressively be shifted to post-graduate level, in Masters and Doctoral programs. A multi-disciplinary and conceptually-based science core curriculum should provide an appropriate preparation for dealing with the demands of modern societies; their complex and rapidly changing social systems; and the need for individual social and professional mobility. Training in rational conceptual thinking also has potential benefits to human health and happiness, since it allows people to over-ride inappropriate instincts, integrate conflicting desires and pursue long-term goals. PMID:16368198

Charlton, Bruce G

2005-12-20

171

Developing Civic Engagement in General Education Political Science  

Microsoft Academic Search

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 effectiveness of the New York Times in

Juan Carlos Huerta; Joseph Jozwiak

2008-01-01

172

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

173

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

174

Modifying Teacher Questioning Behavior in Classroom Interaction.  

ERIC Educational Resources Information Center

This project investigated the effects of increasing teachers' wait times on general questioning skills in science teaching. Variables were separated through the use of four treatment groups, each containing ten science teachers. Schools were randomly assigned to four treatment conditions from a subsampling of middle schools in a central New York…

Gooding, C. Thomas; Swift, J. Nathan

175

Toward a Universal Law of Generalization for Psychological Science  

Microsoft Academic Search

A psychological space is established for any set of stimuli by determining metric distances between the stimuli such that the probability that a response learned to any stimulus will generalize to any other is an invariant monotonic function of the distance between them. To a good approximation, this probability of generalization (i) decays exponentially with this distance, and (ii) does

Roger N. Shepard

1987-01-01

176

Congressional Budget Request, FY 1985. Volume 4. General Science and Research; Uranium Enrichment; Geothermal Resources Development Fund.  

National Technical Information Service (NTIS)

Budget requests for fiscal year 1985 are tabulated for the following research areas: general science and research; high energy physics; nuclear physics; general science program direction; and uranium enrichment. Separate overviews for each research area a...

1984-01-01

177

Congressional budget request, FY 1985. Volume 4. General science and reseaurch; uranium enrichment; geothermal resources development fund  

SciTech Connect

Budget requests for fiscal year 1985 are tabulated for the following research areas: general science and research; high energy physics; nuclear physics; general science program direction; and uranium enrichment. Separate overviews for each research area are provided. (DMC)

Not Available

1984-02-01

178

Some General Findings from the IEA Surveys in Science, Reading Comprehension, and Literature.  

ERIC Educational Resources Information Center

|In this paper some general findings from educational surveys in science, reading comprehension, and literature are reported. A brief description of the research methodology is given. Science was tested in 19 countries, reading in 15 countries and literature in 10 countries. The target populations in each country are defined. Outcome measures in…

Postlethwaite, T. Neville

179

The effects of higher-order questioning strategies on nonscience majors' achievement in an introductory environmental science course and their attitudes toward the environment  

NASA Astrophysics Data System (ADS)

The purpose of this quasi-experimental study was to determine the effect a higher-order questioning strategy (Bloom, 1956) had on undergraduate non-science majors' attitudes toward the environment and their achievement in an introductory environmental science course, EDS 1032, "Survey of Science 2: Life Science," which was offered during the Spring 2000 term. Students from both treatment and control groups (N = 63), which were determined using intact classes, participated in eight cooperative group activities based on the Biological Sciences Curriculum Studies (BSCS) 5E model (Bybee, 1993). The treatment group received a higher-order questioning method combined with the BSCS 5E model. The control group received a lower-order questioning method, combined with the BSCS 5E model. Two instruments were used to measure students' attitude and achievement changes. The Ecology Issue Attitude (EIA) survey (Schindler, 1995) and a comprehensive environmental science final exam. Kolb's Learning Style Inventory (KLSI, 1985) was used to measure students' learning style type. After a 15-week treatment period, results were analyzed using MANCOVA. The overall MANCOVA model used to test the statistical difference between the collective influences of the independent variables on the three dependent variables simultaneously was found to be not significant at alpha = .05. This differs from findings of previous studies in which higher-order questioning techniques had a significant effect on student achievement (King 1989 & 1992; Blosser, 1991; Redfield and Rousseau, 1981; Gall 1970). At the risk of inflated Type I and Type II error rates, separate univariate analyses were performed. However, none of the research factors, when examined collectively or separately, made any significant contribution to explaining the variability in EIA attitude, EIA achievement, and comprehensive environmental science final examination scores. Nevertheless, anecdotal evidence from student's self-reported behavior changes indicated favorable responses to an increased awareness of and positive action toward the environment.

Eason, Grace Teresa

180

Generalizations and kinds in natural science: the case of species  

Microsoft Academic Search

Species in biology are traditionally perceived as kinds of organisms about which explanatory and predictive generalizations can be made, and biologists commonly use species in this manner. This perception of species is, however, in stark contrast with the currently accepted view that species are not kinds or classes at all, but individuals. In this paper I investigate the conditions under

Thomas A. C. Reydon

2006-01-01

181

The sensitivity and specificity of four questions (HARK) to identify intimate partner violence: a diagnostic accuracy study in general practice  

Microsoft Academic Search

BACKGROUND: Intimate partner violence (IPV) including physical, sexual and emotional violence, causes short and long term ill-health. Brief questions that reliably identify women experiencing IPV who present in clinical settings are a pre-requisite for an appropriate response from health services to this substantial public health problem. We estimated the sensitivity and specificity of four questions (HARK) developed from the Abuse

Hardip Sohal; Sandra Eldridge; Gene Feder

2007-01-01

182

Independent Study of Collegiate Biological Science as a General Education Course: Involving Achievement and Understanding the Processes of Science.  

ERIC Educational Resources Information Center

The "Test on Understanding Science, Form W" and the "Nelson Biology Test, Form E", were administered before and after a college general biology course to a random selection of students who had chosen to take an individualized study program and to a random group of students who had chosen to follow the lecture-laboratory alternative. There were no…

Stavick, Lloyd Clair

183

Learning to Question: The Roles of Multiple Hypotheses, Successive Approximations, Balloons and Toilet Paper in University Science Programs of Southwestern Amazonia  

ERIC Educational Resources Information Center

|Learning to question is essential for determining pathways of conservation and development in southwestern Amazonia during a time of rapid global environmental change. Teaching such an approach in graduate science programs in regional universities can be done using play-acting and simulation exercises. Multiple working hypotheses help students…

Brown, I. Foster

2008-01-01

184

Responses of South African Science Talent Quest Students to the Question “Why Am I Doing a Research Project for Expo 2005?”  

Microsoft Academic Search

This study asked the question “Why am I doing a research project for Expo 2005?” The sample of respondents comprised 155 aspirant young scientists and technologists who exhibited their projects in the 2005 Cape Town Science Talent Quest (Expo) competition for schools. They commenced their participation in the Expo judging session by responding to eleven literature-derived reasons or motivations for

Kevin Rochford

2007-01-01

185

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

NASA Astrophysics Data System (ADS)

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

Hariharan, Joya Reena

186

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.

187

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

188

Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science  

Microsoft Academic Search

This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted

Andy Roy Cavagnetto

2006-01-01

189

question_1301530459 — 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

190

question_1329194782 — 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

191

question_1297191134 — Provocative Questions  

Cancer.gov

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192

question_1309209336 — Provocative Questions  

Cancer.gov

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193

question_1313450002 — Provocative Questions  

Cancer.gov

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194

question_1309952087 — Provocative Questions  

Cancer.gov

This is an important question - many cancers such as multiple myeloma are characterized by genomic instability, with new cytogenetic abnormalities, deletions or mutations, and other genetic changes detected as disease progresses.

195

question_1309292133 — Provocative Questions  

Cancer.gov

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196

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Cancer.gov

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197

question_1297533065 — Provocative Questions  

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198

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199

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200

question_1302545047 — Provocative Questions  

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201

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202

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203

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204

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207

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208

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question_1309532294 — Provocative Questions  

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question_1296513894 — Provocative Questions  

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211

An Experimental Comparison of Case Histories with Conventional Materials in Teaching a College General Education Course in Science.  

ERIC Educational Resources Information Center

|Experimentally evaluated were the merits of a case history and a current reading materials approach to a college general education science course with regard to facts and generalizations, methods of science, and scientific attitudes examination scores. In the experimental treatment, the nature of science and scientific research and other course…

Peterson, Ronald G.

212

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

213

Science of Organization and Organization of Science.  

National Technical Information Service (NTIS)

The author who has long been involved in questions of the general systems theory, considers the Soviet existing organization of science from the general system theory viewpoint and on the basis of his analysis. He formulates a number of questions which me...

A. A. Malinovskii

1972-01-01

214

Why can't you scientists leave things alone? Science questioned in British films of the post-war period (1945-1970).  

PubMed

Considerable attention has been paid to the representation of scientists as villains in horror and science fiction films, and to the part this has played in creating the public perception of scientists. But science and scientists have also been represented in films which do not fit readily with the conventions of these genres, and these "mainstream" films allow a more detailed investigation of the public perception of science at the time they were made. This paper examines a number of British mainstream films portraying scientists and science from the period 1945-1970 to see in what ways the conduct of science was being questioned. A concern with the political control of science and the resulting secrecy is evident in a number of the films. The criticism of scientists seems to come from two contradictory directions. Scientists were either seen as too detached and unconcerned about the consequences of their work, or they were too emotional and insufficiently objective. This is in part explained by newer, less deferential attitudes to science co-existing with the older, heroic view during the period under study. PMID:11774889

Jones, R

2001-10-01

215

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

Microsoft Academic Search

The General Educational Development (GED) tests enable people to earn a high school equivalency diploma and help them to qualify for more jobs and opportunities. Apart from this main goal, GED courses aim at enabling adults to improve the condition of their lives and to cope with a changing society. In today's world, science and technology play an exceedingly important

Joya Reena Hariharan

1997-01-01

216

Twenty-Six Key Research Questions in Urban Stream Ecology: An Assessment of the State of the Science (Journal Article)  

EPA Science Inventory

Abstract. Urban streams have been the focus of much research in recent years, but many questions about the mechanisms driving the urban stream syndrome remain unanswered. Identification of key research questions is an important step toward effective, efficient management of urba...

217

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

EPA Science Inventory

Although urban streams have been the focus of much research activity in recent years, there remain many unanswered questions about the mechanisms driving the â??urban stream syndrome.â?ť Identification of these key research questions is an important step toward effective, efficient ...

218

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

219

76 FR 26721 - Re-Issuance of a General Permit to the National Science Foundation for the Ocean Disposal of Man...  

Federal Register 2010, 2011, 2012, 2013

...a General Permit to the National Science Foundation for the Ocean Disposal...permit authorizing the National Science Foundation (NSF) to dispose of ice...a general permit to the National Science Foundation (NSF) for ocean...

2011-05-09

220

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).

221

78 FR 59040 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013

...unwarranted invasion of personal privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel; MIDAS Review Meeting. Date: October 11, 2013. Time: 8:00 a.m. to 5:00 p.m. Agenda: To review and evaluate grant...

2013-09-25

222

General Science, Ninth Grade: Theme III and Theme IV. Student Laboratory Manual. Experimental.  

ERIC Educational Resources Information Center

This document is the student laboratory manual that was designed to accompany some of the experimental activities found in the teacher's guide to this general science course for ninth graders. It contains laboratory worksheets for lessons on such topics as: (1) soil; (2) hazardous waste; (3) wildlife refuges; (4) the water cycle; (5) water…

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

223

Challenging Gifted Learners: General Principles for Science Educators; and Exemplification in the Context of Teaching Chemistry  

ERIC Educational Resources Information Center

There is concern in some counties about the number of able young people entering degree level study and careers in physical science, including chemistry. Too few of the most talented young people are selecting "STEM" subjects to ensure the future supply of scientists, engineers and related professionals. The present paper sets out general

Taber, Keith S.

2010-01-01

224

Using Self-Reflection to Increase Science Process Skills in the General Chemistry Laboratory  

ERIC Educational Resources Information Center

|Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video…

Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-01-01

225

78 FR 13689 - National Institute of General Medical Sciences; Notice of Closed Meetings  

Federal Register 2010, 2011, 2012, 2013

...nih.gov. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel; Clinical Trials: Sepsis. Date: March 25, 2013. Time: 1:00 p.m. to 3:00 p.m. Agenda: To review and evaluate grant applications....

2013-02-28

226

General Science, Ninth Grade: Theme III and Theme IV. Student Laboratory Manual. Experimental.  

ERIC Educational Resources Information Center

|This document is the student laboratory manual that was designed to accompany some of the experimental activities found in the teacher's guide to this general science course for ninth graders. It contains laboratory worksheets for lessons on such topics as: (1) soil; (2) hazardous waste; (3) wildlife refuges; (4) the water cycle; (5) water…

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

227

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

228

75 FR 63843 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013

...of Committee: National Institute of General Medical Sciences Special Emphasis Panel; Review of Minority Biomedical Research Neuro Grant Applications. Date: November 12, 2010. Time: 8:30 a.m. to 5 p.m. Agenda: To review and evaluate grant...

2010-10-18

229

75 FR 65363 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013

...of Committee: National Institute of General Medical Sciences Special Emphasis Panel; Review of Minority Biomedical Research Neuro Grant Applications. Date: December 6, 2010. Time: 8:30 a.m. to 5 p.m. Agenda: To review and evaluate grant...

2010-10-22

230

75 FR 43180 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013

...of Committee: National Institute of General Medical Sciences Special Emphasis Panel, Research Centers in Trauma, Burn, and Peri-Operative Injury (P50). Date: August 17, 2010. Time: 1 p.m. to 6 p.m. Agenda: To review and evaluate grant...

2010-07-23

231

77 FR 33477 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013

...personal privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel; Trauma, Burn and Peri-Operative Injury Research Centers. Date: June 26, 2012. Time: 1:00 p.m. to 4:00 p.m. Agenda: To review...

2012-06-06

232

The Next Move: Steps Towards Change in Elementary Math and Science: Workshop 2. Building Investigations from Questions  

NSDL National Science Digital Library

In this clip a class develops a list of questions they want to investigate about decomposition. Then a group of educators watches a video of the lesson and discusses how teachers can best guide students in planning an investigation.

Astrophysics, Harvard-Smithsonian C.

233

Using the science writing heuristic approach as a tool for assessing and promoting students' conceptual understanding and perceptions in the general chemistry laboratory  

NASA Astrophysics Data System (ADS)

This thesis reports on a study that examined the impact of implementing SWH (inquiry-based approach) in a general chemistry lab on non-science-major students' understanding of chemistry concepts and students' perceptions toward writing in science and implementing SWH. This study was conducted in a large university in the Midwest of the United States in a college freshman chemistry laboratory for non-science-major students. The research framework is presented including the following: the qualitative research design with the observation as data collection method for this design and the criteria for teacher level of implementation and the ranking mechanism; and the quantitative research design with data collection and analysis methods including pre- and post-conceptual exams, lecture question, open-ended surveys. This research was based on a quasi-experimental mixed-method design a focus on student performance on higher order conceptual questions, and open-ended survey at the end of semester about their perception toward writing to learn ad implementing SWH. Results from the qualitative and quantitative component indicated that implementing SWH approach has notably enhanced both male and female conceptual understanding and perception toward chemistry and implementing SWH. It is known that there is gender gap in science, where female have lower perception and self confident toward science. Interestingly, my findings have showed that implementing SWH helped closing the gap between male and female who started the semester with a statistically significant lower level of conceptual understanding of chemistry concepts among females than males.

Mohammad, Elham Ghazi

234

The effect of using reflective nature of science questions on seventh grade students' views of nature of science and their understanding of photosynthesis  

Microsoft Academic Search

The present study examined whether NOS instruction that included teaching reflective NOS questions was more effective than NOS instruction without teaching reflective NOS questions in improving 7th graders' views of NOS, their transfer of NOS to a novel content context, and their understanding of photosynthesis. Both an alternative and an experimental 7th grade groups were taught the tentative, subjective, empirically-based,

Byoung-Sug Kim

2006-01-01

235

Learning to Question: The Roles of Multiple Hypotheses, Successive Approximations, Balloons and Toilet Paper in University Science Programs of Southwestern Amazonia  

NASA Astrophysics Data System (ADS)

Learning to question is essential for determining pathways of conservation and development in southwestern Amazonia during a time of rapid global environmental change. Teaching such an approach in graduate science programs in regional universities can be done using play-acting and simulation exercises. Multiple working hypotheses help students learn to question their own research results and expert witnesses. The method of successive approximations enables students to question the results of complex calculations, such as estimates of forest biomass. Balloons and rolls of toilet paper provide means of questioning two-dimensional representations of a three-dimensional Earth and the value of pi. Generation of systematic errors can illustrate the pitfalls of blind acceptance of data. While learning to question is essential, it is insufficient by itself; students must also learn how to be solutionologists in order to satisfy societal demands for solutions to environmental problems. A little irreverence can be an excellent didactic tool for helping students develop the skills necessary to lead conservation and development efforts in the region.

Brown, I. Foster

2008-06-01

236

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.

237

Systematic Questioning: Taxonomies That Develop Critical Thinking Skills.  

ERIC Educational Resources Information Center

Suggests that teachers should consider which questions to ask as a part of instructional preparation. To ensure that diversity and critical thinking are involved, a teacher should use a taxonomy for a template when writing questions. Presents and discusses Bloom's taxonomy, Gagne's levels of learning, and a taxonomy for general science process…

Gilbert, Steven W.

1992-01-01

238

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

ERIC Educational Resources Information Center

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…

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

2012-01-01

239

The role of e-Infrastructures supporting Solar System science within general research environments  

NASA Astrophysics Data System (ADS)

Many aspects of Solar System science are related with phenomena observed on the Sun subsequently causing effects in other parts of the Solar System; similarly, effects that originate in heliopshere or the near planetary environments can have impacts low down in planetary atmospheres. However, combining and comparing observations from the different domains is more difficult that it should be, partly because the communities have evolved independently without any consideration of the need for interoperability. A number of e-Infrastructures have been established to support the analysis in different aspect of science within the Solar System - some have been funded under FP7 including Europlanet RI and HELIO. Now that the Research Infrastructures are reaching maturity it is important to examine how they might work better together and be combined to support new types of science. The infrastructure established by HELIO follows a service oriented architecture where required capabilities are implemented as independent services that cam be combined as needed. If the capabilities of other infrastructures can be made available in a similar way then it is possible to consider them all as components in a larger and more general collaborative research environment that can be used to address science use cases that were previously not possible. We discuss how this might be achieved and describe some of the ideas being developed under the Coordination Action for the integration of Solar System Infrastructure and Science (CASSIS).

Bentley, R. D.

2012-09-01

240

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

Microsoft Academic Search

Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort\\u000a on the part of teachers. In this study, we examined teachers’ instructional moves to elicit and develop students’ ideas and\\u000a questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit.\\u000a The unit materials included features

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

241

Exploring the beliefs of persisting secondary science teachers in general induction programs: A longitudinal study  

NASA Astrophysics Data System (ADS)

Experienced, prepared, and fully certified teachers have been related with higher student achievement, but teacher retention has been a challenge for many decades, especially retention of secondary science teachers. In order to support teachers and student learning, it is critical to understand what impacts secondary science teachers' decisions to persist in the field. This mixed methods study explored whether teacher beliefs were related to persistence over a three-year period. Participants were beginning secondary science teachers that participated in general induction programs provided by their school or district. These participants were selected due to their representative nature of the average beginning secondary science teacher in the United States. Participants' responses to annual semi-structured interviews were the source of data. Findings from quantitative and qualitative analyses revealed that the persisting teachers' beliefs remained stable over the three-year period. Quantitative analyses also revealed that there were no prevalent beliefs among the persisting teachers, even when the variables of gender and socioeconomic status of their schools were considered. When persisting teachers' beliefs about teaching and beliefs about learning were quantitatively analyzed, no relationship was found. Case study of one persisting teacher and one non-persisting teacher revealed that personal experiences and knowledge impacted their beliefs about teaching and learning. The persisting teacher that participated in inquiry-based experiences held student-centered beliefs, while the non-persisting teacher that participated in verification-type experiences held teacher-centered beliefs. This study contributes to the field of science education by examining science teacher persistence instead of attrition. It focused specifically on secondary science teachers while exploring their beliefs longitudinally. Implications from this study calls for teacher beliefs to be challenged during the induction phase, proper placement of new teachers into their first teaching positions, and mentoring programs that address general and content-specific needs. In order to promote retention, further studies need to be conducted on factors that impact secondary science teacher persistence. Through promoting and supporting teacher persistence, we can increase student learning and assist students in becoming scientifically literate adults.

Wong, Sissy Sze-Mun

242

Earth Science in GCSE Science Syllabuses and Examinations.  

ERIC Educational Resources Information Center

|Finds variable coverage of Earth Science topics in the United Kingdom among General Certificate of Secondary Education (GCSE) double-award science syllabuses and examination papers. Concludes that the levels of error in the examination papers were high and that Earth Science questions showed lower levels of demand and higher levels of recall than…

King, Chris; Brooks, Mike; Gill, Robin; Rhodes, Alan; Thompson, David

1999-01-01

243

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

244

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

245

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

246

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. Enseńanza de las Ciencias, 7 (3), pp. 227-284. GUTIÉRREZ, R. (1987). Psicología y aprendizaje de las Ciencias. El modelo de Ausubel. Enseńanza 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 Enseńanza y el aprendizaje del conocimiento geológico. Didáctica de las Ciencias Experimentales. Teoría y Práctica de la Enseńanza de las ciencias, pp. 479-503. Ed. Marfil.

Aguirre-Pérez, Constancio

2010-05-01

247

Peer review-based scripted collaboration to support domain-specific and domain-general knowledge acquisition in computer science  

Microsoft Academic Search

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 requiring both domain-specific and domain-general knowledge. The scripted groups

Stavros Demetriadis; Tina Egerter; Frank Hanisch; Frank Fischer

2011-01-01

248

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

PubMed Central

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 study, early elementary school children (5–7 year-olds; N = 36) were presented with science lessons on one of three schedules: massed, clumped, and spaced. The results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts. Spaced learning schedules promote several types of learning, strengthening the implications of the spacing effect for educational practices and curriculum.

Vlach, Haley A.; Sandhofer, Catherine M.

2012-01-01

249

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

250

Science Education for Everyone: Why and What?  

ERIC Educational Resources Information Center

What the author explores in this essay is not so much the "whether" of general science education, but the "why." What exactly constitutes good science education, and how can one recognize when students have received it? Once this question has been answered, the answer to the "what" question--the actual content of the curriculum--is relatively easy…

Trefil, James

2008-01-01

251

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

NASA Astrophysics Data System (ADS)

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 ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.

Chen, David; Stroup, Walter

1993-09-01

252

Public perception of science and associated general issues for the scientist  

Microsoft Academic Search

This paper discusses how the public's criticisms that science is elitist, obscure, lacks control, tampers with the environment and is unethical arise in part from the nature of science itself or due to misunderstandings of what is science. An historical examination of scientific activity leads to the conclusion that whilst a strict definition of science is not possible, it can

D Boulter

1999-01-01

253

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

254

AAAS News: Questions of Science Literacy Addressed by Rutherford/AAAS; 1982 Exhibit; Energy and Health to Be Discussed in Berkeley; Short Courses at Pacific Division, Annual Meeting.  

ERIC Educational Resources Information Center

Presents the views of F. James Rutherford concerning the status of science education and his role as advisor on science education to the Board of Directors of the American Association for the Advancement of Science. (SK)

Science, 1981

1981-01-01

255

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

256

Research & Teaching: Approaching Scientific Literacy Goals in General Education Science Courses.  

ERIC Educational Resources Information Center

|Discusses the importance of implementing new approaches in science teaching which will elevate citizen concerns to science-related issues confronting society. Outlines a biology application course designed to counteract current problems in this area. (RT)|

Yager, Robert E.

1989-01-01

257

POSTS, Program on Science, Technology and Society, Fourth General Report, Program Summary.  

National Technical Information Service (NTIS)

Accomplishments of the Center for Advanced Study in the Behavioral Sciences Program on Science, Technology, and Society (POSTS) are reviewed. The program is directed toward illuminating the interrelation of technology and culture by promoting more effecti...

P. Gullard

1976-01-01

258

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

259

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

260

Why Cognitive Science Needs Philosophy and Vice Versa  

Microsoft Academic Search

Contrary to common views that philosophy is extraneous to cognitive science, this paper argues that philosophy has a crucial role to play in cognitive science with respect to generality and norm- ativity. General questions include the nature of theories and explanations, the role of computer simulation in cognitive theorizing, and the relations among the different fields of cognitive science. Normative

Paul Thagard

2009-01-01

261

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

262

Scientific Inquiry and Science Teaching  

Microsoft Academic Search

SCIENTIFIC INQUIRY AND SCIENCE TEACHING Using the Internet, a science teacher provided students access to hundreds of ultraviolet (UV) photographic images of the outer atmosphere of Earth. Upon examining the images, students discovered numerous dark “holes” in the outer atmosphere. The teacher posed a general question for the students--What could possibly explain the “dark holes”? The teacher asked the students

RODGER W. BYBEE

263

The Environment in the Mathematics, Natural Sciences, and Technology Learning Areas for General Education and Training in South Africa  

Microsoft Academic Search

This article assesses the inclusion of environmental concerns in South Africa's Revised National Curriculum Statements for Mathematics, Natural Sciences and Technology. It comments on the state of environmental education in formal education in South Africa generally but more specifically in the areas mentioned. Challenges for advancing the project of environmental education in South Africa are noted and a collective effort

Lesley Le Grange

2010-01-01

264

War, Peace, Science, and Technology in the Atomic Age-A Physics Course for the General Student  

Microsoft Academic Search

We describe a new physics course that explores the interaction among science, technology, war, and military affairs since the 1980s; topics covered include the Manhattan project, weapons technology, strategic thinking, disarmament and government support of research. The course is part of a new interdepartmental ldquo;Program for the Study of Peace and War.'' We emphasize the valid role of general physics

R. A. Uritam

1972-01-01

265

Artificial societies and generative social science  

Microsoft Academic Search

What is anartificial society? What can such models offer the social sciences in particular? We address these general questions, drawing brief illustrations\\u000a from the specific artificial society we call “Sugarscape.”

Joshua M. Epstein; Robert Axtell

1997-01-01

266

Questioning Styles  

ERIC Educational Resources Information Center

|In this article, the author discusses a project involving the observation of 12 teachers in different schools, teaching pupils at Key Stage 3 of differing ages and abilities, noting both questioning techniques used and pupils' responses. The teachers involved were volunteers, chosen to give a range of experience, styles, and school, and included…

Martin, Nikki

2003-01-01

267

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

268

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.

Steel, Ashley; Kelsey, Kathryn

2001-01-01

269

An Approach to Teaching General Chemistry II that Highlights the Interdisciplinary Nature of Science  

ERIC Educational Resources Information Center

|The need for a revised curriculum within the life sciences has been well-established. One strategy to improve student preparation in the life sciences is to redesign introductory courses like biology, chemistry, and physics so that they better reflect their disciplinary interdependence. We describe a medically relevant, context-based approach to…

Sumter, Takita Felder; Owens, Patrick M.

2011-01-01

270

Exploring the beliefs of persisting secondary science teachers in general induction programs: A longitudinal study  

Microsoft Academic Search

Experienced, prepared, and fully certified teachers have been related with higher student achievement, but teacher retention has been a challenge for many decades, especially retention of secondary science teachers. In order to support teachers and student learning, it is critical to understand what impacts secondary science teachers' decisions to persist in the field. This mixed methods study explored whether teacher

Sissy Sze-Mun Wong

2010-01-01

271

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

272

101questions  

NSDL National Science Digital Library

This website, created by math educator Dan Meyer, randomly displays photos and brief videos contributed by Meyer or visitors to the site. The photos and videos are in intended to be "perplexing" and to promote wondering. Visitors to the site are encouraged to post questions inspired by the images. Many of these can be used in the classroom to spark inquiry and initiate mathematics investigations. The page links to a related blog.

2012-03-01

273

The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college  

Microsoft Academic Search

The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning

Genevieve C. Chung-Schickler

1998-01-01

274

75 FR 71712 - National Institute of General Medical Sciences; Notice of Closed Meeting  

Federal Register 2010, 2011, 2012, 2013

...Medical Sciences Special Emphasis Panel Initial Scientific Peer Review and Merit Evaluation of Grant Applications for NIGMS MIDAS Initiative. Date: December 14, 2010. Time: 8 a.m. to 5 p.m. Agenda: To review and evaluate grant...

2010-11-24

275

Implementation of Management Science in Latin America: A Case Study and Generalization  

Microsoft Academic Search

Private and public programs designed for rapid industrialization and for raising living standards have caused a growing demand in Latin America for persons trained in management science. Current sources for such training include special \\

N. Paul Loomba; Efraim Turban; Alvin Cohen

1968-01-01

276

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

Federal Register 2010, 2011, 2012, 2013

...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

277

POSTS, Program on Science, Technology and Society, Third General Report, September 1, 1974-August 31, 1975.  

National Technical Information Service (NTIS)

The current status of the program 'POSTS' is reported. POSTS aims to illuminate the interrelation of technology and culture by promoting more effective communication between specialists in the natural, and the behavioral and policy sciences. As Advisory C...

P. Armer P. Gullard

1976-01-01

278

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

Microsoft Academic Search

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

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

2006-01-01

279

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

280

An introduction to the application of the simplest matrix-generalized inverse in systems science  

Microsoft Academic Search

Various kinds of matrix-generalized inverses are defined and classified. Theorems on the existence, calculation, and use of the simplest generalized inverse are stated. Matrices of functions receive special attention. Generalized inverses are applied to solving underdetermined and overdetermined systems of equations, specifically those that arise in linear control problems. Simple examples illustrate suggested procedures.

VICTOR LOVASS-NAGY; RICHARD J. MILLER; DAVID L. POWERS

1978-01-01

281

Effectiveness of a Highly Rated Science Curriculum Unit for Students with Disabilities in General Education Classrooms  

ERIC Educational Resources Information Center

This research is part of a study on scaling-up middle school science curriculum units in a large, diverse public school system. Chemistry That Applies (CTA), a guided inquiry unit based on conceptual change theory and highly rated according to the Project 2061 Curriculum Analysis, was implemented in five middle schools matched demographically with…

Lynch, Sharon; Taymans, Juliana; Watson, William A.; Ochsendorf, Robert J.; Pyke, Curtis; Szesze, Michael J.

2007-01-01

282

The Development and Affective Evaluation of a Minicourse Structure for General Education Earth Science.  

ERIC Educational Resources Information Center

|The purposes of this study were: to determine the degree to which student attitudes were changed by the use of minicourses and to produce a model which could be used by other academic departments interested in the use of minicourses. The study included 240 students in four sections of Earth Science at the University of Northern Colorado. Each…

Anderson, Jack Ronald; Kubicek, Leonard

283

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).

284

General Science, Ninth Grade: Theme I and Theme II. Student Laboratory Manual. Experimental.  

ERIC Educational Resources Information Center

|This ninth grade student manual was developed to be used in conjunction with some of the experimental science activities described in the teacher's guide. It contains laboratory worksheets for: (1) measurement; (2) basic energy concepts; (3) heat energy; (4) light; (5) sound; (6) electricity; and (7) present and future energy resources.…

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

285

General Science, Ninth Grade: Theme I and Theme II. Student Laboratory Manual. Experimental.  

ERIC Educational Resources Information Center

This ninth grade student manual was developed to be used in conjunction with some of the experimental science activities described in the teacher's guide. It contains laboratory worksheets for: (1) measurement; (2) basic energy concepts; (3) heat energy; (4) light; (5) sound; (6) electricity; and (7) present and future energy resources. Additional…

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

286

Adults' Learning about Science in Free-Choice Settings  

ERIC Educational Resources Information Center

This paper synthesizes findings from three studies to answer a general question: What do casual, adult visitors learn about science from their science-related experiences in free-choice settings? Specifically we asked whether there are changes in how people think about science in their daily lives, the nature and use of scientific knowledge, and…

Rennie, Leonie J.; Williams, Gina F.

2006-01-01

287

A Precautionary Tale: Towards a Sustainable Philosophy of Science  

Microsoft Academic Search

Sustainable management of dwindling resources is perhaps the biggest challenge facing the human species. Successfully addressing this challenge requires holistic perspective: a nebulous connection across disparate realms of science, economics and sociopolitics. Here, I examine some important historical philosophical ideas in our understanding of science. I relate these ideas to how science is generally perceived today. And I question how

Andrew Michael Baker

2007-01-01

288

Adults’ Learning about Science in Free?choice Settings  

Microsoft Academic Search

This paper synthesizes findings from three studies to answer a general question: What do casual, adult visitors learn about science from their science?related experiences in free?choice settings? Specifically we asked whether there are changes in how people think about science in their daily lives, the nature and use of scientific knowledge, and its communication by scientists. The three studies involved

Léonie J. Rennie; Gina F. Williams

2006-01-01

289

Adults' Learning about Science in Free-choice Settings  

Microsoft Academic Search

This paper synthesizes findings from three studies to answer a general question: What do casual, adult visitors learn about science from their science-related experiences in free-choice settings? Specifically we asked whether there are changes in how people think about science in their daily lives, the nature and use of scientific knowledge, and its communication by scientists. The three studies involved

Léonie J. Rennie; Gina F. Williams

2006-01-01

290

Lost in the Translation: Writing about Science for the General Public  

SciTech Connect

Writing, like science, is primarily a matter of noticing what goes on in the world and communicating these insights to others. Both require a certain amount of translation, and in the process, distortion. Writing about science is thus doubly cursed, and makes some surprising demands on the writer. Among the (only partly tongue-in-cheek) requirements to be discussed are: Lie; cheat; steal; dare to be stupid; don't trust your sources (or your editors); waste people's time; quote out of context; make arbitrary calls; don't expect anyone to understand you; don't expect anyone to believe you; prepare to make mistakes; avoid 'hardening of the categories'; debase yourself, but never your readers; eschew objectivity; emote.

Cole, K.C. (Los Angeles Times)

2002-03-27

291

Science  

NSDL National Science Digital Library

Science Magazine online. Access abstracts and full text articles updated weekly. Browse through the current issue or archived articles. Obtain information on magazine subscriptions and student, educator, and scientist awards. A wealth of science information is at your fingertips in all disciplines, particularly medicine. Links to other AAAS resources including extensive career information and the latest in HIV/AIDS and aging research.

292

Science.  

ERIC Educational Resources Information Center

|This document contains the following papers on science instruction and technology: "A 3-D Journey in Space: A New Visual Cognitive Adventure" (Yoav Yair, Rachel Mintz, and Shai Litvak); "Using Collaborative Inquiry and Interactive Technologies in an Environmental Science Project for Middle School Teachers: A Description and Analysis" (Patricia…

Roach, Linda E., Ed.

293

Analysis of Requests Made to the National Children's Bureau Question and Answer Service. Design of Information Systems in the Social Sciences. Research Reports Series B, Number Two.  

ERIC Educational Resources Information Center

|A sample of 564 inquiries made to the National Children's Bureau (NCB) question and answer service during 1970-72 was analyzed. Three-quarters of all inquiries came by letter, and nearly all the remainder by telephone. Apart from inquiries concerning the NCB itself, inquiries were mostly for information on a variety of topics concerned with…

Bath Univ. of Technology (England). Univ. Library.

294

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

295

Separation of Substances: A Teacher's Manual for General Level Program Development, Grade 9. Science and Society Teaching Units. Informal Series/26.  

ERIC Educational Resources Information Center

Recognizing the problems and challenges associated with teaching general level or non-academic science courses in junior high school, a series of manuals was written to assist teachers in developing programs which focus on issues related to science and society. In the first in the series, how to make water fit to drink is investigated. Eight…

Roberts, Douglas A.; And Others

296

Force and Energy: A Teacher's Manual for General Level Program Development, Grade 8. Science and Society Teaching Units. Informal Series/25.  

ERIC Educational Resources Information Center

|Developed as the second in a series, this teacher's manual is designed to assist junior high school teachers in developing general level or non-academic science programs which focus on the relationship between science and society. Seven episodes comprise three sections: energy systems, hydroelectricity, and meeting society's energy needs. Each…

Orpwood, Graham W. F.; Roberts, Douglas A.

297

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

298

Science Staff Services in the Illinois Legislative Council. Report to the General Assembly, Catalog of Services, Identification of Needs, Improvement Plan.  

National Technical Information Service (NTIS)

A study on ways of improving the science, engineering, and technology (SET) capabilities of the Illinois General Assembly (IGA) is reported in the form of a planning document. Specific areas related to legislative SET needs, services, and resources are id...

M. M. Cetera J. W. Ahlen M. L. Jordan K. E. Jackson

1979-01-01

299

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

300

Social science research on AIDS in Africa: Questions of content, methodology and ethics (Recherches dans les Sciences Humaines sur le SIDA en Afrique: Problčmes 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

301

Celebrating 50 years of the laser (Scientific session of the general meeting of the Physical Sciences Division of the Russian Academy of Sciences, 13 December 2010)  

NASA Astrophysics Data System (ADS)

A scientific session of the general meeting of the Physical Sciences Division of the Russian Academy of Sciences (RAS) dedicated to the 50th anniversary of the creation of lasers was held in the Conference Hall of the Lebedev Physical Institute, RAS, on 13 December 2010. The agenda of the session announced on the website www.gpad.ac.ru of the RAS Physical Sciences Division listed the following reports: (1) Matveev V A, Bagaev S N Opening speech; (2) Bratman V L, Litvak A G, Suvorov E V (Institute of Applied Physics, RAS, Nizhny Novgorod) "Mastering the terahertz domain: sources and applications"; (3) Balykin V I (Institute of Spectroscopy, RAS, Troitsk, Moscow region) "Ultracold atoms and atom optics"; (4) Ledentsov N N (Ioffe Physical Technical Institute, RAS, St. Petersburg) "New-generation surface-emitting lasers as the key element of the computer communication era"; (5) Krasil'nik Z F (Institute for the Physics of Microstructures, RAS, Nizhny Novgorod) "Lasers for silicon optoelectronics"; (6) Shalagin A M (Institute of Automation and Electrometry, Siberian Branch, RAS, Novosibirsk) "High-power diode-pumped alkali metal vapor lasers"; (7) Kul'chin Yu N (Institute for Automation and Control Processes, Far Eastern Branch, RAS, Vladivostok) "Photonics of self-organizing biomineral nanostructures"; (8) Kolachevsky N N (Lebedev Physical Institute, RAS, Moscow) "Laser cooling of rare-earth atoms and precision measurements". The papers written on the basis of reports 2-4, 7, and 8 are published below.Because the paper based on report 6 was received by the Editors late, it will be published in the October issue of Physics-Uspekhi together with the material related to the Scientific Session of the Physical Sciences Division, RAS, of 22 December 2010. • Mastering the terahertz domain: sources and applications, V L Bratman, A G Litvak, E V Suvorov Physics-Uspekhi, 2011, Volume 54, Number 8, Pages 837-844 • Ultracold atoms and atomic optics, V I Balykin Physics-Uspekhi, 2011, Volume 54, Number 8, Pages 844-852 • New-generation vertically emitting lasers as a key factor in the computer communication era, N N Ledentsov, J A Lott Physics-Uspekhi, 2011, Volume 54, Number 8, Pages 853-858 • The photonics of self-organizing biomineral nanostructures, Yu N Kulchin Physics-Uspekhi, 2011, Volume 54, Number 8, Pages 858-863 • Laser cooling of rare-earth atoms and precision measurements, N N Kolachevsky Physics-Uspekhi, 2011, Volume 54, Number 8, Pages 863-870

2011-08-01

302

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

303

Practicing Psychologists’ Knowledge of General Psychotherapy Research Findings: Implications for Science–Practice Relations  

Microsoft Academic Search

If you are a therapist, how knowledgeable are you and how knowledgeable do you need to be about psychotherapy research findings? In this study, the authors examined practicing psychologists’ knowledge of general psychotherapy research findings. Results revealed that some psychologists showed excellent familiarity with this body of outcome research, but many did not achieve this standard. Not infrequently, psychologists believed

Charles M. Boisvert; David Faust

2006-01-01

304

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

305

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

306

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

Microsoft Academic Search

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.

Matthew Robert Dodd

2008-01-01

307

Using science centers to expose the general public to the microworld.  

National Technical Information Service (NTIS)

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...

E. Malamud

1994-01-01

308

Windows to the Universe: an Internet Resource Bringing the Earth and Space Sciences to the General Public  

NASA Astrophysics Data System (ADS)

Windows to the Universe is a World Wide Web site that presents information about the Earth and Space sciences as well as related historical and cultural topics to the general public in an attractive and user-friendly way. The site makes extensive use of graphically annotated button panels to allow intuitive navigation through the site. The site is graphics intensive, providing access to a rich archive of images, movies, animations and data collected by satellites, spacecraft, and ground-based instruments. Intended primarily as an innovative information resource for museums, libraries, and classrooms, content within Windows to the Universe is developed to complement K-12 science education needs. Content is available at three levels of sophistication, approximating the elementary, middle, and high school levels, and resources are available on-line for teachers including standards-based keyword search capabilities and classroom activities. Supplementary CD-ROMs are available for Mac and Windows-95 platforms that allow rapid access to images on the site, rather than requiring the user to download images over the Internet. This award-winning site is funded by the NASA Public Use of Remote Sensing Data Bases Program.

Johnson, R. M.; Alexander, C. J.; Burek, M.; Kozyra, J.; Lenhart, E.; Linker, J.; Mastie, D.; Ceritelli, M.; Thoenes, H.; Orselli, P.; Weymouth, T.

1997-07-01

309

Science Applications of the RULLI Camera: Photon Thrust, General Relativity and the Crab Nebula  

NASA Astrophysics Data System (ADS)

RULLI (Remote Ultra-Low Light Imager) is a unique single photon imager with very high (microsecond) time resolution and continuous sensitivity, developed at Los Alamos National Laboratory. This technology allows a family of astrophysical and satellite observations that were not feasible in the past. We will describe the results of the analysis of recent observations of the LAGEOS II satellite and the opportunities expected for future observations of the Crab nebula. The LAGEOS/LARES experiments have measured the dynamical General Relativistic effects of the rotation of the earth, the Lense-Thirring effect. The major error source is photon thrust and a required knowledge of the orientation of the spin axis of LAGEOS. This information is required for the analysis of the observations to date, and for future observations to obtain more accurate measurements of the Lense-Thirring effect, of deviations from the inverse square law, and of other General Relativistic effects. The rotation of LAGEOS I is already too slow for traditional measurement methods and Lageos II will soon suffer a similar fate. The RULLI camera can provide new information and an extension of the lifetime for these measurements. We will discuss the 2004 LANL observations of LAGEOS at Starfire Optical Range, the unique software processing methods that allow the high accuracy analysis of the data (the FROID algorithm) and the transformation that allows the use of such data to obtain the orientation of the spin axis of the satellite. We are also planning future observations, including of the nebula surrounding the Crab Pulsar. The rapidly rotating pulsar generates enormous magnetic fields, a synchrotron plasma and stellar winds moving at nearly the velocity of light. Since the useful observations to date rely only on observations of the beamed emission when it points toward the earth, most descriptions of the details of the processes have been largely theoretical. The RULLI camera's continuous sensitivity and high time resolution should enable better signal to noise ratios for observations that may reveal properties like the orientation of the rotational and magnetic axes of the pulsar, the temperature, composition and electrical state of the plasma and effects of the magnetic field.

Currie, D.; Thompson, D.; Buck, S.; Des Georges, R.; Ho, C.; Remelius, D.; Shirey, B.; Gabriele, T.; Gamiz, V.; Ulibarri, L.; Hallada, M.; Szymanski, P.

310

What is Theoretical Computer Science? (Preliminary Version)  

Microsoft Academic Search

This article presents a bird's eye view of Theoretical Computer Science aimed at a general scientific audience. It then focuses on a selected area within this general field, and discusses some of the applications of results from that area and of the fundamental theoretical questions that drive its de- velopment.

Luca Aceto; Anna Ingolfsdottir

311

Conceptual Design of a Generalized Complex Science Resource Query System For Virtual Observatories  

NASA Astrophysics Data System (ADS)

With the growth of NASA mission data centers, there is increased interest in 'virtual observatories', which will provide homogeneous access to heterogeneous resources such as distributed and disparate scientific datasets, models, and tools. A common selling point of the virtual observatory concept is that of providing complex query mechanisms that would not be possible within the current data environment. An example of such a query is: 'what are the solar wind and geophysical indices when at least three near-Earth orbiters are simultaneously observing the auroral region?' As new information discovery and retrieval capabilities are being developed under virtual observatory programs, here we build on those capabilities to design a general mechanism to specify and execute complex, multi-step scientific queries. In our design, complex queries are constructed from a series of smaller processing components that provide data creation (e.g., calculators, models), data retrieval, data conversion (e.g., units, coordinate systems, formats), and data integration (e.g., plotting, analysis) capabilities. Each component resource must be sufficiently well defined via metadata (specifying inputs, processing, outputs) to enable its use as a building block in constructing complex, scientific queries from high-level user requests.

Fortner, B.; Morrison, D.; Immer, E.; Hashemian, M.; Holder, R.

2005-05-01

312

Sound Science  

ERIC Educational Resources Information Center

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

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

2010-01-01

313

Questions, Questioning Techniques, and Effective Teaching.  

ERIC Educational Resources Information Center

This book focuses on questioning techniques and strategies teachers may employ to make the difference between active and passive learning in the classroom. There are nine chapters: (1) Why Questions? (Ambrose A. Clegg, Jr.); (2) Review of Research on Questioning Techniques (Meredith D. Gall and Tom Rhody); (3) The Multidisciplinary World of…

Wilen, William W., Ed.

314

The Credentials Question: Why We Care.  

ERIC Educational Resources Information Center

|Discusses the concept of professionalism for librarianship, questioning the position of library associations on credentials as well as the validity of the graduate degree in library science with regard to the individual librarian and public service. (CWM)|

Cameron, Dee Birch

1979-01-01

315

Life Sciences and GMOs: Still an Uninsurable Risk?  

Microsoft Academic Search

The title of this paper is a leading question, but the assumptions which it reflects are important, as it summarizes some of the problems faced in Europe today by research, development and commercialization activities based on modern biotechnology. The question implies that ''life sciences and GMOs'' have been and remain uninsurable activities, neither of which is generally true; but the

Mark Cantley

2004-01-01

316

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

317

Study Questions for Geophysics  

NSDL National Science Digital Library

This website hosts over fifty practice questions relating geophysics. Topics covered in these questions include gravity, earthquake waves and seismicity, Earth's structure, geochronology, anomalies, viscosity, and polar wandering.

Slaymaker, Susan

318

A reconstruction of development of the periodic table based on history and philosophy of science and its implications for general chemistry textbooks  

Microsoft Academic Search

The objectives of this study are: (a) elaboration of a history and philosophy of science (HPS) framework based on a reconstruction of the development of the periodic table; (b) formulation of seven criteria based on the framework; and (c) evaluation of 57 freshman college-level general chemistry textbooks with respect to the presentation of the periodic table. The historical reconstruction of

Angmary Brito; María. A. Rodríguez; Mansoor Niaz

2005-01-01

319

General Social Survey (GSS): The Next Decade and Beyond. National Science Foundation Workshop on Planning for the Future of the GSS.  

National Technical Information Service (NTIS)

The National Science Foundation (NSF) began supporting the General Social Survey in the early 1970s and has continued to do so with a grant to the National Opinion Research Center (NORC) in 2005 to complete the 2006 and 2008 surveys. The GSS, along with t...

2007-01-01

320

A Reconstruction of Development of the Periodic Table Based on History and Philosophy of Science and Its Implications for General Chemistry Textbooks  

ERIC Educational Resources Information Center

|The objectives of this study are: (a) elaboration of a history and philosophy of science (HPS) framework based on a reconstruction of the development of the periodic table; (b) formulation of seven criteria based on the framework; and (c) evaluation of 57 freshman college-level general chemistry textbooks with respect to the presentation of the…

Brito, Angmary; Rodriguez, Maria A.; Niaz, Mansoor

2005-01-01

321

Parsing and Question Classification for Question Answering  

Microsoft Academic Search

This paper describes machine learning based parsing and question classification for ques- tion answering. We demonstrate that for this type of application, parse trees have to be semantically richer and structurally more oriented towards semantics than what most treebanks offer. We empirically show how question parsing dramatically improves when augmenting a semantically enriched Penn treebank training corpus with an addi-

Ulf Hermjakob

2001-01-01

322

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

323

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

324

The outcomes question in teacher education  

Microsoft Academic Search

This article begins with the premise that it is possible to trace teacher education development and reform in terms of the major questions that have driven the field and the sometimes competing ways these questions have been constructed, debated, and enacted in research, policy, and practice. The author argues that currently “the outcomes question” is driving teacher education. Generally, the

Marilyn Cochran-Smith

2001-01-01

325

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 ...

326

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.

2012-01-01

327

Effective Classroom Questioning.  

ERIC Educational Resources Information Center

A guide to help instructors improve or review their questioning skills is presented, with a focus on devising appropriate questions and interpersonal skills that maximize student responses. Questions that entail knowledge, comprehension, and simple application levels are distinguished from questions requiring complex application (e.g., analysis…

Goodwin, Stephanie S.; And Others

328

Halloween Science  

NSDL National Science Digital Library

Students may well have the usual "bigger is better" conception about comparing different items. Pumpkins are the perfect object to help engage students in investigative science and answer most of their questions by direct observation.

Konicek-Moran, Richard

2010-03-12

329

Analysis of Environmental and General Science Teaching Efficacy among Instructors with Contrasting Class Ethnicity Distributions: A Four-Dimensional Assessment  

ERIC Educational Resources Information Center

The context and nature of teacher efficacy beliefs provide a method upon which to explore science teachers' perceptions of their teaching effectiveness and student achievement as a function of ethnicity. Promotion of a more in-depth knowledge of science teaching efficacy requires cross-sectional and longitudinal investigations. In this study, a…

Moseley, Christine; Taylor, Bryan

2011-01-01

330

Science and Mathematic in Public High Schools, 1958. Part 1: General Facilities and Equipment. Bulletin, 1960, No. 6. OE-29006  

ERIC Educational Resources Information Center

|The Congress of the United States, in passing the National Defense Education Act of 1958, reflected an ever increasing desire on the part of the Nation to improve the teaching of science and mathematics in its schools. The lack of adequate facilities and equipment had long been considered a major handicap to effective science and mathematics…

Obourn, Ellsworth S.; Brown, Kenneth E.; Koelsche, Charles L.; Snader, Daniel W.

1960-01-01

331

Student Achievement in Science and Mathematics General Education Courses: An Assessment of the Effects of Academic Background and Noncognitive Variables.  

ERIC Educational Resources Information Center

|The purpose of this study was to assess the efficacy of academic background and noncognitive variables as predictors of student achievement in science and mathematics. Participants in this study were 9,802 students who began as new freshmen during 5 consecutive fall semesters and took at least 1 of 14 frequently taken mathematics and science

Olsen, Juliann K.; House, J. Daniel

332

Ganymede Science Questions and Future Exploration  

Microsoft Academic Search

Ganymede is the largest satellite in the solar system, and is one of only three solid bodies in the solar system that is known to possess an internally generated magnetic field. This field is contained within Jupiter's strong field, creating a unique laboratory for studying magnetic reconnection and other magnetospheric interaction processes. The magnetic field also provides shielding of part

Jeffrey M. Moore; G. C. Collins; E. B. Bierhaus; M. T. Bland; V. J. Bray; J. F. Cooper; F. Crary; A. J. Dombard; O. Grasset; G. B. Hansen; C. A. Hibbitts; T. A. Hurford; H. Hussmann; K. K. Khurana; M. R. Kirchoff; R. T. Pappalardo; G. W. Patterson; L. M. Prockter; J. H. Roberts; P. M. Schenk; D. A. Senske; A. P. Showman; K. Stephan; F. Tosi; R. J. Wagner

2009-01-01

333

NatureQuest's Science Forum Debates with the Science Annex  

NSDL National Science Digital Library

A Science Network Enterprise, this impressive current awareness site, NatureQuest, is organized into two main sections: the Science Site and the Annex site. The Science Site provides a forum for debates in physics, astronomy, chemistry, biology, philosophy, and history of science and religion. Classical and theoretical problems are discussed either in question and answer format, or by new discoveries. The Annex Site includes general information on opportunities and resources in science. Most notable is The Academia Exchange, which includes Colloquia & Seminars, Conferences & Symposia, Summer Schools, Workshops, Faculty & Research Openings, and Nature Expos. Note that some sections are still under construction. NatureQuest is a solid current awareness resource for academics at a variety of levels.

2008-01-29

334

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 ...

335

Sound Science  

NSDL National Science Digital Library

How can a teacher simultaneously teach science concepts through inquiry while helping students learn about the nature of science? After pondering this question in their own teaching, the authors developed a 5E learning cycle lesson (Bybee et al. 2006) tha

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

2010-09-01

336

Deconstructing Science  

ERIC Educational Resources Information Center

|In this paper I expand on the premises of Jesse Bazzul's thesis in his paper, "Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity," exploring the implications of the ideologies within the culturally emerging logic of science exposes the incommensurability of intents and purposes in its methods and…

Trifonas, Peter Pericles

2012-01-01

337

Big Science and Big Big Science  

ERIC Educational Resources Information Center

|In his introduction to the science shows feature in "Primary Science" 115, Ian B. Dunne asks the question "Why have science shows?" He lists a host of very sound reasons, starting with because "science is fun" so why not engage and entertain, inspire, grab attention and encourage them to learn? He goes onto to state that: "Even in today's…

Marshall, Steve

2012-01-01

338

Big Science and Big Big Science  

ERIC Educational Resources Information Center

In his introduction to the science shows feature in "Primary Science" 115, Ian B. Dunne asks the question "Why have science shows?" He lists a host of very sound reasons, starting with because "science is fun" so why not engage and entertain, inspire, grab attention and encourage them to learn? He goes onto to state that: "Even in today's…

Marshall, Steve

2012-01-01

339

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 ...

Merritts, Dorothy

340

Burning Questions about Calories.  

ERIC Educational Resources Information Center

Uses questioning techniques to teach about caloric consumption and weight gain. Starts with defining questions about calories and includes the stages of measuring calories, analyzing data, and conducting inquiry research. Includes directions for the experiment. (YDS)

Keller, J. David; Berry, Kimberly A.

2001-01-01

341

Hydrosphere: Questions and Answers  

NSDL National Science Digital Library

Detailed Example of Using Socratic Questioning in Class Content Area: Hydrosphere Back to Example This sample of plausible questions and responses is designed to help guide the instructor through an entire Socratic ...

342

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

343

Many questions Begs the Question (but questions do not Beg the Question)  

Microsoft Academic Search

The fallacy of many questions or the complex question, popularized by the sophism ‘Have you stopped beating your spouse?’ (when a yes-or-no answer is required), is similar to the fallacy of begging the question orpetitio principii. Douglas N. Walton inBegging the Question has recently argued that the two forms are alike in trying unfairly to elicit an admission from a

Dale Jacquette

1994-01-01

344

Science Observations  

NSDL National Science Digital Library

In this activity, learners discover how to make science observations and explore and use tools like scientists. Learners use their senses and tools to collect information about an object. Learners model strategies and use skills that scientists use to answer questions about the world. Learners collect observations and words in a "Science Journal." This activity is featured on pp.13-14 (part of a lesson that begins on page 9) of the "ScienceWorks" K-2 unit of study.

Crosslin, Rick; Fortney, Mary; Indianapolis, The C.

2007-01-01

345

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

346

Reading for Meaning: Questioning  

ERIC Educational Resources Information Center

|An essential literacy skill is asking questions. Because reading comprehension strategies should be taught directly and explicitly, students need to be told that they should ask questions throughout their research and that all questions are valid. While library media specialists are not reading teachers, the work they do with students in the…

Trinkle, Catherine

2009-01-01

347

Why-Questions.  

National Technical Information Service (NTIS)

The conditions that define correct answers to why-questions are discussed. Stated more precisely, a why-question is a question that can be put in English in the form of an interrogative sentence of which the following is true: (1) the sentence begins with...

S. Bromberger

1966-01-01

348

Critical Questions for Teachers  

ERIC Educational Resources Information Center

|Good teachers of critical thinking ask hard questions of students; however, they must also ask hard questions of themselves to be the best possible teacher and provide the best learning environment. In this article, two veteran educators present reflective questions that teachers might ask themselves as they prepare and implement courses. These…

Kienzler, Donna; Smith, Frances M.

2005-01-01

349

Reading for Meaning: Questioning  

ERIC Educational Resources Information Center

An essential literacy skill is asking questions. Because reading comprehension strategies should be taught directly and explicitly, students need to be told that they should ask questions throughout their research and that all questions are valid. While library media specialists are not reading teachers, the work they do with students in the…

Trinkle, Catherine

2009-01-01

350

An analysis of the agreement between general and special education teachers' perceptions of science content that is critical for mastery by elementary students with mild disabilities  

NASA Astrophysics Data System (ADS)

This quantitative study explored the agreement between general and special education teacher' perceptions of science content at the third and fifth grade levels. Teacher partners were asked to evaluate a chapter of text and determine discrete items that they felt were necessary for students with mild disabilities to learn. Experts in science curriculum and in state and national standards were also asked to evaluate the text. Analyses were then conducted to determine the level of agreement between general and special education teachers as well as the accuracy level of those teachers when compared to the content and standards area experts. The results of the analyses indicated a moderate level of agreement between teachers at both the third and fifth grade level. The accuracy of the teachers' choices, when compared to the experts was lower than hoped, indicating a need for improved training for both pre-service and in-service teachers.

Burden, Robin Durant

351

Science Matters  

NSDL National Science Digital Library

This Web site -- the online companion to the educational television series Science Matters produced by the University of California at San Diego -- is an excellent learning resource for middle and high school students. Focusing on new developments in the biological sciences, Science Matters currently features four programs: Biodiversity in California, Genetics of Flowering, Communication in Bees, and The Code of Life. Each episode comes with an online overview, an extensive essay on why the research is important, and a series of questions designed to help students explore the topic. A detailed answer will appear if you roll the cursor over each question. The Web site and each episode are also available in Spanish.

352

Evaluation of a model science teacher education program  

NASA Astrophysics Data System (ADS)

This study assessed the effectiveness of one science teacher education program designed to be a model program. The study provided evidence that preservice science teacher education can have a very positive effect on the development of preservice science teachers into effective practicing teachers. Thirty program graduates completed a pilot version of the 1985 National Survey of Science and Mathematics Education providing information on course objectives, teaching strategies, equipment use, time allocation, and textbook use. The responses of program graduates were compared to the responses of a select national sample of teachers. All teachers in the comparison group were from programs in the Search for Excellence in Science Education, Presidential Award winners, recognized as outstanding state science teachers, employed as department chairs, or actively involved in the development of science curriculum. Analysis of the responses indicated that both program graduates and comparison group teachers had similar course objectives and teaching strategies, used materials and equipment a similar amount of time, and allocated class time in similar ways. In another component of the study, students of 37 program graduates completed a questionnaire that assessed their attitudes toward science teachers, science classes, and the study of science. Analysis of attitudinal data from their 2871 students indicated that students of program graduates generally had positive attitudes. For instance, 89% of the students perceived their science teacher as asking questions and 80% perceived their science teacher as letting them ask questions. In general, the data are in stark contrast to the images obtained from National Assessment efforts.

Krajcik, Joseph S.; Penick, John E.

353

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.

2001-01-01

354

The Nature of Science and Science Inquiry  

NSDL National Science Digital Library

In a knowledge-centered science classroom, students work to answer scientifically oriented questions by creating explanations based on evidence. This approach, called science inquiry , is how science is conducted. It creates a learning environment that reflects the culture of science. The National Research Council (1996) states that "inquiry into authentic questions generated from student experiences is the central strategy for teaching science." This free selection describes what science inquiry is and how it should look in the classroom. It includes the Table of Contents, Introduction, and Index. As a special bonus, an inspiring poem and two inquiry-based articles designed for elementary and middle school students are also included.

Doug Ronsberg, There'S M.; Kaitlyn Hood And Jack A. Gerlovich, Inquiring M.; William Straits, A. L.

2008-01-01

355

Lecturer in Sciences of Information and Communication, nuclear physician CERN Geneva Expert with the Council of Europe General Direction IV, \\  

Microsoft Academic Search

The question here is to see how the concept of territorial intelligence may change in light of ideas put into practice in recent years by international organizations, and now constantly evolving by their application in various European or global territorialisation processes (social and economic, environmental, strategic, virtual, etc.).

Annie Humbert-Droz Swezey

356

Improving Student Perceptions of Science through the Use of State-of-the-Art Instrumentation in General Chemistry Laboratory  

ERIC Educational Resources Information Center

|Access to state-of-the-art instrumentation, namely nuclear magnetic resonance (NMR) spectroscopy, early in the college curriculum was provided to undergraduate students in an effort to improve student perceptions of science. Proton NMR spectroscopy was introduced as part of an aspirin synthesis in a guided-inquiry approach to spectral…

Aurentz, David J.; Kerns, Stefanie L.; Shibley, Lisa R.

2011-01-01

357

The Effect of Block-Word Diagrams on the Structuring of Science Concepts as a Function of General Ability.  

ERIC Educational Resources Information Center

|Examines the effectiveness of block-word diagrams in science instruction for ninth graders using directed graphs that express content structure as key concepts joined by arrows. Results include the finding that the effect of text-plus-diagram treatment compared to text-only treatment was different for learners of different ability. (CS)|

Winn, William

1980-01-01

358

Impact of Biology Laboratory Courses on Students' Science Performance and Views about Laboratory Courses in General: Innovative Measurements and Analyses  

ERIC Educational Resources Information Center

Despite the fact that some educational researchers believe that laboratory courses promote outcomes in cognitive and affective domains in science learning, others have argued that laboratory courses are costly in relation to their value. Moreover, effective measurement of student learning in the laboratory is an area requiring further…

Lee, Silvia Wen-Yu; Lai, Yung-Chih; Yu, Hon-Tsen Alex; Lin, Yu-Teh Kirk

2012-01-01

359

Acquisition and retention of factual information in seventh-grade general science during a semester of eighteen weeks  

Microsoft Academic Search

Subject matter for a science course was divided into 9 units, and tests were given for acquisition and retention at 2-week intervals throughout the course. Wide individual differences were revealed in both acquisition and retention scores; losses were found in retention scores when these were compared with acquisition scores in the case of some of the subject-matter units, whereas gains

A. H. Word; R. A. Davis

1939-01-01

360

Improving Student Perceptions of Science through the Use of State-of-the-Art Instrumentation in General Chemistry Laboratory  

ERIC Educational Resources Information Center

Access to state-of-the-art instrumentation, namely nuclear magnetic resonance (NMR) spectroscopy, early in the college curriculum was provided to undergraduate students in an effort to improve student perceptions of science. Proton NMR spectroscopy was introduced as part of an aspirin synthesis in a guided-inquiry approach to spectral…

Aurentz, David J.; Kerns, Stefanie L.; Shibley, Lisa R.

2011-01-01

361

Impact of biology laboratory courses on students' science performance and views about laboratory courses in general: innovative measurements and analyses  

Microsoft Academic Search

Despite the fact that some educational researchers believe that laboratory courses promote outcomes in cognitive and affective domains in science learning, others have argued that laboratory courses are costly in relation to their value. Moreover, effective measurement of student learning in the laboratory is an area requiring further investigation. The present study set out to examine learning outcomes by measuring

Silvia Wen-Yu Lee; Yung-Chih Lai; Hon-Tsen Alex Yu; Yu-Teh Kirk Lin

2012-01-01

362

Impact of biology laboratory courses on students’ science performance and views about laboratory courses in general: innovative measurements and analyses  

Microsoft Academic Search

Despite the fact that some educational researchers believe that laboratory courses promote outcomes in cognitive and affective domains in science learning, others have argued that laboratory courses are costly in relation to their value. Moreover, effective measurement of student learning in the laboratory is an area requiring further investigation. The present study set out to examine learning outcomes by measuring

Silvia Wen-Yu Lee; Yung-Chih Lai; Hon-Tsen Alex Yu; Yu-Teh Kirk Lin

2011-01-01

363

Asking Effective Questions  

NSDL National Science Digital Library

This 8-page monograph offers strategies for effective questioning that engages students and that deepens their conceptual understanding in mathematics. It suggests questions and prompts that help students progress through various stages of the problem solving process and that help teachers assess the thinking of students. The article describes the purposes of questions at different stages of a lesson and describes situations when it is appropriate to convey information to students. A list of references is included.

2011-07-01

364

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

365

Ultraviolet tanning equipment: six questions.  

PubMed

Recreational tanning, particularly as promoted by commercial salons with 'sunbeds' or booths, has generated increasing attention from the regulatory and the biomedical communities. Several agencies have weighed in with opinions on recommended modifications in guidelines, training procedures, regulatory controls, and consumer awareness. Currently there is little uniformity in the guidance provided by trade groups, in recommendations supplied by health agencies and medical associations, or in regulatory approaches taken or proposed by the many countries involved. In an effort to provide a clearer focus for its concerns in this area, the EU Directorate General Health and Consumer Affairs formulated six questions on ultraviolet (UV) tanning, all of a technical or biomedical nature. The questions were stimulated in part by the fact that the European Commission no longer regards the European standard EN 60335-2-27:1997 ('Particular requirements for appliances for skin exposure to ultraviolet and infrared radiation') as giving presumption of conformity to the Low Voltage Directive 73/23/EEC. (The latter Directive governs marketing of electrical devices in EC countries.) Initially, the questions were posed to an EU Scientific Committee. Subsequently, industry representatives and the European Commission jointly requested that the scientific community provide answers to the questions. We received the questions with a request for our technical responses and opinions. Our response was in the form of the following essay, submitted earlier this year to the European Commission. We offer it here in the hope of stimulating constructive discussion and comment. PMID:16149938

van der Leun, Jan C; Forbes, Paul Donald

2005-10-01

366

A Statistical Analysis of Student Questions in a Cell Biology Laboratory  

Microsoft Academic Search

Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students asked about laboratory activities, 2) whether the types

Elena L. Keeling; Kelly M. Polacek; Ella L. Ingram

2009-01-01

367

A Statistical Analysis of Student Questions in a Cell Biology Laboratory  

ERIC Educational Resources Information Center

|Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students…

Keeling, Elena L.; Polacek, Kelly M.; Ingram, Ella L.

2009-01-01

368

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

369

Big Science and the Large Hadron Collider  

NASA Astrophysics Data System (ADS)

The Large Hadron Collider (LHC), the particle accelerator operating at CERN, is probably the most complex and ambitious scientific project ever accomplished by humanity. The sheer size of the enterprise, in terms of financial and human resources, naturally raises the question whether society should support such costly basic-research programs. I address this question by first reviewing the process that led to the emergence of Big Science and the role of large projects in the development of science and technology. I then compare the methodologies of Small and Big Science, emphasizing their mutual linkage. Finally, after examining the cost of Big Science projects, I highlight several general aspects of their beneficial implications for society.

Giudice, Gian Francesco

2012-03-01

370

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

371

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

372

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

373

What is a Question?  

Microsoft Academic Search

A given question can be defined in terms of the set of statements or assertions that answer it. Application of logical inference to these sets 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,

Kevin H. Knuth

2003-01-01

374

Questioning: The Untapped Resource.  

ERIC Educational Resources Information Center

The questioning behavior of college faculty is descriptively analyzed. The cognitive levels of questioning patterns of professors are described and the differences in these levels and patterns are examined across the variables of institution size (small or large), sector (public or private), course level (beginning or advanced), and discipline…

Barnes, Carol P.

375

Water Questions and Answers  

NSDL National Science Digital Library

This list of questions and answers about water covers a variety of categories, including water use in the United States, water use in the home, data and measurements, chemistry, and others. Links to additional information is embedded in the text of some questions.

376

Forming the research question.  

PubMed

The most important precondition for performing a clinical research project in plastic surgery, or any other surgical subspecialty, is the need to ask the "right question." Although this might seem to be an easy task, in truth it requires a lot of effort and hard work. This article addresses the key points to remember when formulating a research question. PMID:18298991

Thoma, Achilleas; McKnight, Leslie; McKay, Paula; Haines, Ted

2008-04-01

377

Exploring relationship between students' questioning behaviors and inquiry tasks in an online forum through analysis of ideational function of questions  

Microsoft Academic Search

In this study we explored questioning behaviors among elementary students engaging in inquiry science using the Knowledge Forum, a computer-supported collaborative learning tool. Adapting the theory of systemic functional linguistics, we developed the Ideational Function of Question (IFQ) analytical framework by means of inductive analysis of the questions found in 10 online forums contributed by three classes of Year 4

Seng-Chee Tan; Lay-Hoon Seah

2011-01-01

378

Task Force on the Role of General Education in Associate Science Degree Programs. Final Report and Recommendations.  

ERIC Educational Resources Information Center

|In 1989-90, the General Education Task Force of the Wisconsin Technical College System (WTCS) was convened to determine the role of the general education curriculum in the attainment of skills that enhance the likelihood of success among technical college graduates in their careers, homes and communities. The Task Force consisted of at least one…

Weyers, Lori; Langerman, Philip

379

Open versus closed questions – an open issue  

Microsoft Academic Search

In our constant asking of questions in our organizations we use a combination of open and closed questions. This is generally done in a haphazard manner according to custom or spontaneity. Argues that research evidence suggests there are appropriate contexts and occasions for the use of either type. Sets out the pros and cons in tabular form. Finds it is

Gerald Vinten

1995-01-01

380

Using a creativity-focused science program to foster general creativity in young children: A teacher action research study  

NASA Astrophysics Data System (ADS)

The importance of thinking and problem-solving skills, and the ability to integrate and analyze information has been recognized and yet may be lacking in schools. Creativity is inherently linked to problem finding, problem solving, and divergent thinking (Arieti, 1976; Csikszentmihalyi, 1990; Milgram, 1990). The importance of early childhood education and its role in the formation of young minds has been recognized (Caine & Caine, 1991; Montessori, 1967a, 1967b; Piaget, 1970). Early childhood education also impacts creativity (Gardner, 1999). The features of brain-based learning (Caine & Caine, 1991; Jensen, 1998; Sousa, 2001; Wolfe, 2001) have a clear connection to nurturing the creative potential in students. Intrinsic motivation and emotions affect student learning and creativity as well (Hennessey & Amabile, 1987). The purpose of this study was to discern if a creativity-focused science curriculum for the kindergarteners at a Montessori early learning center could increase creativity in students. This action research study included observations of the students in two classrooms, one using the creativity-focused science curriculum, and the other using the existing curriculum. The data collected for this interpretive study included interviews with the students, surveys and interviews with their parents and teachers, teacher observations, and the administration of Torrance's (1981) Thinking Creatively in Action and Movement (TCAM) test. The interpretation of the data indicated that the enhanced science curriculum played a role in enhancing the creativity of the children in the creativity-focused group. The results of the TCAM (Torrance, 1981) showed a significant increase in scores for the children in the creativity-focused group. The qualitative data revealed a heightened interest in science and the observation of creative traits, processes, and products in the creativity-focused group children. The implications of this study included the need for meaningful learning experiences, experiential learning opportunities, critical thinking and problem solving activities, and an emphasis on freedom, independence, and autonomy on the part of the learner. These elements, when combined with an integrated science curriculum, can foster creativity in young children.

Gomes, Joan Julieanne Mariani

381

Matching Questions on Minerals and Rocks  

NSDL National Science Digital Library

This site contains 11 matching questions on the topic of rocks and minerals, which covers rock types (igneous, metamorphic, sedimentary), mineral types (oxides, silicates, and more), and rock properties (texture, composition). This is part of the Principles of Earth Science course at the University of South Dakota. Users submit their answer and are provided immediate feedback.

Heaton, Timothy

382

Using Group Questions to stimulate Student Thinking  

Microsoft Academic Search

During the past year I have modified all of my science classes to include time for group work. Essentially, I break up a typical class into two parts: part 1 includes about a 20 minute lecture and then students are broken into groups of 3 and are give two to three questions that they must answer. Students are also required

R. W. Schmude Jr.

2005-01-01

383

INTERDISCIPLINARY PHYSICS AND RELATED AREAS OF SCIENCE AND TECHNOLOGY: Generalized Synchronization of Time-Delayed Discrete Systems  

NASA Astrophysics Data System (ADS)

This paper establishes two theorems for two time-delayed (chaotic) discrete systems to achieve time-delayed generalized synchronization (TDGS). These two theorems uncover the general forms of two TDGS systems via a prescribed transformation. As examples, we convert the Lorenz three-dimensional chaotic map to an equal time-delayed system as the driving system, and construct the TDGS driven systems according to the Theorems 1 and 2. Numerical simulations demonstrate the effectiveness of the proposed theorems.

Jing, Jian-Yi; Min, Le-Quan

2009-06-01

384

CONPTT: Science vs. Non-Science  

NSDL National Science Digital Library

This lesson explores six criteria of science (Consistent, Observable, Natural, Predictable, Testable, and Tentative (CONPTT)), with definitions and self-check questions. It compares emerging science, non-science, and pseudoscience, with definitions and examples. The activity engages students in analyzing a collection of paragraphs to decide which category each fits into.

Dickhaus, Steven

385

The Logic of Questions.  

National Technical Information Service (NTIS)

The paper further develops semantic theory in two ways. First, it extends the range of semantic concepts that the theory can successfully define by adding definitions for the logical properties and relations of questions to the definitions already given f...

J. J. Katz

1968-01-01

386

Rotavirus Frequently Asked Questions  

MedlinePLUS

... Rotavirus Rubella Shingles Tetanus Frequently Asked Questions About Rotavirus What is Rotavirus? Why can dehydration be serious ... I find information about the vaccine? What is Rotavirus? Rotavirus is a highly contagious virus that infects ...

387

Cho, Hearn — Provocative Questions  

Cancer.gov

This is an important question - many cancers such as multiple myeloma are characterized by genomic instability, with new cytogenetic abnormalities, deletions or mutations, and other genetic changes detected as disease progresses.

388

Frequently Asked Questions  

NASA Website

Frequently Asked Questions 1. Do you have drawings of airplanes? 2. How can I get photos of aircraft? 3. How can I gain access to NASA technical reports? 4. How can I understand the principles of flight 5.

389

Griguer, Corinne — 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

390

Scardino, Peter — Provocative Questions  

Cancer.gov

Excellent question, made more provocative when we realize that the seminal vesicles and Cowper’s gland in the male, tissues adjacent to the prostate and under the same hormonal influences as the prostate, rarely if even harbor malignant tumors.

391

Dystonia: Questions & Answers  

MedlinePLUS

... and Aging Locate a Support Group Regional Coordinators Online Support and Resources Support Related Articles Resources for Families Order Brochures and Materials Catalog and Shopping Cart Questions & Answers How does the doctor know ...

392

Lerman, Michael — 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

393

Finn, Olivera — 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

394

Frequently Asked Questions - FAQs  

Cancer.gov

Frequently Asked Questions - FAQs CTRP Program >> What is the purpose of the Clinical Trials Reporting Program (CTRP)? How will CTRP be connected to other databases within NCI and NIH? Will CTRP support the Cancer Centers Summary 4 Report? Will CTRP

395

Amalgam Homework Assignment Questions  

Center for Biologics Evaluation and Research (CBER)

Text VersionPage 1. Amalgam Homework Assignment Questions Reviewer: Gary Ginsberg Date: Oct 27, 2010 Prepared for US FDA ... More results from www.fda.gov/downloads/advisorycommittees/committeesmeetingmaterials

396

Provocative Questions Workshop  

Cancer.gov

Provocative Questions Workshop August 2, 2011 UCLA Jonsson Comprehensive Cancer Center Los Angeles, California Final Participant List Chair Edward Harlow, Ph.D Chair Department of Biological Chemistry and Molecular Pharmacology Harvard Medical

397

CAT questions and answers  

SciTech Connect

This document, prepared in February 1993, addresses the most common questions asked by APS Collaborative Access Teams (CATs). The answers represent the best judgment on the part of the APS at this time. In some cases, details are provided in separate documents to be supplied by the APS. Some of the answers are brief because details are not yet available. The questions are separated into five categories representing different aspects of CAT interactions with the APS: (1) Memorandum of Understanding (MOU), (2) CAT Beamline Review and Construction, (3) CAT Beamline Safety, (4) CAT Beamline Operations, and (5) Miscellaneous. The APS plans to generate similar documents as needed to both address new questions and clarify answers to present questions.

Not Available

1993-02-01

398

Saha, Bratin — 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

399

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

400

Pagel, Mark — 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

401

Hecht, Toby — 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

402

Questions to Committee  

Center for Biologics Evaluation and Research (CBER)

Text Version... TUMORS THYROID TUMORS Question 1 (voting) Has the applicant provided adequate data on the animal thyroid C-cell tumor findings to ... More results from www.fda.gov/downloads/advisorycommittees/committeesmeetingmaterials

403

The skill of asking good questions in mathematics teaching  

Microsoft Academic Search

Those interested in mathematics education have recognized the value of asking good questions for centuries. We assume that good teachers ask good (and lots of) questions of their students. Yet this general recommendation fails to consider important questions about how teachers implement question-asking. The purpose of this study is to think more deeply about the implementation of this important practice.

Einav Aizikovitsh-Udi; Jon Star

2011-01-01

404

Redefining the Fundamental Questions  

ERIC Educational Resources Information Center

|Every researcher must make some fundamental questions. A researcher's questions should include the following: (1) What is the nature of the reality that I wish to study? (2) How will I know it? (3) What must I do to know it? (4) Who am I? (5) Where is God in this? and (6) For religious educators--How does my research lead to a world of peace and…

Crain, Margaret Ann

2006-01-01

405

How General Is Trust in “Most People”? Solving the Radius of Trust Problem  

Microsoft Academic Search

Generalized trust has become a paramount topic throughout the social sciences, in its own right and as the key civic component of social capital. To date, cross-national research relies on the standard question: “Generally speaking, would you say that most people can be trusted or that you need to be very careful in dealing with people?” Yet the radius problem—that

Jan Delhey; Kenneth Newton; Christian Welzel

2011-01-01

406

Decreased Quality of Life in Adult Patients with Growth Hormone Deficiency Compared with General Populations Using the New, Validated, Self-Weighted Questionnaire, Questions on Life Satisfaction Hypopituitarism Module  

Microsoft Academic Search

To develop reference ranges for the Questions on Life Satisfac- tion Hypopituitarism Module (QLS-H), a new quality of life ques- tionnaire for patients with hypopituitarism, data from 8177 adults were collected in France, Germany, Italy, The Nether- lands, Spain, the United Kingdom, and the United States QLS-H scores declined with age, were lower in females than males, and differed significantly

WERNER F. BLUM; ELENA P. SHAVRIKOVA; DAVID J. EDWARDS; MYRIAM ROSILIO; MARK L. HARTMAN; FERNANDO MARIN; DOMENICO VALLE; AART JAN VAN DER LELY; ANDREA F. ATTANASIO; CHRISTIAN J. STRASBURGER; GERHARD HENRICH; PETER HERSCHBACH

407

A study of student written argument using the Science Writing Heuristic approach in inquiry-based freshman general chemistry laboratory classes  

NASA Astrophysics Data System (ADS)

This study was designed to investigate the quality of argument found in student science writing. The writing evaluated was produced by students enrolled in inquiry-based college general chemistry laboratory classes which used the Science Writing Heuristic (SWH) approach. Fourteen freshman students participated in the first year of the study, Year I (fall 2003) and nineteen freshman students participated in the second year of the study, Year II (fall 2006). A framework using two different types of scoring was devised to evaluate the arguments. The first matrix scored each argument component separately and allocated a Total Argument score while the second matrix evaluated the arguments holistically. Three hundred and sixty-eight samples from thirty-three students were evaluated. Results indicate that students were able to use the SWH framework to produce reasonably good quality arguments which were generated from and embedded in a scientific inquiry. Despite fluctuations, argument scores tended to improve over the course of the semester. The argument scores were higher for Year I student who had the original SWH template than for Year II students who had two additional sections on the original SWH template. In some laboratory investigations, students obtained a higher average Holistic Argument score than an average Total Argument score. The evidence and the claims-evidence relationship components were identified as the most important predictors of the argument scores. Both Year I and Year II student argument scores were significantly correlated with the grade for the general chemistry laboratory course. The findings of this study suggest that science teachers should help students understand the importance of generating strong evidence to support a claim in order to produce a high quality of argument which emerged from scientific inquiry.

Choi, Aeran

408

Data Science: The Revolution in Science Education  

NASA Astrophysics Data System (ADS)

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

Borne, K. D.

2011-12-01

409

Big questions about the universe  

NASA Astrophysics Data System (ADS)

Astronomy is not only a branch of science but also an important part of the culture and civilisations of peoples. Starting with archeoastronomy to the present day, it has always contributed to a better understanding of life, of humanity. After 400 years of modern astronomy, it still addresses major problems such as: Why there is something rather than nothing? Why is nature comprehensible to humans? How is cosmos related to humanity? Do multiverses exist? Is there life on other planets? Are we alone in the universe? Does the universe have a beginning? If so, what does it mean? How did the universe originate? All these questions are a challenge for interdisciplinary and transdisciplinary investigations, for philosophers, physicists, cosmologists, mathematicians, theologians. The new insights gained by pursuing in depth these common investigations will shape the society we live in and have important consequences on the future we are creating.

Stavinschi, Magda

2011-06-01

410

Mineral dust aerosols in the NASA Goddard Institute for Space Sciences ModelE atmospheric general circulation model  

Microsoft Academic Search

We describe an updated model of the dust aerosol cycle embedded within the NASA Goddard Institute for Space Studies `ModelE' atmospheric general circulation model (AGCM). The model dust distribution is compared to observations ranging from aerosol optical thickness and surface concentration to deposition and size distribution. The agreement with observations is improved compared to previous distributions computed by either an

R. L. Miller; R. V. Cakmur; J. Perlwitz; I. V. Geogdzhayev; P. Ginoux; D. Koch; K. E. Kohfeld; C. Prigent; R. Ruedy; G. A. Schmidt; I. Tegen

2006-01-01

411

New Approaches to Regression by Generalized Additive Models and Continuous Optimization for Modern Applications in Finance, Science and Techology  

Microsoft Academic Search

Generalized additive models belong to modern techniques from statistical learning, and are applicable in many areas of prediction, e.g., in financial mathem atics, computational biology, medicine, chemistry a nd environmental protection. In these models, the expe ctetion of response is linked to the predictors vi a a link function. These models are fitted through local sco ring algorithm using a

Pakize Taylan; Gerhard-Wilhelm Weber; Amir Beck

412

Research in Science & Mathematics Education.  

ERIC Educational Resources Information Center

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

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

413

General Chemistry Multimedia Problems  

NSDL National Science Digital Library

General Chemistry Multimedia Problems ask students questions about experiments they see presented using videos and images. The questions asked apply concepts from different parts of an introductory course, encouraging students to decompartmentalize the material.

414

IRSS Public Opinion Poll Question Database  

NSDL National Science Digital Library

This database, constructed by the Institute for Research in Social Science (IRSS) at the University of North Carolina at Chapel Hill, allows researchers to conduct keyword searches on questions derived from a collection of public opinion polls, dating from the 1960s to the present. Query results display the full text of the poll questions, information about the studies, and, in many searches, frequency distributions. Users also have the option to view the full catalog record and download data from selected studies from the data archive. The IRSS Public Opinion Poll Question Database is an excellent resource for researchers who are developing "questions for their own studies, as well as for users interested in frequencies or in locating particular variables for statistical analysis."

415

Corrosion science general-purpose data model and interface (I): Meanings and issues of design and implementation  

Microsoft Academic Search

A brand new design of integrated corrosion information system is introduced to meet the constantly increasing demands of material\\u000a corrosion information. Two concepts, “general-purpose corrosion data model” and “public corrosion data exchanging interface”,\\u000a are suggested to integrate a wide variety of corrosion data sources based on detailed analysis on characteristics of each\\u000a source in order to promote the information sharing

ZiLong Tang

2008-01-01

416

Corrosion science general-purpose data model and interface (II): OOD design and corrosion data markup language (CDML)  

Microsoft Academic Search

With object oriented design\\/analysis, a general purpose corrosion data model (GPCDM) and a corrosion data markup language\\u000a (CDML) are created to meet the increasing demand of multi-source corrosion data integration and sharing. “Corrosion data island”\\u000a is proposed to model the corrosion data of comprehensiveness and self-contained. The island of tree-liked structure contains\\u000a six first-level child nodes to characterize every important

ZiLong Tang

2008-01-01

417

Science Education and Outreach: Forging a Path to the Future  

NASA Astrophysics Data System (ADS)

The International Year of Astronomy and the Year of Science provide singular opportunities to focus public attention on science in general and the universe in particular in 2009. But what happens on January 1, 2010? How can the science and science education communities build on the initiatives and successes of 2009 to create sustainable programs and efforts to continue to advance science education and literacy objectives for the longer term? The presenter will relate how these questions will be addressed at the annual meeting of the Astronomical Society of the Pacific in Millbrae, California, September 12-16, and how the meeting will provide an opportunity for the science, astronomy, and science education and outreach communities to contribute to the discussion and to share their answers and perspectives with the larger community, and to identify ways in which we can forge that future path together.

Manning, James G.

2009-05-01

418

Residents' clinical questions  

PubMed Central

Abstract Objective To assess residents’ clinical questions, where they get their answers, the utility of those answers, and if an evidence-based medicine (EBM) workshop improves the use of evidence-based electronic resources. Design Prospective observational cohort study. Setting Urban family medicine teaching clinics in Edmonton, Alta, in 2007. Participants First- and second-year family medicine residents training in the family medicine teaching units. Methods An observer recorded clinical questions posed by residents in clinic, the resources used to answer these questions, and how residents thought the answers modified practice. Resources were categorized broadly as colleagues, electronic, or paper. Answer utility was ranked in decreasing order as large change, small change, confirmed, expanded knowledge, or no help. Use of resources was compared before and after an EBM workshop, and between residents under normal supervision and those in semi-independent clinics. Results Thirty-eight residents from 5 sites were observed addressing 325 questions in 114 clinical half-day sessions (420 patients). Residents had 0.8 questions per patient and answered 83.4% of questions with 1 resource (range 1 to 6). Residents made 406 attempts to answer questions, using colleagues 65.5% of the time (93.6% were preceptors), electronic resources 20.7% of the time, and paper resources 13.8% of the time. Answers from colleagues were least likely to require secondary resources (F test, P < .001). The utility of answers from colleagues (F test, P = .002) was superior to that of answers from electronic resources, and this difference remained significantly higher in sensitivity analysis. The EBM workshop training did not influence electronic resource use (17.8% before and 15.1% after, Fisher-Freeman-Halton test, P = .18), but semi-independence from preceptors increased the use of electronic resources from 16.5% to 51.0% (Fisher-Freeman-Halton test, P < .001). Conclusion Residents have many questions during clinical practice. Preceptors were used more commonly than all other resources combined and were the most dependable resource for residents to obtain answers. Although an EBM workshop was not associated with increased use of electronic evidence-based resources, semi-independent work appeared to be.

Allan, G. Michael; Ma, Victoria; Aaron, Sarah; Vandermeer, Ben; Manca, Donna; Korownyk, Christina

2012-01-01

419

Intute Earth Sciences Gateway  

NSDL National Science Digital Library

Intute provides free access to high quality internet resources for students, researchers and practitioners in the physical sciences, specifically in: astronomy, chemistry, earth sciences, materials science, physics, and general science. Available information includes lecture notes, text book chapters, tutorials, government publications, theses, and more. PSIgate also features scientific timelines, science career information, and access to their magazine, Spotlight.

420

Library statistics of schools in the health sciences. II.  

PubMed

This report is a continuation of "Library Statistics of Health Science Libraries: Part I," published in the July 1966 issue of the Bulletin. Interlibrary loan transactions, space assigned to library functions, historical collections, pharmacy libraries, new library construction, and automation are covered in this paper. Questions are raised concerning the adaptation of a general university library questionnaire to the subset of health science libraries. PMID:6041829

1967-04-01

421

Finding similar questions in large question and answer archives  

Microsoft Academic Search

There has recently been a significant increase in the number of community-based question and answer services on the Web where people answer other peoples' questions. These services rapidly build up large archives of questions and answers, and these archives are a valuable linguistic resource. One of the major tasks in a question and answer service is to find questions in

Jiwoon Jeon; Joon Ho Lee

2005-01-01

422

[Science and society: a confidence crisis?].  

PubMed

Modern technical world is essentially dependent on science and technology. Due to this, more and more potential dangers between science and society build up, leading to a general fear of the threatening progress of science on all sectors, especially in nuclear research and gene technology, thus arousing the question of a crisis of confidence between science and society. It will be proved that this crisis does not exist. The thing to be done is to make science much more transparent than before. "Belief in science and fear of science" are discussed in detail, including the fear of a risk (reckless society). Further paragraphs deal with "limitations of situations of misery" by way of science and the "limits of science and action". The discussion of this matter entails a short comment on the "responsibility of the scientist". The political function of the scientist is underlined in a kind of "outlock". It is concluded that we cannot cope with a crisis of confidence between science and society. The scientification and technification of the biosphere cannot be reversed. Mankind must and will somehow manage the future. PMID:8131732

Mayr, A

1994-01-01

423

The True Love Question  

Microsoft Academic Search

The true love question is a marital therapy intervention utilized to evaluate marriage viability. This intervention is based upon a model which posits three possible origins for marriage, of which only one, bilateral true love, is maintained as the sole basis for marital longevity with enduring intimacy. Four possible outcomes from introducing this intervention with couples are discussed, as are

Russell W. Brethauer

2009-01-01

424

Questions&Ansers  

Microsoft Academic Search

Question: What evidence is there that genetic factors might predispose individuals to anorexia nervosa?It is now well established that all major psychological illnesses run in families. While the causes of these conditions are multiply determined, genetic factors appear to play a highly important role in determining the familial susceptibility patterns seen in conditions such as manic depression, unipolar depression, panic

Michael Strober

1996-01-01

425

The Compensation Question  

ERIC Educational Resources Information Center

|Over the past few years, as cash-strapped states and school districts have faced tough budget decisions, spending on teacher compensation has come under the microscope. The underlying question is whether, when you take everything into account, today's teachers are fairly paid, underpaid, or overpaid. In this forum, two pairs of respected…

Richwine, Jason; Biggs, Andrew; Mishel, Lawrence; Roy, Joydeep

2012-01-01

426

Unanswered Questions from CTX.  

National Technical Information Service (NTIS)

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...

B. L. Wright C. W. Barnes J. C. Fernandez I. Henins H. W. Hoida

1986-01-01

427

Questions about Adoption  

MedlinePLUS

... honest explanation. When you are proud of your child's identity, she too will learn to appreciate her own value. Be aware that your attitude about adoption will show in your answers. How you respond can set an example as to how your child may choose to answer these questions in the ...

428

Frequently Asked Questions  

Cancer.gov

Frequently Asked Questions  Policy-Related Can the career awardee stay at his/her current institution in an unmentored phase?Yes. The NCI Staff must approve the transition to an unmentored phase at the same institution in the same way as if they were

429

Questions for the Profession.  

ERIC Educational Resources Information Center

Examines the issues and lists available options for these questions: why don't teachers (1) teach about the future, (2) use results of educational research, (3) focus on teacher-student interaction, (4) assign grades from a competency criterion, and (5) teach the structure of mechanical drafting. (SK)

Smalley, Lee

1984-01-01

430

CONSUMERS AND THEIR QUESTIONS  

Technology Transfer Automated Retrieval System (TEKTRAN)

Consumers and Their Questions Today’s consumer enjoys being informed about the products they purchase. Some have strong beliefs on how the agricultural products they utilized are produced and processed. An important part of egg marketing being able to effectively communicate with consumers. Rela...

431

How Do Students Learn Science?  

NSDL National Science Digital Library

As we search for ways to improve classroom science experiences for students, we repeat the same question over and over: "How do students learn science?" In one sense, how students learn science falls within the realm of cognitive neuroscience. Perhaps a more pragmatic question is, "Which factors or practices most contribute to students' learning of science?" To address this question, it is important to clarify the meaning of "science learning." This chapter discusses factors that the authors and others have found to contribute to students' science learning.

Tharp, Barbara Z.; Moreno, Nancy P.

2006-01-01

432

Overnight Science.  

ERIC Educational Resources Information Center

|Outlines objectives for an elementary science camping program and summarizes general operational procedures. Campsite activities related to such topics as microorganisms, eye and sight, nature trails, bees, carpentry, and astronomy are described. (DS)|

Smith, Nancy N.; Stahl, Robert J.

1981-01-01

433

The Sourcebook for Teaching Science: Games for the Science Curriculum  

NSDL National Science Digital Library

This site provides links to science games and accompanying support material. The games include Science Jeopardy, Science Taboo, Science Bingo, Science Pictionary, Science Baseball, What in the World, and Twenty-One Questions. Each game includes the required materials such as templates, instructions, and sample games. Other links lead to sources for Tangrams, computer games and simulations, and stopwatches and timers that can be downloaded. The science bowl link leads to other sites that test science knowledge. Pull-down menus at this site provide links to other chapters of the Sourcebook for Teaching Science and Internet Resources for Teaching Science.

Herr, Norman

434

A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts  

Microsoft Academic Search

A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important

Paul R. Pintrich

2003-01-01

435

Forensic science – A true science?  

Microsoft Academic Search

While the US jurisprudence of the 1993 Daubert hearing requires judges to question not only the methodology behind, but also the principles governing, a body of knowledge to qualify it as scientific, can forensic science, based on Locard's and Kirk's Principles, pretend to this higher status in the courtroom? Moving away from the disputable American legal debate, this historical and

Frank Crispino; Olivier Ribaux; Max Houck; Pierre Margot

2011-01-01

436

Stop for Science!  

NSDL National Science Digital Library

This building-wide science enrichment program consists of a series of posters and accompanying questions designed to pique student interest in science concepts and their application to the world in which we live. Accompanying each poster are question sheets of increasing difficulty levels that students answer and submit at a designated location (collection box, office, etc.). Random prize drawings can be used to recognize/celebrate student participation. The purpose is to expose students to and create school-wide interest about science so students want to "STOP for Science" as displays are changed throughout the year. Although the focus is on enhancing building-wide science interest, content can also be linked directly to science classroom activities through use of accompanying teacher resource guides that provide science background, fun facts, typical questions and misconceptions, and several demonstrations or experiments related to the poster concepts.

2010-04-29

437

A Contribution to the Question Concerning the Efficacy of Inhalation Vaccination. Communication I. The Effect of the Inhalation Method of Vaccination on the General Immune Reconstruction of the Organism.  

National Technical Information Service (NTIS)

The inhalation method of vaccination insures a lasting general immune reconstruction of the organism. However, large concentrations of vaccine and a considerable exposure of the animal to the action of its aerosol are demanded. (Author)

A. I. Maslov

1968-01-01

438

Has Science killed God?  

Microsoft Academic Search

Summary This paper explores the aggressively atheist reading of the natural sciences associated with Richard Dawkins, raising serious questions about its intellectual plausibility and evidential foundation. Has the former populariser of science now become little more than an anti-reli- gious propagandist, using science in the crudest of ways to combat religion, ignoring the obvi- ous fact that so many scientists

Alister McGrath

439

A Revamped Science Expo  

ERIC Educational Resources Information Center

|By changing the venue from festival to a required academic exposition, the traditional science fair was transformed into a "Science Expo" wherein students were guided away from cookbook experiments toward developing a question about their environment into a testable and measurable experiment. The revamped "Science Expo" became a night for…

Barth, Lorna

2007-01-01

440

Has Feminism Changed Science?  

ERIC Educational Resources Information Center

|This book features a history of women in science and an assessment of the role of gender in shaping scientific knowledge which poses the questions: (1) Do women do science differently? and (2) How about feminists--male or female? It is argued that science is both a profession and a body of knowledge, and how women have fared and performed in both…

Schiebinger, Londa

441

Science Friday: For Teachers  

NSDL National Science Digital Library

This is the portal for the Science Friday collection of multimedia teacher resource materials. The collection is organized by topic, with subjects that include physics, chemistry, biology, energy, light, structure of matter, and more. Each item contains a complete lesson plan, discussion questions, and accompanying video by the New York Hall of Science or podcasts created by NPR. The goal of Science Friday is to cultivate enthusiasm for science and encourage young people to pursue STEM majors in college. Students can join the Science Friday organization as interns, giving them opportunities to write science-related blogs, create science videos, and help build community social networks.

2012-06-20

442

Teacher Questioning Behavior and Pupil Critical Thinking Ability: A Study of the Effects of Teacher-Questioning Behavior on Pupil Critical Thinking Ability in Three Academic Subjects Offered in a Suburban High School.  

ERIC Educational Resources Information Center

|The purpose of this study was to examine the classroom questions of teachers of science, English and social studies and to determine whether the frequency and types of questions were related to changes in pupil critical thinking. The author hypothesized science teachers would ask more questions and higher level questions than teachers of English…

Cohen, Martin Abraham

443

CDL Online Practice Questions  

NSDL National Science Digital Library

Aspiring truck drivers and those who seek a commercial driving license will appreciate this website a great deal, as it features a number of practice questions that may be found on the test that is required for such certifications. The site features over a dozen self-assessment modules that cover such topics as air brakes, hazardous materials, and of course, transporting passengers. Within each section, visitors will find both Âtrue-falseÂ-style questions and their equally well-known counterpart, the multiple choice query. Also, for those getting acquainted with teaching others how to prepare for this exam, this site may be most handy. Whether one is on their way to Bangor, Maine, or just in need of this certification to meet up with a midnight train, this site will get them on their way.

444

Knowledge based question answering  

SciTech Connect

The natural language database query system incorporated in the Knobs Interactive Planning System comprises a dictionary driven parser, APE-II, and script interpreter whch yield a conceptual dependency as a representation of the meaning of user input. A conceptualisation pattern matching production system then determines and executes a procedure for extracting the desired information from the database. In contrast to syntax driven q-a systems, e.g. those based on atn parsers, APE-II is driven bottom-up by expectations associated with word meanings. The goals of this approach include utilising similar representations for questions with similar meanings but widely varying surface structures, developing a powerful mechanism for the disambiguation of words with multiple meanings and the determination of pronoun referents, answering questions which require inferences to be understood, and interpreting ellipses and ungrammatical statements. The Knobs demonstration system is an experimental, expert system for air force mission planning applications. 16 refs.

Pazzani, M.J.; Engelman, C.

1983-01-01

445

The helium question  

Microsoft Academic Search

The question of the desirability of a governmental program of recovering and storing helium from helium-rich natural gas for the low-cost supply of future helium demands is considered. The geologic occurence and distribution of helium, most of which is found in the United States, are discussed, and difficulties in the assessment of helium resources are presented. Uncertainties of future large-scale

E. Cook

1979-01-01

446

The "Looting Question" Bibliography  

NSDL National Science Digital Library

Provocatively subtitled "Web and Literary Resources on the Archaeological Politics of Private Collecting, Commercial Treasure Hunting, Looting, and 'Professional' Archaeology," this comprehensive online bibliography provides scholars and practitioners with resources related to the "looting question." The bibliography is organized by format type and focuses on North American materials. Hugh Jarvis, a doctoral candidate in Anthropology as well as a graduate student in Information and Library Studies at the State University of New York (SUNY) at Buffalo, has compiled this unique, frequently updated resource.

447

ETX Questions and Answers  

Microsoft Academic Search

\\u000a Since its creation in September 1996, the Mighty ETX Site on the Web has become a respected resource known worldwide for its\\u000a tips, information, how-to’s, and actual ETX astrophotography and as a forum for questions and answers from real ETX users.\\u000a For readers of this book who are not “Net-connected”, this chapter will give you a flavor of the ETX

Mike Weasner

448

An Ethics Primer: Ethical Questions  

NSDL National Science Digital Library

This resource is a PDF that provides a short introduction to ethical questions and strategies having to do with Ethics instruction. The PDF describes an overview of ethical questions and develops student understanding of ethical questions through three different worksheets.

2008-01-01

449

The Art of Asking Questions.  

ERIC Educational Resources Information Center

A rationale is given for the use of questioning techniques and strategies in classroom instruction. B. Bloom's Taxonomy of Educational Objectives is presented as one framework for questions. Five pitfalls, including avoiding vague questions and personal pronouns, are discussed. (CL)

Sykes, Rosetta A.

1979-01-01

450

Facilitating Designs: For Inquiry with the Four-Question Strategy  

ERIC Educational Resources Information Center

|Inquiry is a goal of science education reform. Middle school science teachers and their students can develop understanding of inquiry by using an experimental design format. Facilitating this format with the four-question strategy helps students to design their investigations. An example of varying concentrations of vinegar and water illustrates…

Barrow, Lloyd H.

2008-01-01

451

Scientific Aspects of Two Theological Questions in Thomas Aquinas.  

ERIC Educational Resources Information Center

|An examination of how St. Thomas Aquinas makes use of science in his theological works provides an understanding of the relations of medieval science and the Christian theology of the Middle Ages. Two issues are examined: the problem of the nature and existence of God and the question of the eternity of the world. (RM)|

Lattis, James M.

1984-01-01

452

Role of Discrepant Questioning Leading to Model Element Modification  

Microsoft Academic Search

Discrepant questioning is a teaching technique that can help students “unlearn” misconceptions and process science ideas for\\u000a deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them\\u000a to examine their ideas or models, without giving information prematurely to the student or passing judgment on the student’s\\u000a model. This strategy prompts students to

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

2009-01-01

453

Approaches to Cell Biology Teaching: Questions about Questions  

ERIC Educational Resources Information Center

There are many questions to be asked about the pedagogical practice of questioning. Questions provide insight into what students at any age or grade level already know about a topic, which provides a beginning point for teaching. Questions reveal misconceptions and misunderstandings that must be addressed for teachers to move student thinking…

Allen, Deborah; Tanner, Kimberly

2002-01-01

454

Fiscal Year 1990 Department of Energy Authorization (Basic Energy Science and General Science and Research). Hearing before the Subcommittee on Energy Research and Development of the Committee on Science, Space, and Technology, House of Representatives, One Hundred First Congress, First Session, February 23, 1989, Volume IV  

SciTech Connect

The U.S. Department of Energy's (DOE) national energy program's for basic and general energy technologies and research programs are presented by DOE officials. Information is provided by panels of Scientific and Technical experts, federal and state officials and academic institutions. A special status review is made of the Superconducting super collider project. Topics also include research in physics, chemistry, mathematics, biological and environmental science and climate research.

Not Available

1989-01-01

455

Questioning and Experimentation  

NASA Astrophysics Data System (ADS)

The paper is a philosophical analysis of experimentation. The philosophical framework of the analysis is the interrogative model of inquiry developed by Hintikka. The basis of the model is explicit and well-formed logic of questions and answers. The framework allows us to formulate a flexible logic of experimentation. In particular, the formulated model can be interpreted realistically. Moreover, the model demonstrates an explicit logic of knowledge acquisition. So, the natural extension of the model is to apply it to an analysis of the learning process.

Mutanen, Arto

2013-08-01

456

Marchetti, Dario — 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.

457

Questions about Vitiligo  

MedlinePLUS

... is generalized vitiligo, in which there is widespread distribution of white macules, often in a remarkably symmetrical ... in fair skinned persons, include: Lupus erythematosus (atypical distribution, positive immunofluorescence, serologic studies) Pityriasis alba (slight scaling, ...

458

Using Data to Reform Science Instruction  

NSDL National Science Digital Library

This chapter will introduce you to skills and strategies used to examine classroom assessment data to improve science instruction. Although the authors advocate using multiple forms of student work to inform instruction, they will focus on using student responses to a statewide science assessment. Standardized tests, however, should by no means replace teacher-developed classroom assessments, particularly informal methods such as teacher observations and direct questioning. In general, the methods and techniques suggested in this chapter can be used to analyze any sample of scored student work.

Arnold, Daemen; Zawicki, Joseph; Liu, Xiufeng

2009-01-01

459

The Early Years: Investigable Questions  

NSDL National Science Digital Library

Teachers may not need to teach children to ask questions, just develop that safe place where questions can be voiced, observe children to see the questions in their actions, and develop a culture that appreciates and records questions. An investigable que

Ashbrook, Peggy

2010-12-01

460

Engaging Students through Effective Questions  

ERIC Educational Resources Information Center

|In what ways might questioning techniques improve student learning? What kinds of questions enable educators to tap into different parts of the cognitive domain? How can questions engage students when their attention begins to wander? Many questions at the lower levels of Bloom's Taxonomy--particularly knowledge and comprehension--are…

Neal, Mary-Anne

2011-01-01

461

Engaging Students through Effective Questions  

ERIC Educational Resources Information Center

In what ways might questioning techniques improve student learning? What kinds of questions enable educators to tap into different parts of the cognitive domain? How can questions engage students when their attention begins to wander? Many questions at the lower levels of Bloom's Taxonomy--particularly knowledge and comprehension--are closed-ended…

Neal, Mary-Anne

2011-01-01

462

Handling Difficult Questions and Situations.  

ERIC Educational Resources Information Center

Recommendations are presented for dealing with difficult students and the questions they ask during classroom discussions. Brief ideas are provided for handling argumentative individuals, long-winded questioners, and questions for which the instructor does not have a good answer. A discussion of curved or loaded questions (pseudoquestions)…

Watkins, Karen

1983-01-01

463

Pragmatism, Activism, and the Icy Slopes of Logic in George Reisch's Portrait of the Philosophy of Science as a Young Field  

NASA Astrophysics Data System (ADS)

This paper considers several models of politically engaged philosophy with the aim of provoking discussion of George Reisch’s How the Cold War Transformed Philosophy of Science. At issue is the Unity of Science movement’s conception of the philosophy of science in particular and what politically engaged philosophy of science might look like in general. The paper discusses the role that the pragmatist Sidney Hook plays in the book and considers some of the questions raised by the role that he plays: What does it mean to be a politically engaged philosopher of science? Do we want philosophy of science to be politically engaged?

Stump, David J.

2009-02-01

464

Conceptual Change and Science Teaching  

NSDL National Science Digital Library

The authors address themselves to the important question of how learning in science education relates to the growth of scientific knowledge. After discussing how changes in scientific concepts come about, they offer suggestions for modifying the objectives and content of science curricula and teaching approaches in science education in the light of knowledge and understanding of the history and philosophy of science.

Strike, Kenneth A.; Posner, George J.

2006-12-07

465

Exploring public discourses about emerging technologies through statistical clustering of open-ended survey questions.  

PubMed

The primary method by which social scientists describe public opinion about science and technology is to present frequencies from fixed response survey questions and to use multivariate statistical models to predict where different groups stand with regard to perceptions of risk and benefit. Such an approach requires measures of individual preference which can be aligned numerically in an ordinal or, preferably, a continuous manner along an underlying evaluative dimension - generally the standard 5- or 7-point attitude question. The key concern motivating the present paper is that, due to the low salience and "difficult" nature of science for members of the general public, it may not be sensible to require respondents to choose from amongst a small and predefined set of evaluative response categories. Here, we pursue a different methodological approach: the analysis of textual responses to "open-ended" questions, in which respondents are asked to state, in their own words, what they understand by the term "DNA." To this textual data we apply the statistical clustering procedures encoded in the Alceste software package to detect and classify underlying discourse and narrative structures. We then examine the extent to which the classifications, thus derived, can aid our understanding of how the public develop and use "everyday" images of, and talk about, biomedicine to structure their evaluations of emerging technologies. PMID:23825238

Stoneman, Paul; Sturgis, Patrick; Allum, Nick

2012-04-26

466

Splitting identities: The effects of religion, political identity, interest in science, and personal interest on attitudes about embryonic stem cell research  

Microsoft Academic Search

My research takes up the question of the relative effects of religious identity, political identity, knowledge of science and stem cell research, and personal interest on attitudes towards science in general and embryonic stem cell research (ESCR) in particular. Structural equation modeling is used to construct associative models of attitudes towards stem cell research using data from the 2005 Virginia

Kristopher Harry Morgan

2009-01-01

467

Ask an intelligent question...  

SciTech Connect

In recent years, as electric utilities have moved toward deregualtion, industry watchers have counceled them to create streamlined competitor intelligence functions or else be outstripped by utilities that do. Gathering competitor intelligence stays focused on answering key questions and showing a cource of action. To that extent, it is part and parcel of good decision-making. In strategic analysis, intelligence focuses on broad-scale comparisons to other electric utilities to determine competitive strengths, weaknesses, opportunities, and threats. This information helps utilities develop business strategies, including a high-level view of what products and services to offer customers. The objective is to ensure that the company doesn`t miss an important issue or trend, so such analysis is ongoing and benefits from a visionary or creative viewpoint.

Mann, K.

1995-05-01

468

Unproven (questionable) cancer therapies.  

PubMed Central

More than half of all cancer patients use some form of alternative treatment during the course of their illness. Alternative therapies are often started early in patients' illness, and their use is frequently not acknowledged to health care professionals. Some alternative therapies are harmful, and their promoters may be fraudulent. Persons who try alternative cancer therapies may not be poorly educated but may ultimately abandon conventional treatment. Recent attention has focused on aspects of questionable therapies that make these treatments attractive to patients and that may be perceived as being deficient in the practice of conventional health care professionals. Physicians with patients with cancer should always make sure that unproven therapies are discussed early in the therapeutic relationship. They should also attempt to be aware of alternative therapies that are in vogue in their particular geographic area.

Brigden, M L

1995-01-01

469

Student perceptions of questionable personal selling practices  

Microsoft Academic Search

This paper reports the findings of a study which identify student ethical evaluation of questionable yet common personal selling\\u000a practices. The results suggest generally that students' perceptions may not be as negative toward personal selling as reported\\u000a in earlier studies dealing with perceptions of business generally. There are, however, differences in student perceptions\\u000a between business and nonbusiness students suggesting that

Joseph A. Bellizzi; Ronald W. Hasty

1984-01-01

470

Using Group Questions to stimulate Student Thinking  

NASA Astrophysics Data System (ADS)

During the past year I have modified all of my science classes to include time for group work. Essentially, I break up a typical class into two parts: part 1 includes about a 20 minute lecture and then students are broken into groups of 3 and are give two to three questions that they must answer. Students are also required to write in complte sentences. I circulate around the room during the group session to insure that students stay focused on the questions. I also spend time looking at preliminary answers and encourage students to think further in the hopes that they will discover the answers for themselves. After about 12 minutes, I have students hand in their responses and then I go over the group questions. Typical Group questions in my introductory astronomy class include: 1) How is it that temperatures are hotter in the summer than in the winter? 2) How is it that Planets have a round shape whereas smaller objects such as asteroids have an irregular shape? Sample group questions will be available at my presentation.

Schmude, R. W., Jr.

2005-08-01

471

Software Design Patterns: Common Questions and Answers  

Microsoft Academic Search

Software design patterns are an emerging tool for guiding and documenting system design. This paper is a beginner's guide to patterns, answering common questions about patterns, pattern languages, generativity, and Alexandrian form. The paper describes patterns in terms of objects, rules, idioms, and paradigms in general. The paper also provides sources for patterns, and provides a short bibliography of patterns

James O. Coplien

1998-01-01

472

Media Convergence: Creating Content, Questioning Relationships  

Microsoft Academic Search

The development, dissemination, and proliferation of multimedia and media convergent texts raise a number of pressing questions for literacy scholars in general and compositionists in particular. What kinds of literacy practices are students developing through their use and composition of multimodal and new media texts? What genres are used in the creation of such texts, and why? Are there particular

Jonathan Alexander

2008-01-01

473

Questions & Answers about...Marfan Syndrome.  

ERIC Educational Resources Information Center

|This fact sheet answers general questions about Marfan syndrome, a heritable condition that affects the connective tissue. It describes the characteristics of the disorder, the diagnostic process, and ways to manage symptoms. Characteristics include: (1) people with Marfan syndrome are typically very tall, slender, and loose jointed; (2) more…

National Inst. of Arthritis and Musculoskeletal and Skin Diseases (NIH), Bethesda, MD.

474

Questionable Exercises--Some Safer Alternatives.  

ERIC Educational Resources Information Center

|Some commonly misused or abused exercises which are potentially harmful are identified. Each questionable exercise is illustrated, its potential for harm discussed, and an alternative suggested. Ten general rules are offered to help teachers, coaches, exercise leaders, and individuals avoid exercise-related injuries. (IAH)|

Lindsey, Ruth; Corbin, Charles

1989-01-01

475

Bayes for Beginners? Some Pedagogical Questions  

Microsoft Academic Search

Ought we to base beginning instruction in statistics for general students on the Bayesian approach to inference? In the long run, this question will be set- tled by progress (or lack of progress) in persuading users of statistical methods to choose Bayesian methods. This paper is primarily concerned with the peda- gogical challenges posed by Bayesian reasoning. It argues, based

David S. Moore

476

A 20-Year Survey of Scientific Literacy and Attitudes Toward Science_An Overview  

NASA Astrophysics Data System (ADS)

This poster presents the results of a long-term investigation into the science literacy and attitudes toward science of University of Arizona non-science major undergraduates. The survey instrument utilized in this study was derived from measures of adults’ science literacy, as defined and assessed by the National Science Foundation in its biannual Science and Engineering Indicators reports to the National Science Board. In addition, the survey instrument measures attitudes toward science and technology and toward pseudoscience. Quantitative data from over 9000 questionnaires have been into a database, and qualitative data from four open-ended questions has been coded thematically (see Antonellis et al., this meeting). The data will be used to address a number of research questions in the area of science education and science policy, including (1) how the level of science literacy of undergraduates compares to the adult population; (2) how science literacy and attitudes towards science have changed since 1987; (3) the relationship between science knowledge and attitudes towards science; and (4) the extent to which General Education science requirements at a large State university affect science knowledge and attitudes. The data will also be used to critically examine the concept of science literacy. The results of this study are being used by CATS to develop a survey instrument designed specifically for use with Astro 101 students to diagnose the effect our instruction has on their scientific attitudes and beliefs. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS).

Impey, Chris David; Antonellis, J.; Johnson, E.; King, C.; CATS

2009-01-01

477

An Arabic question-answering system for factoid questions  

Microsoft Academic Search

In this paper, we propose an Arabic Question-Answering (Q-A) system called QASAL (Question-Answering system for Arabic Language). QASAL accepts as an input a natural language question written in Modern Standard Arabic (MSA) and generates as an output the most efficient and appropriate answer. The proposed system is composed of three modules: A question analysis module, a passage retrieval module and

Wissal BRINI; Mariem ELLOUZE; Slim MESFAR; Lamia HADRICH BELGUITH

2009-01-01

478

Automating preparation of exam questions: Exam Question Classification System (EQCS)  

Microsoft Academic Search

Currently, there is no any available computerized mechanism to classify the exam questions prepared by the instructors. Everything is done manually by the instructors according to their own style. Written exam question has always been a method for educators to assess the level of understanding of students. A good exam question should consist of different levels of difficulties in order

Nor Diana Ahmad; Wan Adilah Wan Adnan; Maslina Abdul Aziz; Mohd Yusaimir Yusof

2011-01-01

479

A Question of Responsibility  

NSDL National Science Digital Library

This case study examines the public health issue of asbestos. Students will learn about different types of asbestos and their uses, as well as how people are exposed to and personally harmed by the substance. The material would be appropriate for high school or lower level undergraduate classes. The case study and teaching notes may be downloaded in PDF format. The site also includes a section for instructor feedback where general comments may be read and contributed.

Branlund, Joy M.

2010-12-24

480

Student Assistance General Provisions; Federal Pell Grant Program; Academic Competitiveness Grant Program; and National Science and Mathematics Access to Retain Talent Grant Program. Final Rule. Federal Register, Part IV, Department of Education, 34 CFR Parts 668, 690, and 691  

ERIC Educational Resources Information Center

|The Secretary is adopting as final, with changes, interim final regulations in: 34 CFR part 691 for the Academic Competitiveness Grant (ACG) and National Science and Mathematics Access to Retain Talent Grant (National SMART Grant) programs; 34 CFR part 668 (Student Assistance General Provisions); and 34 CFR part 690 (Federal Pell Grant Program).…

National Archives and Records Administration, 2006

2006-01-01

481

Key studies used to support cancer risk assessment questioned.  

PubMed

This paper reassessed studies conducted under the leadership of Drosophila geneticist Curt Stern which played a pivotal role in the acceptance of the linear dose-response model by the U.S. National Academy of Sciences Biological Effects of Atomic Radiation (BEAR) I Committee and the subsequent generalization of their recommendations on the linearity dose-response paradigm for ionizing radiation and chemically induced cancer. The analysis finds serious concerns and flaws in important aspects of these experiments, their assessment, and interpretation. Of particular concern was the failure of Stern's group to provide the necessary and promised experimental documentation to support the findings of three critical summarized experiments published as a brief technical note in Science. While this analysis questions the validity of the reported findings and their interpretations, it raises an even more serious concern about the process by which leaders in the radiation genetics community accepted such findings without requiring the necessary documentation and then used this information to support the acceptance of the linear dose-response in public policy matters as affected by risk assessment practices that have continued to the present. PMID:21786337

Calabrese, Edward J

2011-07-22

482

Australian Item Bank Program: Science Item Bank. Book 3: Biology.  

ERIC Educational Resources Information Center

|The Australian Science Item Bank consists of three volumes of multiple-choice questions. Book 3 contains questions on the biological sciences. The questions are designed to be suitable for high school students (year 8 to year 12 in Australian schools). The questions are classified by the subject content of the question, the cognitive skills…

Australian Council for Educational Research, Hawthorn.

483

Develop Your Questioning Techniques  

NASA Astrophysics Data System (ADS)

How much thought have you given to what you want your students to gain from your class? Far too often the emphasis on factual content overshadows the development of conceptual understanding, and accountability issues force us to present a wide-ranging curriculum in a short time period. As a beginning teacher, you are probably being directed to ``cover'' the curriculum, and your focus has been on making sure you understand the concepts you are presenting. You spend hours studying the content until you are sure you know every aspect and can work every problem in the textbook dealing with the given topic. You prepare a very detailed lesson plan and deliver a brilliant lecture only to find that your students did not ``receive'' the information you thought you transmitted. You know the content much better because you had to present your understanding of the concepts to others. You can provide your students the same opportunity to test their understanding by developing questioning techniques to engage them in effective dialogue.

Blanton, Patricia

2009-01-01

484

Dietary glucosamine under question  

PubMed Central

Annual sales of glucosamine as a neutraceutical for affecting cartilage in treatment of osteoarthritis are close to a billion dollars, but recent clinical studies have currently raised severe criticism regarding its functional value. Additional doubts can be raised by the knowledge of the well-defined cellular steps in glucosamine formation and production of glycosaminoglycans such as chondroitin. Glucosamine is produced in an activated state from glucose by essentially all cells for incorporation into glycosaminoglycans and glycoproteins, and there have been no reports of any deficiencies in its production under any conditions. Nevertheless, many investigations of glucosamine, using cells or tissues, have claimed effects on cartilage and chondroitin sulfate. The significance of these studies is questionable since they have invariably been with concentrations that were 10- to 1000-fold higher than has been found in human serum or plasma after glucosamine ingestion. Experiments with cells or tissues using glucosamine in the low concentrations found after ingestion need to be examined before any conclusions are drawn concerning its direct action on cartilage and its potential for modifying osteoarthritis.

Silbert, Jeremiah E

2009-01-01

485

History and Philosophy of Science as a Continuation of Science by Other Means  

Microsoft Academic Search

History and philosophy of science can serve the function of investigating scientific questions that are excluded by science itself. Because many things need to be protected from questioning and criticism in specialist science, its demonstrated effectiveness is also unavoidably accompanied by a loss of knowledge and a degree of dogmatism. History and philosophy of science can ameliorate this situation by

Hasok Chang

1999-01-01

486

History and Philosophy of Science as a Continuation of Science by Other Means.  

ERIC Educational Resources Information Center

Argues that history and philosophy of science can investigate scientific questions that are excluded from science itself by working as a shadow discipline, complementing the specialist science in the production of knowledge about nature. Contains 16 references. (Author/WRM)

Chang, Hasok

1999-01-01

487

Information Resources in Clinical Medicine: Family Practice, Pediatrics, Obstetrics and Gynecology, General Surgery, Internal Medicine.  

ERIC Educational Resources Information Center

|Designed for beginning health science librarians, this continuing education course syllabus presents a guide to information resources for answering physicians' questions about patient care. Sources from standard core lists, such as the Alfred Brandon list, are highlighted and described, along with additional titles. General resources covered…

Schwank, Jean; Allen, Joyce

488

Information Resources in Clinical Medicine: Family Practice, Pediatrics, Obstetrics and Gynecology, General Surgery, Internal Medicine.  

ERIC Educational Resources Information Center

Designed for beginning health science librarians, this continuing education course syllabus presents a guide to information resources for answering physicians' questions about patient care. Sources from standard core lists, such as the Alfred Brandon list, are highlighted and described, along with additional titles. General resources covered…

Schwank, Jean; Allen, Joyce

489

Gallery Walk Questions on Karst  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about karst. The questions are organized according to the cognitive level at ...

490

Gallery Walk Questions about Volcanism  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about volcanism. The questions are organized according to the cognitive ...

491

Global Warming: Questions and Answers  

NSDL National Science Digital Library

Back to Example Detailed Example of Using Socratic Questioning in Class This sample of plausible questions and responses is designed to help guide the instructor through a Socratic lesson. It will help instructors ...

492

Gallery Walk Questions about Coastlines  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about coastlines. The questions are organized according to the cognitive ...

493

Terra Incognita: Explanation and Reduction in Earth Science  

Microsoft Academic Search

The present paper presents a philosophical analysis of earth science, a discipline that has received relatively little attention from philosophers of science. We focus on the question of whether earth science can be reduced to allegedly more fundamental sciences, such as chemistry or physics. In order to answer this question, we investigate the aims and methods of earth science, the

Maarten G. Kleinhans; Chris J. J. Buskes; Henk W. de Regt

2005-01-01

494

A question of character.  

PubMed

For the most part, Glamor-a-Go-Go's board has been thrilled with CEO Joe Ryan's performance. Ryan, after all, had transformed the private-label cosmetics company into a retail powerhouse with flashy outlets from New York to Los Angeles. In addition to saving the company from bankruptcy shortly after his arrival in 1992, Ryan had made Glamor-a-Go-Go a fun and exciting place to work, increasing workers' wages and creating boundless opportunities for anyone willing to work hard and think out of the box. He had also brought more women and people of color on board. And he had made many employees wealthy, with generous stock giveaways and options for the most senior employees down to the most junior. Glamor-a-Go-Go's stock price had grown tenfold during Ryan's tenure. But Ryan's personal affairs were beginning to call into question his leadership abilities. The local paper's gossip column recently ran a photo of Ryan--a married man--leaving a gala event with a beautiful young woman from the company, with the headline "Who's That Girl?" Indeed, rumors about Ryan's philandering were starting to take on a harsher edge. Some people believed his secretary left because Ryan had sexually harassed her. Others believed a mail-room employee had been promoted to factory supervisor because of her affair with the CEO. Having warned Ryan several times about his alleged infidelities, the board is stuck. What should it do about Ryan's extracurricular behavior? Does Ryan's personal behavior even affect the company? Is what Ryan does outside the office the board's concern? Six commentators weigh in. PMID:10621266

Wetlaufer, S

495

A question of authority  

SciTech Connect

A Question of Authority. This article deals with a certain scenario and several reviewers are to give their opinion. This one is in regards to - Suspending an IACUC approved animal use activity is about the last thing a research institution wants to do. Consider the predicament that the Great Eastern University IACUC faced when Dr. Janet Jenkins, the Attending Veterinarian, suspended all animal use activity on an approved protocol of Dr. Roy Maslo. Jenkins had the IACUCs authority to temporarily suspend a protocol, subject to review by a quorum of the full committee. She alleged that Maslo used mice from his breeding colony, not purchased rats, to begin a new study. Jenkins saw Maslos technicians bringing mouse cages to a procedure room and setting up for a minor survival surgery. She asked them to wait until she clarified things as she felt confident that the protocol called for rats. She called Maslo and asked him if the study had been approved for mice, to which he responded affirmatively. Still not feeling quite assured, she went to her office, reviewed the protocol, and found only rat studies described. She also called the IACUC office to see if there were any approved amendments which she may not have received, and was told that there were none. By the time she returned, one procedure was completed. Understandably upset, she informed the technicians and Maslo that any further activity on the protocol was suspended until the issue was resolved. Jenkins informed the IACUC chairman who in turned called an emergency meeting of the committee.

Morgan, Earl W. (BATTELLE (PACIFIC NW LAB))

2003-10-15

496

Questioning to resolve decision problems  

Microsoft Academic Search

Why do we ask questions? Because we want to have some information. But why this particular kind of information? Because only information of this partic- ular kind is helpful to resolve the decision problem that the agent faces. In this paper I argue that questions are asked because their answers help to resolve the questioner's decision problem, and that this

Robert van Rooy

1999-01-01

497

Contemplative Pedagogy: Frequently Asked Questions  

ERIC Educational Resources Information Center

|Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative…

Coburn, Tom; Grace, Fran; Klein, Anne Carolyn; Komjathy, Louis; Roth, Harold; Simmer-Brown, Judith

2011-01-01

498

Questions and Critical Thinking1  

Microsoft Academic Search

How can you stimulate critical thinking with the questions you ask in the classroom? Can these questions motivate students? Indeed, there are practical techniques, which work, that can help educators ask questions to stimulate critical thinking in class. Those of you with a strong back- ground in education literature will recognize the influence of the critical thinking literature, teaching techniques

Peter D. Hurd

499

Questions Parents Ask about Schools.  

ERIC Educational Resources Information Center

This guide presents questions that parents frequently ask about their children's school, along with answers to those questions. The questions and answers were prepared based on the results of studies conducted by the Partnership for Family Involvement in Education, the U.S. Department of Education, the GTE Foundation, and by the National Center…

National Opinion Research Center, Chicago, IL.

500

The Hermeneutics of Educational Questioning  

ERIC Educational Resources Information Center

|This article looks at the practice of educational questioning using the philosophical hermeneutics of Hans-Georg Gadamer. It first looks at questions and statements from a hermeneutic perspective, demonstrating some of the differences and similarities between the two. It then details Gadamer's notion of the "true question", asking whether it is…

Bingham, Charles

2005-01-01