Sample records for question general science

  1. SAMPLE INTERVIEW QUESTIONS General Questions

    E-print Network

    Suzuki, Masatsugu

    SAMPLE INTERVIEW QUESTIONS General Questions Tell me a little about yourself / describe yourself to Binghamton? Behavioral Questions Do you anticipate problems or do you react to them? How do you go about? What are some important values that you live by? Creative Questions What does success mean to you

  2. Relocation Frequently Asked Questions General Questions

    E-print Network

    Groppi, Christopher

    Lagoyda, New Mexico Operations Business Manager and Allen Lewis. Skip can be reached at 575 to acquaint you with the relocation processes at the NRAO. This collection of frequently asked questions (FAQs for additional guidance. Contacts Who is my contact for arranging a household relocation? For Green Bank

  3. THE SCIENCE OF ASKING QUESTIONS

    Microsoft Academic Search

    Nora Cate Schaeffer; Stanley Presser

    2003-01-01

    ? Abstract Survey methodologists have drawn on and contributed to research by cognitive psychologists, conversation analysts, and others to lay a foundation for the science of asking questions. Our discussion of this work is structured around the decisions that must be made for two common types of inquiries: questions about events or behaviors and questions that ask for evaluations or

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

    NSDL National Science Digital Library

    Amos Simms-Smith

    2006-12-01

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

  5. Meiosis Study Questions General Biology 2

    E-print Network

    Prestwich, Ken

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

  6. Questions That Science Teachers Find Difficult (II).

    ERIC Educational Resources Information Center

    Goodwin, Alan

    2003-01-01

    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)

  7. Science in General Education

    ERIC Educational Resources Information Center

    Read, Andrew F.

    2013-01-01

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

  8. Science's Big Questions / Deep Impact Update

    NSDL National Science Digital Library

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

  9. Science Fiction and the Big Questions

    NASA Astrophysics Data System (ADS)

    O'Keefe, M.

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

  10. Outstanding Lunar Science Questions and Opportunities Created by the ESA

    E-print Network

    Anand, Mahesh

    Outstanding Lunar Science Questions and Opportunities Created by the ESA Lunar Lander Programme Ian ,,dark ages] Science objectives and overlap with STFC ,,Big Science Questions #12;Recommendation 13 the latter part of solar system history Key Lunar Science Drivers #12;Lunar Science at the South Pole #12

  11. For general inquiries, information, or questions, contact

    E-print Network

    Linhardt, Robert J.

    ·Concurrent programming and cloud-based computing ·Data cyberinfrastructure ·Data mining ·Database systems Director (518) 276-2609 goldberg@cs.rpi.edu cs.rpi.edu Computer science is the study of the design, analysis, communication, implementation, and application of computational processes. At Rensselaer

  12. Some questions in higher randomness Institute of Mathematical Science

    E-print Network

    Yu, Liang

    Some questions in higher randomness Liang Yu Institute of Mathematical Science Nanjing University May 24, 2010 Liang Yu Institute of Mathematical Science Nanjing University Some questions in higher of Mathematical Science Nanjing University Some questions in higher randomness #12;-randomness Given a class P(2

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

    NASA Astrophysics Data System (ADS)

    Cuccio Schirripa, Santine

    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.

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

    NASA Astrophysics Data System (ADS)

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

    2005-08-01

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

  15. Teaching sciences: The multicultural question revisited

    Microsoft Academic Search

    William B. Stanley; Nancy W. Brickhouse

    2001-01-01

    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

  16. Question Classification using Support Vector Machines Department of Computer Science

    E-print Network

    Zhang, Dell

    Question Classification using Support Vector Machines Dell Zhang 1,2 1 Department of Computer Science School of Computing S15-05-24, 3 Science Drive 2 National University of Singapore Singapore 117543.z@ieee.org Wee Sun Lee 1,2 1 Department of Computer Science School of Computing SOC1-05-26, 3 Science Drive 2

  17. 2012 Question Booklet Code CS : COMPUTER SCIENCE & INFORMATION TECHNOLOGY

    E-print Network

    Krishnapura, Nagendra

    2012 Question Booklet Code CS-A 1/20 CS : COMPUTER SCIENCE & INFORMATION TECHNOLOGY Duration: Three of the Question Booklet until you are asked to do so by the invigilator. 2. Take out the Optical Response Sheet (ORS) from this Question Booklet without breaking the seal and read the instructions printed on the ORS

  18. 2013 Question Booklet Code CS : COMPUTER SCIENCE AND INFORMATION TECHNOLOGY

    E-print Network

    Krishnapura, Nagendra

    2013 Question Booklet Code CS-A 1/20 CS : COMPUTER SCIENCE AND INFORMATION TECHNOLOGY Duration of the Question Booklet until you are asked to do so by the invigilator. 2. Take out the Optical Response Sheet (ORS) from this Question Booklet without breaking the seal and read the instructions printed on the ORS

  19. Climate Science: Key Questions and Answers Tuesday, May 11, 2010

    E-print Network

    Climate Science: Key Questions and Answers Tuesday, May 11, 2010 12:00 to 1:30pm Capitol Visitor (IPCC) have led to questions about some climate change research results, the ethics of practicing to examine which climate change science results are well understood and where key uncertainties exist

  20. Science Bowl and Challenge Sample Questions (Grades 1 8)

    E-print Network

    Weaver, Harold A. "Hal"

    Science Bowl and Challenge Sample Questions (Grades 1 ­ 8) 1. A meter is a unit of (a) length (b) f) n e u t r o n #12;Science Bowl and Challenge Sample Questions (Grades 9 ­ 12) 1. A mile is about, lead, uranium (6) hydrogen, helium, oxygen, uranium, lead #12;Physics Bowl and Challenge Sample

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

    NSDL National Science Digital Library

    Catherine Milne

    2008-01-01

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

  2. The science question in intelligent design

    Microsoft Academic Search

    Sahotra Sarkar

    2011-01-01

    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

  3. Question Stems and Stories to Stimulate Science!

    ERIC Educational Resources Information Center

    Smith, Suzanne

    2010-01-01

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

  4. Forthcoming, Policy Sciences Ask a Simple Question

    E-print Network

    Sadeh, Norman M.

    scientist of the last millennium, died on February 9, 2001, aged 84. Simon's lifelong obsession was to understand how humans make decisions and solve problems. The obsession was triggered by a policy question posed to him at the age of 19 about allocation behavior in a municipal government. This obsession

  5. Using Critical Science Questions in Working with a Family

    ERIC Educational Resources Information Center

    Smith, Frances M.

    2007-01-01

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

  6. Enhancing learning using questions adjunct to science charts

    Microsoft Academic Search

    William G. Holliday; Garth Benson

    1991-01-01

    This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study

  7. Enhancing learning using questions, adjunct to science charts

    Microsoft Academic Search

    William G. Holliday; Garth Benson

    1991-01-01

    This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study

  8. Supporting Argumentation through Students' Questions: Case Studies in Science Classrooms

    ERIC Educational Resources Information Center

    Chin, Christine; Osborne, Jonathan

    2010-01-01

    This study explores how student-generated questions can support argumentation in science. Students were asked to discuss which of two graphs showing the change in temperature with time when ice is heated to steam was correct. Four classes of students, aged 12-14 years, from two countries, first wrote questions about the phenomenon. Then, working…

  9. Power Dynamics and Questioning in Elementary Science Classrooms

    ERIC Educational Resources Information Center

    Reinsvold, Lori A.; Cochran, Kathryn F.

    2012-01-01

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

  10. Science question level and its relationship to seventh graders' interest and achievement in science

    Microsoft Academic Search

    Santine Cuccio-Schirripa

    1999-01-01

    Science question level and its relationship to science topic interest level and achievement in reading, mathematics, and science\\u000a were explored for eight classes of seventh graders (n=106). Each student completed a science topic interest rating scale,\\u000a wrote four science questions (two on least interesting topics, and two on most interesting topics), and completed scholastic\\u000a aptitude tests. The questions were rated

  11. Science questions for the Magellan continuing mission

    NASA Technical Reports Server (NTRS)

    Saunders, R. S.; Stofan, E. R.

    1992-01-01

    Magellan has completed two mapping cycles around the planet Venus, returning high resolution synthetic aperture images and altimetry data of over 95 percent of the planet's surface. Venus is dominated by low lying volcanic plains with an impact crater population indicating an average surface age of about 500 million years. Highland regions either tend to be characterized by volcanic shield complexes and rifting or by complex ridged terrain. Successful as the primary mission of Magellan has been, significant scientific questions remain to be addressed with imaging and gravity data that will be collected over the next several years.

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

    Microsoft Academic Search

    Santine Cuccio Schirripa

    1997-01-01

    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

  13. Faculty of Science General Science

    E-print Network

    in the BSc General degree, eligible students may transfer to a more specialized four-year BSc Honours program of this program is to challenge and stimulate students by providing them with the unique opportunity of holding an undergraduate academic appointment in their second year of studies and beyond where students will work closely

  14. Enhancing Learning Using Questions Adjunct to Science Charts.

    ERIC Educational Resources Information Center

    Holliday, William G.; Benson, Garth

    1991-01-01

    Reports a study that examined the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. The adjunct questions used in this study were designed to selectively focus students' attention on specific columns in a modified science chart, with the goal of improving student achievement on a test…

  15. Enhancing Learning Using Questions, Adjunct to Science Charts.

    ERIC Educational Resources Information Center

    Holliday, William G.; Benson, Garth

    1991-01-01

    Examines the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. Describes the questions designed to selectively focus students' attention on specific columns in a modified science chart, with the goal of improving student achievement on a test measuring learning of content contained in…

  16. BachelorofScience/BachelorofEducation GeneralMajorintheSciences/

    E-print Network

    Morris, Joy

    Science ____ Philosophy 2233 - Philosophy and the World View of Science: Earth and Life Sciences ____ Philosophy 2234 - Philosophy and the World View of Science: Space, Time and Matter ____ Philosophy 3402BachelorofScience/BachelorofEducation GeneralMajorintheSciences/ Science

  17. Forensic Science Methods Called Into Question by National Academies Report

    NSDL National Science Digital Library

    Grinnell, Max

    2009-02-20

    Study Calls for Oversight of Forensics in Crime Labs http://www.nytimes.com/2009/02/19/us/19forensics.htmlCall For Forensics Overhaul Linked to 'CSI' Effecthttp://www.npr.org/templates/story/story.php?storyId=100831831Forensics under the microscopehttp://www.chicagotribune.com/news/specials/chi-forensics-specialpackage,0,4244313.specialStrengthening Forensic Science in the United States: A Path Forwardhttp://www.nap.edu/catalog.php?record_id=12589#tocForensic Magazinehttp://www.forensicmag.com/DNA Forensics [Flash Player, pdf]http://www.ornl.gov/sci/techresources/Human_Genome/elsi/forensics.shtmlU.S. Fish and Wildlife Service Forensics Laboratory [pdf, Flash Player]http://www.lab.fws.gov/The average person watching any number of procedural crime television shows might be forgiven if he or she believed that every piece of carpet fiber or DNA can lead to a "case closed" finale. In real life, forensic science isn't nearly as infallible as it appears on television, and that is something that has troubled many at the National Academy of Sciences. In a report released this Wednesday, the National Academy of Sciences research team found that in 2005 there was a backlog of 359,000 requests for forensic analysis and that 80 percent of all crime laboratories are understaffed. The report went on to call into question the scientific merit of practically every commonly used forensic method of analysis, including the analysis of ballistics, arson, hair, and fingerprints. The team of scholars who wrote the report also recommended that the United States should standardize forensic tests and assume responsibility for the certification of forensic experts. These findings have garnered attention from the general public, the law enforcement community, and elected officials such as Senator Patrick Leahy (D) of Vermont. In a recent interview with the New York Times, Leahy commented, "I am troubled by the report's general finding that far too many forensic disciplines lack the standards necessary to ensure their scientific reliability in court."The first link will take users to a New York Times article from this Wednesday, which talks a bit about this recent report. The second link leads to an audio piece from National Public Radio about the report and how it might transform forensic science. Moving on, the third link leads to a very fine set of investigative articles on forensic science from the Chicago Tribune. The fourth link will whisk users away to the full-text of the Academies' recent report on the state of forensic science. The fifth link leads to the homepage of Forensic Science magazine. Here, visitors can learn more about the field and read articles from current and past editions of the publication. The sixth link leads to a set of resources on DNA forensic analysis offered by the Human Genome Project. Finally, the last link leads to the homepage of the U.S. Fish and Wildlife Service Forensics Laboratory, which is "the only lab in the world dedicated to crimes against wildlife."

  18. Cosmic Questions: Engaging science museum audiences with current astronomical research

    NASA Astrophysics Data System (ADS)

    Dussault, M.; Gould, R.; Sneider, C.; Cohen, S.

    2003-05-01

    "Cosmic Questions: Our Place in Space and Time" is a major new traveling exhibition and education project that will enable millions of Americans to learn how recent discoveries have shed light on-and raised new questions about-our place in the cosmos. Created by the Smithsonian Astrophysical Observatory with funding from the National Science Foundation and from NASA's Office of Space Science, the highly interactive exhibition opened at Boston's Museum of Science this past fall. In February 2003 it began its 3-year national tour under the management of the Association of Science-Technology Centers. Staff from the Museum of Science, in partnership with the CfA, developed a comprehensive set of educational programs, activities and events for museum staff, for teachers and students, and for public audiences. Both the exhibition and accompanying programs involve audiences in learning about the tools, techniques, and research that have allowed us to find some amazing answers to such enduring questions as: What is our place in the universe? Was there a beginning to time? How do we fit in? Evaluation data- including extensive observations, exit interviews, and follow-up phone surveys- suggest that a large majority of visitors could describe new learning and articulate new questions they had as a result of experiencing Cosmic Questions exhibits and programs. Indeed, the evaluation report states that "those interviewed often volunteered an unusual amount of reflective comments compared to visitors at other exhibits." This presentation will highlight how the content, approach, design, development and implementation of this project were (and continue to be) shaped by the significant involvement and contributions of astronomers, observatories and space science education and public outreach programs.

  19. Autonomous science platforms and question-asking machines

    Microsoft Academic Search

    Kevin H. Knuth

    2010-01-01

    As we become increasingly reliant on remote science platforms, the ability to autonomously and intelligently perform data collection becomes critical. In this paper we view these platforms as question-asking machines and introduce a paradigm based on the scientific method, which couples the processes of inference and inquiry to form a model-based learning cycle. Unlike modern autonomous instrumentation, the system is

  20. Ocean and Plume Science Management Uncertainties, Questions and Potential Actions

    E-print Network

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

  1. Science Desk: General Overview

    NASA Technical Reports Server (NTRS)

    Keller, Richard M.

    2001-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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.…

  3. Questions

    ERIC Educational Resources Information Center

    Kuntz, Haley

    2007-01-01

    A canoe trip guide for young people gets used to the never-ending flow of questions. Kids are constantly inquiring about how many kilometres have been traveled that day, how many kilometres to go that day, what is for dinner, and when the next set of moving water is coming up. With kids, the questions are endless. Questions often are used as a…

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

    NASA Astrophysics Data System (ADS)

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

    2006-11-01

    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.

  5. Student and teacher questioning during conversations about science

    NASA Astrophysics Data System (ADS)

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

    2001-02-01

    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.

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

    E-print Network

    Homes, Christopher C.

    Brookhaven National Laboratory/ PHOTON SCIENCES Subject: Frequently Asked Questions about/6/2012 Page 2 of 3 Question 4 - What activities at Photon Sciences involve a Significant Environmental Aspect activities identified above can be found on the Photon Sciences Directorate EMS-OHSAS web page. Question 6

  7. Mass Media Coverage of the Social Sciences: Some New Answers to Old Questions.

    ERIC Educational Resources Information Center

    Dunwoody, Sharon

    Data collected in three recent reseach reports were examined to answer two basic questions about social science coverage in the news media. The first question, whether the media prefer social science stories to other kinds of science questions, was answered affirmatively by three kinds of evidence. First, combined analysis of 1977 and 1979…

  8. Intelligence science: disciplinary frame and general features

    Microsoft Academic Search

    Zixing Cai

    2003-01-01

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

  9. Question: Do Standardized Tests Measure General Cognitive Skills? Answer: No.

    ERIC Educational Resources Information Center

    Marzano, Robert J.; Costa, Arthur L.

    1988-01-01

    When the Stanford and CTBS achievement batteries were analyzed, two major findings emerged: (1) the test items included only nine of the 22 general cognitive operations; and (2) the required general cognitive operations had little to do with student achievement on these tests. Implications and alternative assessment techniques are discussed.…

  10. Brookhaven National Laboratory/ Photon Sciences Subject: Frequently Asked Questions about Occupational Health and Safety Management System (OHSAS 18001)

    E-print Network

    Homes, Christopher C.

    Brookhaven National Laboratory/ Photon Sciences Subject: Frequently Asked Questions about, supervisors and safety staff. Question 5 ­What efforts does Photon Sciences make to reduce the risk of injury National Laboratory/ Photon Sciences Subject: Frequently Asked Questions about Occupational Health

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

    PubMed

    Schimel, David; Keller, Michael

    2015-04-01

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

  12. 40 Science and Children osing an appropriate question is the first step in

    E-print Network

    40 Science and Children P osing an appropriate question is the first step in designing the "Testable Question Relay" as part of a fourth-grade unit on conducting science experiments. In the relay an investigative question for an open inquiry lesson with hermit crabs, one of our fourth-grade students gave

  13. Managing Affect in Learners' Questions in Undergraduate Science

    ERIC Educational Resources Information Center

    Pedrosa-de-Jesus, Helena; Watts, Mike

    2014-01-01

    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…

  14. Repetitions and Contrasts: Using Essential Questions to Frame Unit Plans in General Music

    ERIC Educational Resources Information Center

    Scott, Sheila

    2014-01-01

    In this article, an approach to unit plans using essential questions is described within the context of general music education and illustrated in the unit "Repetition and Contrasts: Understanding Music Through Form." This unit is founded on the essential question: As musicians, how do we use form to organize and understand music?…

  15. Planetary science questions for the manned exploration of Mars

    NASA Technical Reports Server (NTRS)

    Blanchard, Douglas P.

    1986-01-01

    A major goal of a manned Mars mission is to explore the planet and to investigate scientific questions for which the intensive study of Mars is essential. The systematic exploration of planets was outlined by the National Academy of Science. The nearest analogy to the manned Mars mission is the Apollo program and manned missions to the Moon, but the analogy is limited. The case is argued here that Mars may have to be explored far more systematically than was the pre-Apollo Moon to provide the detailed information necessary if plans are made to use any of the resources available on Mars. Viking missions provided a wealth of information, yet there are great gaps in the fundamental knowledge of essential facts such as the properties of the Martian surface materials and their interaction with the atmosphere. Building on a strong data base of precursor missions, human exploration will allow great leaps in understanding the Martian environment and geologic history and its evolutionary role in the solar system.

  16. Answering Science Questions: Deduction with Answer Extraction and Procedural Attachment

    Microsoft Academic Search

    Richard Waldinger; Jeff Shrager

    An approach to question answering through automated deduction is advocated. Answers to questions are extracted from proofs of associated conjectures over an axiomatic theory of the subject domain. External knowledge resources, including data and software, are consulted through a mechanism known as procedural attachment. A researcher ignorant of the subject domain theory or its logical language can formulate questions via

  17. New Indivisible Planetary Science Paradigm: Consequence of Questioning Popular Paradigms

    NASA Astrophysics Data System (ADS)

    Marvin Herndon, J.

    2014-05-01

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

  18. Answers to Science Questions From the Stop Faking It! Guy

    NSDL National Science Digital Library

    William C. Robertson, Ph.D.

    2009-09-15

    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

  19. Political Science studies fundamental questions about how our society governs itself at a number

    E-print Network

    Seldin, Jonathan P.

    Political Science studies fundamental questions about how our society governs itself at a number with a Political Science background. Among the most obvious jobs associated with Political Science are politicians degrees (Ph.D.) in Political Science. Of course, there are many graduates who do not gravitate

  20. Revisiting the Authoritative-Dialogic Tension in Inquiry-Based Elementary Science Teacher Questioning

    ERIC Educational Resources Information Center

    Van Booven, Christopher D.

    2015-01-01

    Building on the "questioning-based discourse analytical" framework developed by Singapore-based science educator and discourse analyst, Christine Chin, this study investigated the extent to which fifth-grade science teachers' use of questions with either an authoritative or dialogic orientation differentially restricted or expanded the…

  1. Cross-Language Question Answering at the USC Information Sciences Institute

    E-print Network

    Marcu, Daniel

    Cross-Language Question Answering at the USC Information Sciences Institute Abdessamad Echihabi, Douglas W. Oard , Daniel Marcu, and Ulf Hermjakob University of Southern California Information Sciences@umd.edu Abstract. The TextMap-TMT cross-language question answering sys- tem at USC-ISI was designed to answer

  2. NKU Department of Biological Science News One of the most important questions within the field

    E-print Network

    Boyce, Richard L.

    The Biologi NKU Department of Biological Science News One of the most important questions within, the science of microbial ecology grew and extremophile research was born. InourresearchlabatNKU,wehavebeenworkingwith collaborators from Physics & Geology and Chemistry to answer one of the last outstanding questions of microbial

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

    NASA Astrophysics Data System (ADS)

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

    2012-06-01

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

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

    ERIC Educational Resources Information Center

    Robertson, William C.

    2009-01-01

    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…

  5. The Troublesome Relationship of Law and Science: Some Unanswered Questions

    Microsoft Academic Search

    Jacopo Martire

    2010-01-01

    The Role of Science in Law by Feldman analyzes the vexed relationship between science and law. The book provides a good overview on the ongoing debate on the topic, but the author's attempt to suggest a guideline for the conflict between science and law falls short of any satisfactory conclusion.

  6. Opportunities and questions for the fundamental biological sciences in space

    NASA Technical Reports Server (NTRS)

    Sharp, Joseph C.; Vernikos, Joan

    1993-01-01

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

  7. Behavioural science in general practice

    PubMed Central

    Wood, David R.

    1979-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Cone, Christina Schull

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

  9. Political Science studies fundamental questions about how our society governs itself at a number

    E-print Network

    Seldin, Jonathan P.

    Political Science studies fundamental questions about how our society governs itself at a number what you can do with a Political Science background. Among the most obvious jobs associated with Political Science are politicians, government officials, bureaucrats, lawyers, journalists, city planners

  10. Political Science studies fundamental questions about how our society governs itself at a number

    E-print Network

    Seldin, Jonathan P.

    Political Science studies fundamental questions about how our society governs itself at a number about what you can do with a Political Science background. Among the most obvious jobs associated with Political Science are politicians, government officials, bureaucrats, lawyers, journalists, city planners

  11. L'Oral USA For Women In Science Fellowship Program FREQUENTLY ASKED QUESTIONS

    E-print Network

    Ferrara, Katherine W.

    L'Oréal USA For Women In Science Fellowship Program FREQUENTLY ASKED QUESTIONS Eligibility Q. In order to be eligible for the L'Oréal USA For Women in Science fellowship must I be a postdoctoral. Am I eligible for the fellowship? A. In order to be eligible for the L'Oréal USA For Women in Science

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

    Microsoft Academic Search

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

    2011-01-01

    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

  13. Managing for biodiversity unresolved science and policy questions

    Microsoft Academic Search

    Westman

    1990-01-01

    A discussion is presented of efficient strategies for species preservationin spite of continued human alteration of the environment. Current policy and unresolved questions are included in the discussion. Incentives to maintain seminatural areas as a conservation strategy are recommended: planting of hedgerows or windbreaks to provide corridors for migration of species during climate change; purchase of development rights of natural

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

    E-print Network

    FYI: The AIP Bulletin of Science Policy News Skeptical Appropriators Question FY 2013 DOE Office of Science Budget Request Richard M. Jones (#) Number 43 - March 21, 2012 | Search FYI (/fyi request for the Office of Science had a mixed outcome. While the subcommittee has traditionally been

  15. Enhancing climate science- a question of boundary work

    E-print Network

    Rose, David

    2014-11-26

    Extending the debate on interactions between climate science and policy, Morecroft et al. provide a useful view from those who advise policymakers and environmental managers. Their point about turning policy into practice more often should...

  16. International Amaldi Conferences of Academies of Sciences and National Scientific Societies on Scientific Questions of Global Security

    E-print Network

    of Academies of Sciences and National Scientific Societies on Scientific Questions of Global Security (DESYInternational Amaldi Conferences of Academies of Sciences and National Scientific Societies on Scientific Questions of Global Security

  17. MKT 473-Sample Exam Questions 1. Business markets are generally more concentrated than

    E-print Network

    Ahmad, Sajjad

    groups 3. A troublesome issue in primary business market research is: a. Questionnaire design b. Multi markets is: a. Lifestyle b. Education c. Industry code d. Income 6. A feature of the Lands' End videoMKT 473- Sample Exam Questions 1. Business markets are generally more concentrated than consumer

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

    ERIC Educational Resources Information Center

    Bruck, Aaron D.; Towns, Marcy H.

    2009-01-01

    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…

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

    PubMed

    Wells, Peter G

    2014-06-15

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

  20. Questions as a tool for bridging science and everyday language games

    NASA Astrophysics Data System (ADS)

    Lundin, Mattias

    2007-01-01

    Research has shown how students can shift between different ways of communicating about natural phenomena. The point of departure in this text is that school science comprises science ways to communicate as well as everyday ways to communicate. In school science activities transitions, from for example everyday ways to explain to science ways to explain, occur and the purpose of this paper is to show what role questions play in these transitions. Data consists of video observations of a group of 24 students, 15 years of age, doing their ordinary school science work without my interference in their planning. Relevant conversations including questions were transcribed. The analysis was made by examining the establishment of relations between utterances in the transcribed conversations. Relations that bridge science and everyday language games are described in the results. Questions that were formulated in an everyday language game illustrate the difficulties of making transitions to a science language game. Without teacher guidance, students' questions are potential promoters for making the topic drift and to develop into something totally different from the topic as planned by the teacher. However, questions promote transitions to an everyday language game. These can be used by teachers for example to adjust an everyday explanation and guide students in making science knowledge useful in daily life.

  1. Forward Transfer of Different Reading Strategies Evoked by Adjunct Questions in Science Text.

    ERIC Educational Resources Information Center

    Sagerman, Nancy; Mayer, Richard E.

    1987-01-01

    A study was conducted to extend the findings of Meyer (1975) on forward transfer theory, by examining a different subject matter (four science passages) and different adjunct question types (verbatim recognition vs. conceptual short-answer essay). Results were consistent with the forward transfer theory of adjunct questions. (Author/LMO)

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

    ERIC Educational Resources Information Center

    Portnoy, Lindsay Blau; Rabinowitz, Mitchell

    2014-01-01

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

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

    Microsoft Academic Search

    Christine Chin

    2006-01-01

    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

  4. Response Times and Misconception-like Responses to Science Questions Andrew F. Heckler (heckler.6@osu.edu)

    E-print Network

    Heckler, Andrew F.

    Response Times and Misconception-like Responses to Science Questions Andrew F. Heckler (heckler.6 documented in science education that students often respond to scientific concept questions in regular with answering science concept questions have examined the patterns of response choices, in this study we

  5. A Question of Ethics: Themes in the Science Fiction Genre.

    ERIC Educational Resources Information Center

    McNurlin, Kathleen Woitel

    1995-01-01

    Continues an article that began in the summer 1995 "Interdisciplinary Humanities." Examines ethical concerns about nuclear power, societal control, and prejudice articulated in science fiction literature. Authors studied include Ray Bradbury, Philip K. Dick, and Damon Knight. The earlier article covered literature concerned with ecology and…

  6. Opportunities and questions for the fundamental biological sciences in space

    NASA Technical Reports Server (NTRS)

    Sharp, Joseph C.; Vernikos, Joan

    1992-01-01

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

  7. Collaborating in Life Science Research Groups: The Question of Authorship

    ERIC Educational Resources Information Center

    Muller, Ruth

    2012-01-01

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

  8. Let the Questions Be Your Guide: MBE as Interdisciplinary Science

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    NASA Astrophysics Data System (ADS)

    Holliday, William G.

    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.

  10. Science Questions for the Post-SIRTF and Herschel Era

    NASA Technical Reports Server (NTRS)

    Werner, Michael

    2004-01-01

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

  11. Science Questions and Broad Outline of Technology Needs of the Decade 2013-2022

    NASA Technical Reports Server (NTRS)

    SlIllon-Miller, A. A.

    2012-01-01

    We present an overview of the top priority science questions outlined in the Planetary Exploration Decadal Survey, "Vision and Voyages for Planetary Science in the Decade 2013-2022." The recommended mission portfolio, along with expected infrastructure challenges, should drive investments over the decade. The instrument and technology needs for the next decade will be presented, with a summary of progress since the Decadal.

  12. Beginning Elementary Teachers' Beliefs about the Use of Anchoring Questions in Science: A Longitudinal Study

    ERIC Educational Resources Information Center

    Forbes, Cory T.; Davis, Elizabeth A.

    2010-01-01

    Current science education reform efforts highlight the importance of engaging students in scientifically oriented questions as a central dimension of inquiry-based elementary science. However, elementary teachers, particularly beginning teachers, must often overcome a variety of challenges to engage their students in reform-minded,…

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

    Microsoft Academic Search

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

    2006-01-01

    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

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

    E-print Network

    Applying Psychological Science to Higher Education: Key Findings and Open Questions ! Samuel T fields (e.g., psychology, economics, educational technology), and because "learning" reflects (but not exclusively) on psychological science, with learning defined in terms of long-term retention

  15. THEIA Science and General Astrophysics

    NASA Astrophysics Data System (ADS)

    Seager, Sara; Spergel, D.; Scowen, P.; Jansen, R.; Sembach, K.; Dressler, A.; Heap, S.; Jenkins, E.; Kasdin, J.; Kuchner, M.; Lindler, D.; Prochaska, J. X.; Rhoads, J.; Roberge, A.

    2009-01-01

    The Telescope for Habitable Earth and Interstellar/Intergalactic Astronomy (THEIA) is a multi-instrument space-telescope concept for a 4-m diffraction-limited telescope operating at UV/visible wavelengths. THEIA will have an internal coronagraph and an external occulter for discovery and characterization of Earth-like planets orbiting sun-like stars. The eXtrasolar Planet Characterizer (XPC) baseline instruments are three narrow-field cameras for the UV (250-400 nm), blue (400-700 nm), and red (700-1000 nm) with filters, and an integral field spectrograph (IFS) operating in the red. A wide-field high-resolution camera (Star Formation Camera) operating with blue (190-517nm) and red (517-1075 nm) channels will conduct a comprehensive and systematic study of the astrophysical processes and environments relevant for the births and life cycles of stars and their planetary systems. A UV high-resolution spectrograph (UVS) with R=30,000-100,000 in the far-UV (100-200 nm) and near-UV (170-300 nm) will strengthen the foundations of observational cosmology by examining the cosmic web (IGM), its evolution, its interactions with galaxies, and its enrichment with the products of stellar and galactic evolution. With its UV capability, wide-field camera, narrow-field cameras and spectrographs, THEIA is capable of a wide-variety of general astrophysics observing programs, including weak lensing, strong lensing, He II reionization, imaging of damped Ly alpha systems, AGN host galaxies, the atmospheres and environments of massive stars, spectroscopy and imaging of protoplanetary disks, exoplanet transit studies, and more. The THEIA concept study is supported by NASA Astrophysics Strategic Mission Concept Studies.

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  17. Absorption and Emission -General Knowledge These questions have been designed to ensure that the users understand the principles of

    E-print Network

    Turro, Claudia

    Absorption and Emission - General Knowledge These questions have been designed to ensure these questions. The important point is for each user to know the answer to each of these questions. Therefore) What system is used for temperature control of the sample? What is the temperature range possible? How

  18. Burning Questions in Gravity-Dependent Combustion Science

    NASA Technical Reports Server (NTRS)

    Urban, David; Chiaramonte, Francis P.

    2012-01-01

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

  19. SDSU General Catalog 2012-2013 201 Computer Science

    E-print Network

    Gallo, Linda C.

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

  20. SDSU General Catalog 2011-2012 199 Computer Science

    E-print Network

    Gallo, Linda C.

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

  1. SDSU General Catalog 2013-2014 203 Computer Science

    E-print Network

    Gallo, Linda C.

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

  2. SDSU General Catalog 2012-2013 197 Computational Science

    E-print Network

    Gallo, Linda C.

    Sciences), Duncan (Mathematics and Statistics), Edwards (Computer Science), Fan (Mathematics and Statistics in statistics. Master of Science degree in computational science. Concentration in professional applicationsSDSU General Catalog 2012-2013 197 COMP Computational Science In the College of Sciences OFFICE

  3. Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity

    NASA Astrophysics Data System (ADS)

    Bazzul, Jesse

    2012-12-01

    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 engagement with relevant sociopolitical thought in fields typically outside the purview of science education. Drawing from thinkers Michel Foucault, Jean Baudrillard, Judith Butler, and Louis Althusser this paper attempts to extend some key ideas coming from Ken Tobin, Larry Bencze, and Lyn Carter and advocates science educators taking up notions of ideology, discourse, and subjectivity to engage globalization and neoliberalism. Subjectivity (and its constitution in science education) is considered alongside two relevant textbook examples and also in terms of its importance in formulating political and culturally relevant questions in science education.

  4. The use of why-questions to enhance college science students' comprehension of their textbooks

    NASA Astrophysics Data System (ADS)

    Smith, Betty Lou

    2002-01-01

    Why-questions adjunct to reading material consistently help students remember unfamiliar information (recall) according to research investigating elaborative interrogation. Why-questions ask students to explain why statements pulled-out from a text are true. But no one apparently has assessed why-questions' effectiveness when measuring comprehension of paraphrased meaningful information and when students are learning in a naturalistic classroom context. This study investigated the use of why-questions in enhancing science reading comprehension. Undergraduates (123 males and 171 females) using a chapter from their introductory biology textbooks were randomly assigned to a treatment group with 21 adjunct why-questions or to a control group with no adjunct why-questions. The treatment group was instructed to read the textbook material and to answer the why-questions. The control group was instructed to read the same textbook material twice, a standard methodological procedure used in such research. Posttest data was collected using a posttest only equivalent group design. A test for students' prior knowledge and a test for students' verbal ability were administered to the students prior to the study. Findings revealed that students in the treatment group using adjunct why-question outperformed (p < .05) students in the control group without why-questions on a comprehension posttest. Of interest is that students with low-verbal ability who answered adjunct why-questions significantly outperformed students with low-verbal ability in the control group. Why-questions seem to be a potentially powerful learning device to improve student comprehension of college biology textbooks.

  5. Examining two Turkish teachers' questioning patterns in secondary school science classrooms

    NASA Astrophysics Data System (ADS)

    Cikmaz, Ali

    This study examined low and high level teachers' questioning patterns and classroom implementations within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach, which addresses issues on negotiation, argumentation, learning, and teaching. The level of the teachers was determined by the students' writing scores. This study was conducted in Turkey with seven teacher for preliminary study. Because scoring writing samples examines the students' negotiation level with the different sources and students learn scientific process, as negotiation, which they may transfer into their writing, in classroom, two teachers were selected to represent low and high level teachers. Data collection involved classroom observation through video recordings. The comparative qualitative method was employed throughout the data analysis process with including quantitative results. The research questions that guided the present study were: (1) How are low and high level teachers, determined according to their students' writing scores, questioning patterns different from each other during classroom discourse? (2) Is there a relationship between students' writings and teachers' questioning styles in the classroom? Analysis of Qualitative data showed that teachers' classroom implementations reveal big differences based on argumentation patterns. The high level teacher, whose students had high scores in writing samples, asked more questions and the cognitive levels of questions were higher than the low level teacher. Questions promote an argumentative environment and improve critical thinking skills by discussing different ideas and claims. Asking more questions of teacher influences students to initiate (ask questions) more and to learn the scientific process with science concepts. Implicitly, this learning may improve students' comparison in their writing. Moreover, high level teacher had a more structured and organized classroom than low level teacher.

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

    E-print Network

    Byrne, Shane

    ­2006), Mars Express (2003­ present), Mars Odyssey (2001­present), Mars Reconnaissance Or- biter (2006­presentEditorial Introduction to the fifth Mars Polar Science special issue: Key questions, needed observations, and recommended investigations 1. Introduction The Fifth International Conference on Mars Polar

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

    ERIC Educational Resources Information Center

    Heckler, Andrew F.; Scaife, Thomas M.

    2015-01-01

    We report on five experiments investigating response choices and response times to simple science questions that evoke student "misconceptions," and we construct a simple model to explain the patterns of response choices. Physics students were asked to compare a physical quantity represented by the slope, such as speed, on simple physics…

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

    ERIC Educational Resources Information Center

    Chin, Christine; Osborne, Jonathan

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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,…

  10. 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.

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

    NASA Astrophysics Data System (ADS)

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

    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.

  12. SDSU General Catalog 2010-2011 195 Computer Science

    E-print Network

    Gallo, Linda C.

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

  13. Conceptual knowledge in talk and text: What does it take to understand a science question?

    Microsoft Academic Search

    Jan Schoultz; Roger Säljö; Jan Wyndhamn

    2001-01-01

    What is referred to as conceptual knowledge is one of the mostimportant deliverables of modern schooling. Following the dominance of cognitive paradigmsin psychological research, conceptual knowledge is generally construed assomething that lies ‘behind’ or ‘under’ performance in concrete social activities. In the presentstudy, students' responses to questions, supposedly tapping conceptual knowledge,have been studied as parts of concrete communicative practices. Our

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

    NASA Astrophysics Data System (ADS)

    Gilbert, Jane; Calvert, Sarah

    2003-07-01

    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.

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

    ERIC Educational Resources Information Center

    Lewis, Anna

    2008-01-01

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

  16. NASA Top-level Science Question: What are the effects of gaseous and particulate emissions and climate variability and change on global atmospheric composition,

    E-print Network

    Christian, Eric

    NASA Top-level Science Question: What are the effects of gaseous and particulate emissions Question Mission Science Questions Mission Science Objectives 1. What are the emission patterns in atmospheric composition affect ozone, climate, and regional/global air quality? Elements of the Science

  17. I. ASCRC General Education Form Group Group XI Natural Science

    E-print Network

    Vonessen, Nikolaus

    to acquire a broad, integrated understanding of the basic concepts of the physical sciences. The courseI. ASCRC General Education Form Group Group XI Natural Science Dept/Program Applied Arts and Sciences Course # U SCN175N Course Title Integrated Physical Science Prerequisite Appropriate score on math

  18. General Science 3320 -Spring 2008 Course Policies and Procedures

    E-print Network

    Aspbury, Andrea S. - Department of Biology, Texas State University

    DESCRIPTION: 3320 General Science. (3-2) A laboratory course designed to acquaint the student generalist certification, grades 4-8 science certification, grades 4-8 mathematics/science certification Krogh 2. Science TEKS for your certification level (K-5 or 6-8) A copy will be handed out in class

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

    ERIC Educational Resources Information Center

    Davila, Kariluz; Talanquer, Vicente

    2010-01-01

    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…

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

    PubMed Central

    Böhme, Klaus; Schelling, Jörg; Streitlein-Böhme, Irmgard; Glassen, Katharina; Schübel, Jeannine; Jünger, Jana

    2012-01-01

    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. PMID:22916083

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

    SciTech Connect

    Linn, Anne M.

    2008-12-03

    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.

  2. Linking General Education and Science Teacher Preparation

    NSDL National Science Digital Library

    Del Morgan

    2007-11-01

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

  3. Linking General Education and Science Teacher Preparation

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    PubMed Central

    2012-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Holliday, William G.; McGuire, Barry

    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).

  6. Epistemology, Methodology, and Education SciencesPositivist Dogmas, Rhetoric, and the Education Science Question

    Microsoft Academic Search

    Kenneth R. Howe

    2009-01-01

    Explicit versions of positivism were cast off some time ago in philosophy, but a tacit form continues to thrive in education research, exemplified by the “new scientific orthodoxy” codified in the National Research Council's Scientific Research in Education (2002) and reinforced in the American Educational Research Association's Standards for Reporting on Empirical Social Science Research in AERA Publications (2006). The

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

    E-print Network

    Kammen, Daniel M.

    UNIVERSITY OF CALIFORNIA, BERKELEY Responses to Questions on the Future of University Nuclear Science and Engineering Programs by Professor Daniel M. Kammen University of California, Berkeley 1. Ms. Note: One important issue not addressed directly by this question is that as the training

  8. ABSTRACT Among the many contested boundaries in science studies is that between the cognitive and the social. Here, we are concerned to question this boundary from

    E-print Network

    Giere, Ronald N.

    and the social. Here, we are concerned to question this boundary from a perspective within the cognitive sciences with a questioning of the boundary coming from within the cognitive sciences. This questioning consists of an inquiryABSTRACT Among the many contested boundaries in science studies is that between the cognitive

  9. I. ASCRC General Education Form Group Social Sciences

    E-print Network

    Vonessen, Nikolaus

    I. ASCRC General Education Form Group Social Sciences Dept/Program RSCN Course # 121S Course Title for "let burn" strategies. Students utilize a modern, natural science/social science text that provides, restoration investments, and salvage operations from fires - to understand how social demands and political

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

    E-print Network

    Vonessen, Nikolaus

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

  11. I. ASCRC General Education Form Group VII: Social Sciences

    E-print Network

    Vonessen, Nikolaus

    I. ASCRC General Education Form Group VII: Social Sciences Dept/Program Sociology Course # SOC 130S, organizations, social phenomena, and/or relationships Students will learn to use social science concepts these individual, group, or social phenomena Students will learn to use social science theories to understand

  12. I. ASCRC General Education Form Group VII-Social Science

    E-print Network

    Vonessen, Nikolaus

    I. ASCRC General Education Form Group VII-Social Science Dept/Program Anthropology Course # 102 taking courses in the Social Sciences Perspective will be able to: Describe the nature, structure 102S: Race and Minorities. Professor: Gregory R. Campbell Office: Social Science Building, Room 231

  13. 236 SDSU General Catalog 2007-2008 Political Science

    E-print Network

    Gallo, Linda C.

    political parties, interest groups, and the press. Students who become political science majors will learn236 SDSU General Catalog 2007-2008 Political Science In the College of Arts and Letters OFFICE, Stoddard, Sullivan Offered by the Department Master of Arts degree in political science. Major in political

  14. School of Biological and Chemical Sciences General Information for

    E-print Network

    Chittka, Lars

    School of Biological and Chemical Sciences (SBCS) General Information for Masters Students 2012 students in the School of Biological & Chemical Sciences (SBCS). It provides basic information regarding and the Student Guide and provides information specific to the School of Biological & Chemical Sciences, while

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

    E-print Network

    He, Chuan

    for Political and Social Research, etc.). Also note if you submit your data in the form of tables, graphsTemplate for NSF Data Management Plan In general, the data management plan should answer these two questions: 1) What data is generated by your project? 2) What is your plan for managing the data? 1

  16. Exploring Features That Affect the Difficulty and Functioning of Science Exam Questions for Those with Reading Difficulties

    ERIC Educational Resources Information Center

    Crisp, Victoria

    2011-01-01

    This research explored the measurement characteristics of two science examinations and the potential to use access arrangements data to investigate how students requiring reading support are affected by features of exam questions. For two science examinations, traditional and Rasch analyses provided estimates of difficulty and information on item…

  17. Teacher Questioning to Promote Justification and Generalization in Mathematics: What Research Practice Has Taught Us

    Microsoft Academic Search

    Amy M Martino; Carolyn A Maher

    1999-01-01

    This article explores the teacher's role in classroom environments that center on learning through student exploration, and reinvention, of important mathematics. In such environments, teachers will often work to create situations where students are invited to express their thinking, most especially to peers. How is this done? In the work reported here, both teacher questioning and teacher listening will play

  18. General Studies: College of Arts and Sciences

    E-print Network

    Collins, Gary S.

    Pre-Health Club Pre-Nursing Club: Rho Nu Pre-Pharmacy Club Pre-Physician Assistant Club Pre-PT/OT Club Ritchie Clinical Assistant Professor Advisor for Basic Medical Sciences sian_ritchie@wsu.edu Eastlick 287

  19. "STOP for Science" is a building-wide science enrichment program consisting of a series of posters and accompanying questions designed to pique student interest in science concepts and their ap-

    E-print Network

    of posters and accompanying questions designed to pique student interest in science concepts and their apOverview "STOP for Science" is a building-wide science enrichment program consisting of a series- plication to the world in which we live. Accompanying each poster is a series of question sheets

  20. Psychology General Of1ice P217 Biological Sciences Building

    E-print Network

    Machel, Hans

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

  1. Including Students With Disabilities Into the General Education Science Classroom

    Microsoft Academic Search

    JOHN CAWLEY; SHARI HAYDEN

    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

  2. I. ASCRC General Education Form Group Social Science

    E-print Network

    Vonessen, Nikolaus

    I. ASCRC General Education Form Group Social Science Dept/Program EVST Course # 477S Course Title://www.umt.edu/facultysenate/gened/GEPreamble_final.htm This Group VII (Social Science) course provides an introduction to environmental justice issues and solutions that is not provided in other EVST courses. This course broadly examines a social problem of increasing academic

  3. SDSU General Catalog 2013-2014 391 Political Science

    E-print Network

    Gallo, Linda C.

    of the process of government, including political parties, interest groups, and the press. Students who becomeSDSU General Catalog 2013-2014 391 POL S Political Science In the College of Arts and Letters, Speckmann, Stoddard Offered by the Department Master of Arts degree in political science. Major in political

  4. SDSU General Catalog 2012-2013 385 Political Science

    E-print Network

    Gallo, Linda C.

    institutions such as the executive and legislative branches or the justice systems. Political science is alsoSDSU General Catalog 2012-2013 385 POL S Political Science In the College of Arts and Letters Assistant Professors: Baer, Branch Lecturers: Bee, Epps, Garrison, Gastelum, Ingram, Mercurio, Samstad

  5. 380 SDSU General Catalog 2011-2012 Political Science

    E-print Network

    Gallo, Linda C.

    institutions such as the executive and legislative branches or the justice systems. Political science is also380 SDSU General Catalog 2011-2012 Political Science In the College of Arts and Letters OFFICE Professors: Branch, Kuru Lecturers: Bee, Epps, Garrison, Gastelum, Ingram, Mercurio, Samstad, Smith

  6. 380 SDSU General Catalog 2010-2011 Political Science

    E-print Network

    Gallo, Linda C.

    institutions such as the executive and legislative branches or the justice systems. Political science is also380 SDSU General Catalog 2010-2011 Political Science In the College of Arts and Letters OFFICE Professors: Abdel-Nour, Adams, Graubart, Kennedy, McCall, Maher, Schreiber Assistant Professors: Branch, Kuru

  7. question_1412830344 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  8. question_1410865099 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  9. question_1414049861 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  10. question_1412590509 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  11. question_1410251969 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  12. question_1410689941 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

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

    NASA Astrophysics Data System (ADS)

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

    2012-05-01

    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.

  14. 78 FR 77472 - National Institute of General Medical Sciences; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-12-23

    ...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:...

  15. 77 FR 64812 - National Institute of General Medical Sciences; Notice of Closed Meetings

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-10-23

    ...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...

  16. 76 FR 6803 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-08

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  17. 76 FR 10039 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-23

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  18. 75 FR 7484 - National Institute of General Medical Sciences; Notice of Closed Meetings

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    2010-02-19

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  19. 75 FR 35820 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-23

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  20. 77 FR 35989 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

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  1. 77 FR 66625 - National Institute of General Medical Sciences; Notice of Closed Meetings

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-11-06

    ...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...

  2. 77 FR 24724 - National Institute of General Medical Sciences; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-25

    ...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: May...

  3. 77 FR 76059 - National Institute of General Medical Sciences; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-12-26

    ...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:...

  4. 76 FR 71350 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-17

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

  5. 78 FR 66367 - National Institute of General Medical Sciences; Notice of Closed Meetings

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-05

    ...Health National Institute of General Medical Sciences; Notice of Closed Meetings...National Institute of General Medical Sciences Initial Review Group; Training...National Institute of General Medical Sciences, National Institutes...

  6. 77 FR 14407 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-09

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

  7. 78 FR 63231 - National Institute of General Medical Sciences; Notice of Closed Meetings

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-10-23

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  8. 77 FR 19678 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  9. 76 FR 10043 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  10. 78 FR 35942 - National Institute of General Medical Sciences; Notice of Closed Meetings

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  11. 78 FR 66370 - National Institute of General Medical Sciences; Notice of Closed Meetings

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  12. 76 FR 7573 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  13. 75 FR 69092 - National Institute of General Medical Sciences; Notice of Closed Meeting

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    2010-11-10

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  14. 75 FR 8979 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  15. 77 FR 60448 - National Institute of General Medical Sciences Notice of Closed Meeting

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  16. 75 FR 69090 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  17. 77 FR 10541 - National Institute of General Medical Sciences; Notice of Closed Meeting

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    2012-02-22

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  18. 75 FR 76477 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  19. 78 FR 13362 - National Institute of General Medical Sciences; Notice of Closed Meetings

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    2013-02-27

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  20. 77 FR 62245 - National Institute of General Medical Sciences Notice of Closed Meetings

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    2012-10-12

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  1. 75 FR 28810 - National Institute of General Medical Sciences; Notice of Closed Meeting

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    2010-05-24

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  2. 76 FR 12980 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  3. 76 FR 43334 - National Institute of General Medical Sciences Notice of Closed Meeting

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  5. 77 FR 71430 - National Institute of General Medical Sciences; Notice of Closed Meetings

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  6. 76 FR 68486 - National Institute of General Medical Sciences Notice of Closed Meeting

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  7. 75 FR 42757 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  8. 75 FR 18218 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  9. 77 FR 31862 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  10. 78 FR 38997 - National Institute of General Medical Sciences; Notice of Closed Meetings

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  11. 76 FR 10911 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  12. 78 FR 39741 - National Institute of General Medical Sciences; Notice of Closed Meetings

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    2012-10-03

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  1. 77 FR 35989 - National Institute of General Medical Sciences Notice of Closed Meeting

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  4. 78 FR 70566 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  5. 76 FR 13196 - National Institute of General Medical Sciences; Notice of Closed Meeting

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  6. 75 FR 69092 - National Institute of General Medical Sciences; Notice of Closed Meeting

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

    ERIC Educational Resources Information Center

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

    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…

  8. Project Water Science. General Science High School Level.

    ERIC Educational Resources Information Center

    Water Education Foundation, Sacramento, CA.

    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…

  9. Some Issues Relating to Children's Questions and Explanations. Learning in Science Project (Primary). Working Paper No. 106.

    ERIC Educational Resources Information Center

    Biddulph, Fred; Osborne, Roger

    One area explored in the Learning in Science Project (Primary--LISP(P)--was children's questions about and explanations of phenomena. Data were obtained from work with classes of children, interviews with children, informal discussions with teachers, and observations of two teachers using an alternative teaching model (outlined in an appendix)…

  10. 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

    Kinniburgh, Leah H.; Baxter, Abigail

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Heiner, Cecily

    2009-01-01

    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…

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

    Microsoft Academic Search

    Mehrunnisa

    2000-01-01

    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

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

    Microsoft Academic Search

    William G. Holliday

    1981-01-01

    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

  14. Questions Asked by Primary Student Teachers about Observations of a Science Demonstration

    ERIC Educational Resources Information Center

    Ahtee, Maija; Juuti, Kalle; Lavonen, Jari; Suomela, Liisa

    2011-01-01

    Teacher questioning has a central role in guiding pupils to learn to make scientific observations and inferences. We asked 110 primary student teachers to write down what kind of questions they would ask their pupils about a demonstration. Almost half of the student teachers posed questions that were either inappropriate or presupposed that the…

  15. question_1298942394 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1298942394 Pose a Question Workshops 10-9-2010

  16. question_1302099820 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1302099820 Pose a Question Workshops 10-9-2010

  17. question_1337052960 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1337052960 Pose a Question Workshops 10-9-2010

  18. question_1297533065 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1297533065 Pose a Question Workshops 10-9-2010

  19. question_1309291860 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1309291860 Pose a Question Workshops 10-9-2010

  20. question_1309209288 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1309209288 Pose a Question Workshops 10-9-2010

  1. question_1297191134 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1297191134 Pose a Question Workshops 10-9-2010

  2. question_1302015319 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1302015319 Pose a Question Workshops 10-9-2010

  3. question_1296057192 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1296057192 Pose a Question Workshops 10-9-2010

  4. question_1296826774 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1296826774 Pose a Question Workshops 10-9-2010

  5. question_1296786566 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1296786566 Pose a Question Workshops 10-9-2010

  6. question_1333398119 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1333398119 Pose a Question Workshops 10-9-2010

  7. question_1296850328 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1296850328 Pose a Question Workshops 10-9-2010

  8. question_1297435384 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1297435384 Pose a Question Workshops 10-9-2010

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

    NASA Astrophysics Data System (ADS)

    Heiner, Cecily

    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.

  10. Science 101: How do you ask effective questions in science class, and how do you analyze the responses?

    NSDL National Science Digital Library

    William C. Robertson, Ph.D.

    2009-10-01

    To summarize the author's answer to this question, effective questions are those that lead, eventually, to answers that indicate the student understands what's going on beyond a terse answer that might just be memorized. In assessing the answers, it's sim

  11. Student Questioning Educational Outreach

    E-print Network

    Petta, Jason

    of discussing why questioning is important, how research classes(like PUMA) differ from previous science classes still have about water filtration? What questions do you still have about Material Science? #12 average- 1.44 Question 3 average- .79 No lessons on Material Science, much information on water

  12. I didn't know oxygen could boil! What preservice and inservice elementary teachers' answers to ‘simple’ science questions reveals about their subject matter knowledge

    Microsoft Academic Search

    Diana C. Rice

    2005-01-01

    In this descriptive study, the science subject matter knowledge of preservice and inservice elementary teachers was examined and compared. Over an eight?year period, answers to 13 science questions, including 10 from the US National Science Foundation's Survey of Public Attitudes Toward and Understanding of Science and Technology, were collected from a total of 414 preservice and 67 inservice teachers during

  13. I Didn't Know Oxygen Could Boil! What Preservice and Inservice Elementary Teachers' Answers to "Simple" Science Questions Reveals about Their Subject Matter Knowledge. Research Report

    ERIC Educational Resources Information Center

    Rice, Diana C.

    2005-01-01

    In this descriptive study, the science subject matter knowledge of preservice and inservice elementary teachers was examined and compared. Over an eight-year period, answers to 13 science questions, including 10 from the US National Science Foundation's Survey of Public Attitudes Toward and Understanding of Science and Technology, were collected…

  14. SDSU General Catalog 2009-2010 357 Political Science

    E-print Network

    Gallo, Linda C.

    of government, including political parties, interest groups, and the press. Students who become politicalSDSU General Catalog 2009-2010 357 POL S Political Science In the College of Arts and Letters, Smith, Speckmann, Stoddard, Sullivan Offered by the Department Master of Arts degree in political

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

    ERIC Educational Resources Information Center

    Portnoy, Lindsay Blau

    2013-01-01

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

  16. A framework for integrating and synthesizing data to ask and answer science questions in the Critical Zone

    NASA Astrophysics Data System (ADS)

    Bristol, S.

    2014-12-01

    In 2007, the U.S. Geological Survey (USGS) published a science strategy that resulted in an organizational pivot toward more focused attention on societal challenges and our ability to predict changes and study mitigation and resilience. The strategy described a number of global dynamics including climate and resource-related critical zone (CZ) impacts and emphasized the need for data integration as a significant underpinning for all of the science questions raised in the report. Organizational changes that came about as a result of the science strategy sparked a new entity called Core Science Systems, which has set as its mission the creation of a Modular Science Framework designed to seamlessly organize and integrate all data, information, and knowledge from the CZ. A part of this grand challenge is directly within the purview of the USGS mission and our science programs, while the data integration framework itself is part of a much larger global scientific cyberinfrastructure. This talk describes current research and development in pursuit of the USGS Modular Science Framework and how the work is being conducted in the context of the broader earth system sciences. Communities of practice under the banner of the Earth Science Information Partners are fostering working relationships vital to cohesion and interoperability between contributing institutions. The National Science Foundation's EarthCube and Cyberinfrastructure for the 21st Century initiatives are providing some of the necessary building blocks through foundational informatics and data science research. The U.S. Group on Earth Observations is providing leadership and coordination across agencies who operate earth observation systems. The White House Big Data Initiative is providing long term research and development vision to set the stage for sustainable, long term infrastructure across government data agencies. The end result will be a major building block of CZ science.

  17. Fermi questions

    NASA Astrophysics Data System (ADS)

    Bouffard, Karen

    1999-05-01

    This column contains problems and solutions for the general category of questions known as "Fermi" questions. Forcing the students to use their ability to estimate, giving answers in terms of order-of-magnitude, is not only a challenge for a competition, but a teaching strategy to use in the classroom to develop self-confidence and the ability to analyze answers as to whether or not they make sense, as opposed to relying on the "precision" of a calculator value.

  18. 200 SDSU General Catalog 2014-2015 OFFICE: Geology/Mathematics/Computer Science 413

    E-print Network

    Gallo, Linda C.

    200 SDSU General Catalog 2014-2015 OFFICE: Geology/Mathematics/Computer Science 413 TELEPHONE: 619 by the Department Master of Science degree in computer science. Major in computer science with the B.S. degree in applied arts and sciences. Minor in computer science. Certificate in geographic information science

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

    ERIC Educational Resources Information Center

    Gulyaev, Sergei A.; Stonyer, Heather R.

    2002-01-01

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

  20. Hands-On Approaches to Science Teaching: Questions and Answers from the Field and Research.

    ERIC Educational Resources Information Center

    Haury, David L.; Rillero, Peter

    As the nation pursues the goal of becoming first in the world in science achievement among students, many are advocating an instructional approach that emphasizes activities and learning by doing. Instructional approaches in science education that involve activity and direct experience have become collectively known as hands-on science. This…

  1. General chemistry students' understanding of the chemistry underlying climate science

    NASA Astrophysics Data System (ADS)

    Versprille, Ashley N.

    The purpose of this study is to investigate first-semester general chemistry students' understanding of the chemistry underlying climate change. The first part of this study involves the collection of qualitative data from twenty-four first-semester general chemistry students from a large Midwestern research institution. The semi-structured interview protocol was developed based on alternative conceptions identified in the research literature and the essential principles of climate change outlined in the U.S. Climate Change Science Program (CCSP) document which pertain to chemistry (CCSP, 2003). The analysis and findings from the interviews indicate conceptual difficulties for students, both with basic climate literacy and underlying chemistry concepts. Students seem to confuse the greenhouse effect, global warming, and the ozone layer, and in terms of chemistry concepts, they lack a particulate level understanding of greenhouse gases and their interaction with electromagnetic radiation, causing them to not fully conceptualize the greenhouse effect and climate change. Based on the findings from these interviews, a Chemistry of Climate Science Diagnostic Instrument (CCSI) was developed for use in courses that teach chemistry with a rich context such as climate science. The CCSI is designed for professors who want to teach general chemistry, while also addressing core climate literacy principles. It will help professors examine their students' prior knowledge and alternative conceptions of the chemistry concepts associated with climate science, which could then inform their teaching and instruction.

  2. Preparing computer science students to question and improve a software development process

    Microsoft Academic Search

    Carol Wellington

    2004-01-01

    Shippensburg University offers a B.S. in Computer Science degree with a concentration in software engineering. In addition to a core of computer science classes, this concentration contains three four credit software engineering courses. The main goal of this concentration is to prepare the students to be able to measure the software development process and enact appropriate modifications. This requires that

  3. Cognitive science questions for cognitive development: the concepts of learning, analogy, and capacity

    Microsoft Academic Search

    Graeme S Halford; J. E McCredden

    1998-01-01

    New concepts from cognitive science have fundamentally changed our view of cognitive development. In this paper we explore the implications of three concepts from cognitive science. These are learning (and induction), analogy, and capacity. New conceptions of learning have enabled us to understand how representations of the world are acquired. New models of analogical reasoning have suggested that \\

  4. Using Question-Answer Relationships to Build: Reading Comprehension in Science

    ERIC Educational Resources Information Center

    Kinniburgh, Leah H.; Shaw, Edward L.

    2009-01-01

    The No Child Left Behind Act (2001) placed pressure on elementary teachers to raise standardized test scores in reading and mathematics. Unfortunately, the focus on reading and math has led to reduced time for science instruction. Mandatory standardized testing in science began in elementary schools across the United States in 2007. Instructing…

  5. Evaluating a Science Diversity Program at UC Berkeley: More Questions than Answers

    ERIC Educational Resources Information Center

    Matsui, John; Liu, Roger; Kane, Caroline M.

    2003-01-01

    For the past three decades, much attention has been focused on developing diversity programs designed to improve the academic success of underrepresented minorities, primarily in mathematics, science, and engineering. However, ethnic minorities remain underrepresented in science majors and careers. Over the last 10 years, the Biology Scholars…

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

    ERIC Educational Resources Information Center

    Bazzul, Jesse

    2012-01-01

    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…

  7. Closing Panel Question & Answer

    E-print Network

    Moore, Paul A.

    N E X T #12;Closing Panel Question & Answer REDDIN SYMPOSIUM XXI CANADIAN STUDIES"Unsecure"World Question and Answer Inuit Rights and Responsibilities in the Changing North Question & Answer Environmental to translate science into public policy. 1 #12;Closing Panel Question & Answer REDDIN SYMPOSIUM XXI CANADIAN

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

    Microsoft Academic Search

    Ehud Jungwirth

    1979-01-01

    EnglishCognitive?preference measurements have in recent years become a major research area, with particular reference to curriculum evaluation work. Several questions concerning the nature of cognitive preferences and their measurement have so far remained unsolved. The author indentifies and discusses some of these in this article.

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

    ERIC Educational Resources Information Center

    Spurlin, Quincy; Blanco, George

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

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

    Microsoft Academic Search

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

    2006-01-01

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

  11. Hedwig Conrad-Martius’ Phenomenological Approach to Life Sciences and the Question of Vitalism

    Microsoft Academic Search

    Alessandro Cordelli

    2008-01-01

    The philosophy of Hedwig Conrad-Martius represents a very important intersection point between phenomenological research\\u000a and the natural sciences in the twentieth century. She tried to open a common pattern from the ontology of the physical being\\u000a up to anthropology, passing from the biological sciences. An intersection point that, for the particular features of her thought,\\u000a is rather a perspective point

  12. Computers in the Curriculum: Science: Using the Power of Media to Communicate Science--A Question of Style?

    ERIC Educational Resources Information Center

    Imhof, Heidi

    1991-01-01

    Discusses visual style in instructional science materials; describes problems with science media, including too much print on a page or screen and inappropriate designs for children; and highlights new products that have good design style as well as good content, including books, computer simulations, videos, computer software, and microworlds.…

  13. Examining Science Teacher's Understandings of the NOS Aspects through the Use of Knowledge Test and Open-Ended Questions

    ERIC Educational Resources Information Center

    Koksal, Mustafa Serdar; Cakiroglu, Jale

    2010-01-01

    The nature of science aspects (NOS) are the most emphasized theme in many curriculum and reform attempts. Teachers as a curriculum implementer in the classroom play important role for policy, arrangements and classroom experiences on NOS understandings of students. Researchers generally assessed the teachers' NOS conceptions using open-ended…

  14. The Effects of Concept Mapping and Questioning on Students’ Organization and Retention of Science Knowledge While Using Interactive Read-Alouds

    E-print Network

    Berry, Jaime Leigh

    2012-10-19

    According to recent assessment data, there is an urgent need to improve students' knowledge of science. It has been suggested that the infusion of reading activities including concept mapping, questioning and interactive read-alouds can help...

  15. The Effects of Concept Mapping and Questioning on Students’ Organization and Retention of Science Knowledge While Using Interactive Read-Alouds 

    E-print Network

    Berry, Jaime Leigh

    2012-10-19

    According to recent assessment data, there is an urgent need to improve students' knowledge of science. It has been suggested that the infusion of reading activities including concept mapping, questioning and interactive read-alouds can help...

  16. SDSU General Catalog 2013-2014 199 Computational Science

    E-print Network

    Gallo, Linda C.

    Sciences), Demasi (Aerospace Engineering), Duncan (Mathematics and Statistics), Edwards (Computer Science and Statistics), Paolini (Biology, Emeritus), Roch (Computer Science), Rohwer (Biology), Salamon (Mathematics Science Doctor of Philosophy degree in computational science. Concentration in statistics. Master

  17. New Busch Building Frequently Asked Questions Requirements

    E-print Network

    New Busch Building Frequently Asked Questions Requirements: What are the requirements for living in this new building? o General Residents Must be in one of the following Schools: Arts and Sciences position but still wish to live in the building as a general resident if not chosen for a leadership

  18. That's Fast! Questions Section 5.2

    E-print Network

    That's Fast! Questions · Section 5.2 That's Fast! Questions · Section 5.2 STOPfor science Science? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ That's Fast! Questions · Section 5.2 STOPfor science Science Topic Outreach posters #12;That's Fast! Answers · Section 5.2 STOPfor science Science Topic Outreach posters Level ONE Questions (#1-3) 1. What

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

    USGS Publications Warehouse

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

    2013-01-01

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

  20. Novel Methods for Communicating Plasma Science to the General Public

    NASA Astrophysics Data System (ADS)

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

    2012-10-01

    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.

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

    Microsoft Academic Search

    Jane Gilbert; Sarah Calvert

    2003-01-01

    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

  2. Dimensions of Faculty Public Service: A Policy Science Approach to Questions of Information Provision.

    ERIC Educational Resources Information Center

    Heim, Kathleen M.

    1986-01-01

    Argues that the link between library and information science faculty research and public policy is underdeveloped, and advocates that faculty fulfill their public service responsibility through the identification and diffusion of meaningful research findings and techniques to the profession and to decision makers who determine public policy. (EJS)

  3. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    ERIC Educational Resources Information Center

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

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

    NASA Astrophysics Data System (ADS)

    Hoffman, Michelle

    2013-04-01

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

  5. The need for a lunar base - Answering basic questions about planetary science

    NASA Technical Reports Server (NTRS)

    Taylor, G. J.

    1985-01-01

    After assessing the state of current understanding of the planetological characteristics of the moon, attention is given to numerous questions that have arisen about the history of the moon and to prospective methods for their investigation through lunar exploration. One such exploratory mission will be that of the unmanned Lunar Geoscience Observer; the greatest prospects for important discoveries, however, are foreseen in manned lunar exploration. More sophisticated instruments and preliminary analyses are noted to be possible in manned exploration, although the possibility of contamination of samples is greater.

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

    NSDL National Science Digital Library

    Richard Blaustein (freelance writer; )

    2010-06-01

    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?

  7. The ability of children to generalize selected science concepts

    NASA Astrophysics Data System (ADS)

    Abdullah, Kemal Bin; Lowell, Walter E.

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

  8. question_1411972022 — 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

  9. question_1411972090 — 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

  10. Learning by Doing: Science in a Large General Education Class

    NASA Astrophysics Data System (ADS)

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

    2007-12-01

    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.

  11. 400 SDSU General Catalog 2006-2007 Offered by Social Science

    E-print Network

    Gallo, Linda C.

    400 SDSU General Catalog 2006-2007 Offered by Social Science Major in social science with the B. Teaching major in social science for the single subject teaching credential. The Major Social science either the emphasis outlined in Africa and Middle East or in Environment. The social science major

  12. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?

    NASA Astrophysics Data System (ADS)

    Wagner, Brandon Joel

    Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.

  13. Critical questions in materials science and engineering for successful development of fusion power

    Microsoft Academic Search

    E. E. Bloom; J. T. Busby; C. E. Duty; P. J. Maziasz; T. E. McGreevy; B. E. Nelson; B. A. Pint; P. F. Tortorelli; S. J. Zinkle

    2007-01-01

    It is the general conclusion of all national programs that the development of high-performance reduced-activation structural materials is essential for the successful development of fusion power. In this paper, the experience gleaned from previous programs to develop materials for high temperature structural applications is used to identify and discuss some of the most critical issues that must be addressed in

  14. 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)

    Kim, Byoung-Sug

    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.

  15. question_1410159378 — Provocative Questions

    Cancer.gov

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

  16. question_1411052731 — Provocative Questions

    Cancer.gov

    This question is epidemiologic but prevention is better than cure. Since both ovarian low and high grade serous carcinomas originate from the distal fallopian tube, wouldn’t (large- scale) snipping of the fimbrial end of both tubes at the time of tubectomy (with informed consent) prevent the majority of serous carcinomas developing over time?

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

    PubMed

    Walsh, R

    1980-06-01

    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

  18. SDSU General Catalog 2014-2015 443 OFFICE: Geology/Mathematics/Computer Science 413

    E-print Network

    Gallo, Linda C.

    and sciences. Emphasis in actuarial science. Emphasis in statistical computing. Minor in statistics. The Major. Emphases in actuarial science and statistical computing enable students to pursue further specializationsSDSU General Catalog 2014-2015 443 OFFICE: Geology/Mathematics/Computer Science 413 TELEPHONE: 619

  19. 436 SDSU General Catalog 2010-2011 In the College of Sciences

    E-print Network

    Gallo, Linda C.

    436 SDSU General Catalog 2010-2011 Statistics In the College of Sciences OFFICE: Geology/Mathematics/Computer computing. Minor in statistics. The Major Statistics is the science which studies data ­ its collection in statistics, biostatistics, or in that science. Emphases in actuarial science and statistical computing enable

  20. Sem. Chemistry Materials Science Electrical Engineering Miscellaneous CP Introduction to General Chemistry,

    E-print Network

    Pfeifer, Holger

    Sem. Chemistry Materials Science Electrical Engineering Miscellaneous CP Introduction to General & Inorganic Materials Chemistry (4 CP) Energy Science and Technology I (5 CP) Surfaces/Interfaces/ Heterogen. Catalysis/ Electrocatalysis (5 CP) Materials Science II (5 CP) Energy Science and Technology II ( 5 CP

  1. Roadmap: Political Science General -Bachelor of Arts [AS-BA-POL-GENL

    E-print Network

    Sheridan, Scott

    Roadmap: Political Science ­ General - Bachelor of Arts [AS-BA-POL-GENL] College of Arts and Sciences Department of Political Science Catalog Year: 2012­2013 Page 1 of 3 | Last Updated: 8-May-12/LNHD Core Summary on page 2 Kent Core Requirement 3 Semester Four: [15-17 Credit Hours] Political Science

  2. Roadmap: Political Science General -Bachelor of Arts [AS-BA-POL-GENL

    E-print Network

    Sheridan, Scott

    Roadmap: Political Science ­ General - Bachelor of Arts [AS-BA-POL-GENL] College of Arts and Sciences Department of Political Science Catalog Year: 2013-2014 Page 1 of 3 | Last Updated: 30-Sept-13 Four: [15-17 Credit Hours] Political Science Elective (upper division) 6 See note on page 2 Foreign

  3. Rangeland Ecol Manage 65:543544 | November 2012 | DOI: 10.2111/REM-D-12-00112.1 Big Questions Emerging from a Century of Rangeland Science and Management

    E-print Network

    a landscape. These questions represented the foundation of rangeland science, which evolved through the 1950s introduce the special issue by framing the science that responded--often successfully--to the questionsRangeland Ecol Manage 65:543­544 | November 2012 | DOI: 10.2111/REM-D-12-00112.1 Big Questions

  4. Shaping Environmental Justice: Applying Science, Technology, and Society Boundary Work

    E-print Network

    Huang, Chih-Tung

    2012-01-01

    produced within the EJ science, and questions to what extentenvironmental science is growing more obscure, the questionscience generally, but also in the area of EJ research in particular. To answer the aforementioned question,

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

    NASA Astrophysics Data System (ADS)

    Kanderakis, Nikos E.

    2009-09-01

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

  6. 420 SDSU General Catalog 2012-2013 Social Science

    E-print Network

    Gallo, Linda C.

    in liberal arts and sciences. Emphasis in environmental studies. Emphasis in Islamic and Arabic studies either the emphasis outlined in Environmental Studies or Islamic and Arabic Studies. The social science, United States history, geography, government, and economics in high school. The social science major

  7. 426 SDSU General Catalog 2013-2014 Social Science

    E-print Network

    Gallo, Linda C.

    in liberal arts and sciences. Emphasis in Islamic and Arabic studies. Teaching major in social science, and appreciations. Students may devise their own focus or select the emphasis in Islamic and Arabic studies history, United States history, geography, government, and economics in high school. The social science

  8. 390 SDSU General Catalog 2009-2010 Social Science

    E-print Network

    Gallo, Linda C.

    in liberal arts and sciences. Emphasis in environmental studies. Emphasis in Islamic and Arabic studies either the emphasis outlined in Environmental Studies or Islamic and Arabic Studies. The social science, United States history, geography, government, and economics in high school. The social science major

  9. 414 SDSU General Catalog 2010-2011 Social Science

    E-print Network

    Gallo, Linda C.

    in liberal arts and sciences. Emphasis in environmental studies. Emphasis in Islamic and Arabic studies either the emphasis outlined in Environmental Studies or Islamic and Arabic Studies. The social science, United States history, geography, government, and economics in high school. The social science major

  10. question_1309956298 — Provocative Questions

    Cancer.gov

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

  11. Science in Your Watershed - General Introduction and Hydrologic Definitions

    NSDL National Science Digital Library

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

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

    E-print Network

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

  13. NSF's Partnerships for International Research and Education (PIRE) program Recognizing the value of international partnerships in addressing critical science and engineering questions,

    E-print Network

    Finley Jr., Russell L.

    NSF's Partnerships for International Research and Education (PIRE) program Recognizing the value of international partnerships in addressing critical science and engineering questions, NSF established the Partnerships in International Research and Education (PIRE) program in 2005. PIRE is an NSF-wide program

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

    E-print Network

    Vonessen, Nikolaus

    1 I. ASCRC General Education Form Group Group VII Social Science AND Group X: Indigenous and Global://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm Social Science courses describe and analyze human social organization & interaction the social science and global course criteria.) #12;2 V. Student Learning Goals: Briefly explain how

  15. School of Biological and Chemical Sciences General Information for Masters Students

    E-print Network

    Chittka, Lars

    School of Biological and Chemical Sciences (SBCS) General Information for Masters Students 2014 This Handbook is for postgraduate taught students in the School of Biological & Chemical Sciences (SBCS & Chemical Sciences, while the Student Guide gives information common to all students at Queen Mary

  16. General Semantics and Science Fiction in the Speech-Communication Classroom.

    ERIC Educational Resources Information Center

    Drake, H. L.

    The principles and practices of general semantics can be taught to college classes within the context of quality science fiction writings. The works of A. E. van Vogt and Robert Heinlein are particularly useful in exemplifying the details of general semantics. These works and some other science fiction are based upon the Korzybskian principles of…

  17. Laboratory "Behavioral and Social Sciences" (Lab III) General Rules for Using the Laboratory

    E-print Network

    Laboratory "Behavioral and Social Sciences" (Lab III) General Rules for Using the Laboratory #12;General Rules 1. What the Laboratory is all About The "Behavioral and Social Sciences Laboratory" provides for Room Booking at the Lab III website. The laboratory guidelines are meant to enable researchers to make

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

    PubMed

    Haberland, M; Kim, S

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

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

  20. SDSU General Catalog 2011-2012 415 Social Science

    E-print Network

    Gallo, Linda C.

    with the B.A. degree in liberal arts and sciences. Emphasis in environmental studies. Emphasis in Islamic or select either the emphasis outlined in Environmental Studies or Islamic and Arabic Studies. The social history, United States history, geography, government, and economics in high school. The social science

  1. I. ASCRC General Education Form Group Group XI: Natural Science

    E-print Network

    Vonessen, Nikolaus

    the scientific method is used within the discipline to draw scientific conclusions. 1. SCN 100N exposes students to the application of the scientific method through examination of both historic and recent discoveries in biology scientific theory. 2. SCN 100N explicitly explores the methods of asking questions, developing valid

  2. New and Emerging Strategies in Platelet-Rich Plasma Application in Musculoskeletal Regenerative Procedures: General Overview on Still Open Questions and Outlook

    PubMed Central

    Veronesi, Francesca; Maglio, Melania; Sartori, Maria; Fini, Milena

    2015-01-01

    Despite its pervasive use, the clinical efficacy of platelet-rich plasma (PRP) therapy and the different mechanisms of action have yet to be established. This overview of the literature is focused on the role of PRP in bone, tendon, cartilage, and ligament tissue regeneration considering basic science literature deriving from in vitro and in vivo studies. Although this work provides evidence that numerous preclinical studies published within the last 10 years showed promising results concerning the application of PRP, many key questions remain unanswered and controversial results have arisen. Additional preclinical studies are needed to define the dosing, timing, and frequency of PRP injections, different techniques for delivery and location of delivery, optimal physiologic conditions for injections, and the concomitant use of recombinant proteins, cytokines, additional growth factors, biological scaffolds, and stems cells to develop optimal treatment protocols that can effectively treat various musculoskeletal conditions.

  3. Four Questions

    ERIC Educational Resources Information Center

    Hark-Weber, Amara G., Ed.

    2013-01-01

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

  4. The Ability of Children to Generalize Selected Science Concepts.

    ERIC Educational Resources Information Center

    Abdullah, Kemal Bin; Lowell, Walter E.

    1981-01-01

    Reports results of a study to assess ability of children from different age groups (N=144) to generalize two hierarchically related concepts (Insect and Animal) with and without instruction in the form of a mental set. Also examined effects of age, I.Q., and sex on ability to generalize these concepts. (Author/JN)

  5. Science Anxiety and Gender in Students Taking General Education Science Courses

    ERIC Educational Resources Information Center

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

    2004-01-01

    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…

  6. "Do-able" Questions, Covariation and Graphical Representation: Do We Adequately Prepare Preservice Science Teachers To Teach Inquiry?

    ERIC Educational Resources Information Center

    Bowen, Gervase Michael; Roth, Wolff-Michael

    The interpretation of data and construction and interpretation of graphs are central practices in science which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing data,…

  7. Science Anxiety and Gender in Students Taking General Education Science Courses

    Microsoft Academic Search

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

    2004-01-01

    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

  8. 76 FR 36556 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-22

    ...personal privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel; Institutional Postdoctoral Training Programs. Date: July 15, 2011. Time: 8 a.m. to 5 p.m. Agenda: To review and evaluate grant...

  9. 76 FR 10911 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-28

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

  10. 75 FR 63497 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-15

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

  11. Building a Dental Sciences Collection in a General Academic Library

    ERIC Educational Resources Information Center

    Stowers, Eva; Galbraith, Gillian

    2004-01-01

    This article discusses the web and print resources used in selecting material for a dental sciences collection in an academic library at a public university without a medical library. The process of creating a collection quickly and with limited resources is described, from the initial collection assessment to the decision-making processes…

  12. I. ASCRC General Education Form Group Group XI Natural Science

    E-print Network

    Vonessen, Nikolaus

    Courses explore a discipline in the natural sciences and demonstrate how the scientific method is used within the discipline to draw scientific conclusions. This course explores the scientific method and scientific conclusions, such as: 1) Cell division, Mendelian genetics, transmission of traits from generation

  13. I. ASCRC General Education Form Group XI Natural Science

    E-print Network

    Vonessen, Nikolaus

    to show how the process of science is specifically used to learn about the animal group of interest. IV the scientific method is used within the discipline to draw scientific conclusions. as outlined in III above 2- enforced each week with stories surrounding a new group of organisms. 3. detect patterns, draw conclusions

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

    Microsoft Academic Search

    Hannes Leitgeb

    2011-01-01

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

  15. A Generalized Model of Science Development at Normal and Crisis Status of the Country

    E-print Network

    Borissova, Daniela

    during war periods and after them, in a social and economic crisis. No mechanism accounting by considerable suppress of the economic development, decrease of the finances for fundamental and applied science3 A Generalized Model of Science Development at Normal and Crisis Status of the Country Vassil

  16. 150 SDSU General Catalog 2010-2011 In the College of Sciences

    E-print Network

    Gallo, Linda C.

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

  17. Animal and Range Sciences Department General Livestock Husbandry Policies and Procedures

    E-print Network

    Maxwell, Bruce D.

    Animal and Range Sciences Department General Livestock Husbandry Policies and Procedures Approved the welfare and well-being of all animals in its care. The Department of Animal and Range Sciences seeks and managers. Proper management is essential for the well-being of the animals (FASS, 1999). The purpose

  18. SDSU General Catalog 2014-2015 347 OFFICE: Geology/Mathematics/Computer Science 413

    E-print Network

    Gallo, Linda C.

    level, which requires a doctorate degree and involves research and creation of new mathematics. ImpactedSDSU General Catalog 2014-2015 347 OFFICE: Geology/Mathematics/Computer Science 413 TELEPHONE: 619 by the Department of Mathematics and Statistics Master of Arts degree in mathematics. Master of Science degree

  19. An Analysis of Metaphors Used by Students to Describe Energy in an Interdisciplinary General Science Course

    ERIC Educational Resources Information Center

    Lancor, Rachael

    2015-01-01

    The meaning of the term energy varies widely in scientific and colloquial discourse. Teasing apart the different connotations of the term can be especially challenging for non-science majors. In this study, undergraduate students taking an interdisciplinary, general science course (n?=?49) were asked to explain the role of energy in five contexts:…

  20. 76 FR 30373 - National Institute of General Medical Sciences; Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-05-25

    ...Name of Committee: National Institute of General...Initial Review Group; Minority Programs Review Subcommittee...Research; 93.88, Minority Access to Research Careers; 93.96, Special Minority Initiatives, National Institutes of...

  1. INDIAN INSTITUTE OF SCIENCE BANGALORE -560012

    E-print Network

    Srinivasan, N.

    INDIAN INSTITUTE OF SCIENCE BANGALORE - 560012 Program :, Research Entrance Paper : Atrnospheric Sciences Paper Code : AS Day & Date SUNDAY, 26THAPRIL 2009 9.00 A.M. TO 12.00 NOON #12;GENERAL INSTRUCTIONS The question paper consists of two parts, Part A and Part B. There are 20 questions in PART A. Each question

  2. Improving Question Retrieval in Community Question Answering with Label Ranking

    E-print Network

    Greenberg, Albert

    Improving Question Retrieval in Community Question Answering with Label Ranking Wei Wang, Baichuan Li Department of Computer Science and Engineering The Chinese University of Hong Kong Shatin, N@research.att.com Abstract-- Community question answering services (CQA), which provides a platform for people with diverse

  3. Science Fiction and General Semantics as Interdisciplinary/Cross-Cultural Teaching Aids.

    ERIC Educational Resources Information Center

    Drake, Harold L.

    General semantics and science fiction are disciplines that can be incorporated in lectures for public speaking and other speech communication classes. Alfred Korzybski's theories of general semantics lend themselves to researching, preparing, delivering interpersonal communication messages, and establishing student interest in foreign languages,…

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

    ERIC Educational Resources Information Center

    Raju, J.

    2004-01-01

    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…

  5. The Difference between the Abstract Concepts of Science and the General Concepts of Empirical Educational Research.

    ERIC Educational Resources Information Center

    Chambers, John H.

    1991-01-01

    Argues that the limited results achieved so far by empirical educational research are a result of a fundamental difference in the generalized concepts used therein and the abstract concepts used in the natural sciences. Discusses the work of Galileo and Newton to clarify the difference between generalization and abstraction. (DMM)

  6. Debates of science vs. religion in undergraduate general education cosmology courses

    NASA Astrophysics Data System (ADS)

    Lopez-Aleman, Ramon

    2015-04-01

    Recent advances in theoretical physics such as the discovery of the Higgs boson or the BICEP2 data supporting inflation can be part of the general science curriculum of non-science majors in a cosmology course designed as part of the General Education component. Yet to be a truly interdisciplinary experience one must deal with the religious background and faith of most of our students. Religious faith seems to be important in their lives, but the philosophical outlook of sciences like cosmology or evolutionary biology is one in which God is an unnecessary component in explaining the nature and origin of the universe. We will review recent advances in cosmology and suggestions on how to establish a respectful and intelligent science vs. religion debate in a transdisciplinary general education setting.

  7. Bridging the Gap between the Science Curriculum and Students' Questions: Comparing Linear vs. Hypermedia Online Learning Environments

    ERIC Educational Resources Information Center

    Swirski, Hani; Baram-Tsabari, Ayelet

    2014-01-01

    While interest is central to learning, considerable disparities have been reported between students' science interests and the science curriculum. This study explores how 5th grade students' (n = 72) competence, relatedness and interest levels changed as a consequence of using two online learning environments, which bridged the students' anonymous…

  8. 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

    Byoung-Sug Kim

    2006-01-01

    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,

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

    SciTech Connect

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

    1994-08-01

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

  10. The Driving Question Board

    NSDL National Science Digital Library

    Ayelet Weizman

    2008-11-01

    "It was helpful to keep track of questions we had at the beginning so we knew what we were trying to find out." With these words, a student described the value of using a Driving Question Board (DQB) in a project-based science (PBS) unit. This instructional tool is designed to support inquiry and project-based learning by organizing and focusing students' questions and linking them to content learning goals. The authors have used this tool in both physics and chemistry classes, but it can be used with any subject matter. This article describes the purpose and process of DQB.

  11. Bio Search Computing: Bioinformatics web service integration for data-driven answering of complex Life Science questions

    Microsoft Academic Search

    Marco Masseroli; Giorgio Ghisalberti; Stefano Ceri

    2011-01-01

    An increasing number of bioinformatics web services are available that provide answer to specific data extraction and analysis needs. Yet, biomedical questions are often complex and regard many different aspects of an organism and its biomolecular entities. Their answer hence requires searching multiple heterogeneous data that frequently are inherently ordered, or are associated with ranked confidence values. Search Computing has

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

    ERIC Educational Resources Information Center

    Hammer, Christy; Dusek, Val

    2006-01-01

    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.

  13. Choke up on that bat! Questions Section 4.2

    E-print Network

    ? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Choke up on that bat! Questions · Section 4.2 STOPfor science Science Topic Outreach pChoke up on that bat! Questions · Section 4.2 Choke up on that bat! Questions · Section 4.2 STOPfor science Science Topic Outreach posters STOPfor science Science Topic Outreach posters Name Grade

  14. Asking the Right Questions

    ERIC Educational Resources Information Center

    Lord, Rob

    2011-01-01

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

  15. A Study of the Questioning Behavior of Teachers in the Science Curriculum Improvement Study Teaching the Unit on Material Objects.

    ERIC Educational Resources Information Center

    Kondo, Allan Kiichi

    The Science Curriculum Improvement Study has identified two main types of lessons: invention lessons, where the teachers introduce concepts, and discovery lessons in which children apply the concepts to new situations. The transcripts of tape recordings of the same sequence of four lessons, two invention and two discovery, of four teachers in the…

  16. 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)

    Hariharan, Joya Reena

    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.

  17. "The" Question.

    ERIC Educational Resources Information Center

    Lowe, Pardee, Jr.

    1984-01-01

    Examines the suggestions found in Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," in the light of a possible U.S. Government's Interagency Language Roundtable receptive skills proficiency test which must supply the answer to the question of how well an individual can understand a particular language.…

  18. Four Questions

    ERIC Educational Resources Information Center

    Hark-Weber, Amara G., Ed.

    2013-01-01

    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…

  19. 75 FR 65363 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-22

    ...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...

  20. 75 FR 63843 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-18

    ...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...

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

    ERIC Educational Resources Information Center

    Ericson, Rebecca J.

    2012-01-01

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

  2. The philosophy of artificial intelligence: a general studies course with particular benefits to computer science majors

    Microsoft Academic Search

    Paul A. Luker; Dennis Rothermel

    1994-01-01

    Over four years ago, we developed and implemented an upper division general studies course. “The Philosophy of Artificial Intelligence.” The course has since been team taught every semester by a computer scientist and a philosopher. Here, we draw on our four years' experience with the course to discuss its impact on computer science majors, for whom we feel that it

  3. Student Name I.D. Science & Math Courses General Education Courses

    E-print Network

    Jiang, Huiqiang

    English Comp 2 3 PSY 0200 Intro to Psych 3 STAT 1040 Business Stats 3 Any one of these Stats coursesStudent Name I.D. Science & Math Courses General Education Courses Course Course Name Credits Enrolled Grade Course Course # Course Name Credits Completed Grade BIO 0110 Gen Biol I 3 HUMAN 1 3 BIO 0111

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

    ERIC Educational Resources Information Center

    Taber, Keith S.

    2010-01-01

    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

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

    ERIC Educational Resources Information Center

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

    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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  7. General Education in Health Science-Focused Institutions: An Explanatory Mixed Methods Study

    ERIC Educational Resources Information Center

    Rosario, Peggy

    2012-01-01

    The purpose of this study was to describe the structure of general education curricula at baccalaureate colleges of health science in relationship to Bergquist's Career-Based Model of curriculum. Using an explanatory sequential mixed methods approach, the model was tested by examining whether the curricula were both prescriptive and specific.…

  8. 78 FR 37557 - National Institute of General Medical Sciences; Notice of Closed Meetings

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-06-21

    ...nih.gov. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel, NRSA Institutional Postdoctoral T32 Review. Date: July 18, 2013. Time: 8:00 a.m. to 3:00 p.m. Agenda: To review and evaluate grant...

  9. 77 FR 38846 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-29

    ...invasion of personal privacy. Name of Committee: National Institute of General Medical Sciences Special Emphasis Panel NIGMS Postdoctoral T32 Training Grant Review. Date: July 20, 2012. Time: 8:00 a.m. to 5:00 p.m. Agenda: To review and...

  10. Classroom Applicability of the Stimulus Generalization Concept to Verbal Science Information.

    ERIC Educational Resources Information Center

    Holliday, William G.

    This study attempts to determine if the stimulus generalization concept is applicable to school-relevant instruction when the material to be learned is verbal science information. The delivery techniques under investigation were audio, printed, and a simultaneous combination of both media. Three hundred and thirteen tenth grade biology students…

  11. 75 FR 30408 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    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…

  14. Baum_Answers N12.pdf Student questions: Stefi Baum colloquium on "Turning Science and Engineering Education

    E-print Network

    Shumway, John

    of their grades, (4) we evaluate their senior capstone projects/theses, (5) we interview them when they graduate among other controllers such as arduino for students to learn circuits and programming? Rasberry pi runs linux is more a general purpose programming learning platform that can do other things. Arduino is more

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

    NASA Technical Reports Server (NTRS)

    2004-01-01

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

  16. Using Self-Reflection To Increase Science Process Skills in the General Chemistry Laboratory

    NASA Astrophysics Data System (ADS)

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

    2009-03-01

    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 feedback and direct instruction were employed in a general chemistry laboratory course to improve students' mastery and understanding of basic and advanced process skills. Qualitative results and statistical analysis of quantitative data proved that self-reflection significantly helped students develop basic and advanced process skills, yet did not seem to influence the general understanding of the science content.

  17. How Tall is Tall? Questions Section 3.2

    E-print Network

    Science Topic Outreach posters STOPfor science Science Topic Outreach posters Name Grade/Class # Name? #12;How Tall is Tall? Questions · Section 3.2 STOPfor science Science Topic Outreach posters Name? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ How Tall is Tall? Questions · Section 3.2 STOPfor science Science Topic Outreach posters #12;How Tall

  18. Answering Questions About Underage Drinking

    MedlinePLUS

    ... problem? Despite the law, the statistics, and the science, some people still think teen drinking is not a serious problem. Here are some of the more common questions and assertions you may hear from neighbors and ...

  19. Interview Questions with Bentham Scientific

    NASA Technical Reports Server (NTRS)

    Mather, John C.

    2013-01-01

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

  20. Great Question! Question Quality in Community Q&A Sujith Ravi

    E-print Network

    Cortes, Corinna

    }@gmail.com Abstract Asking the right question in the right way is an art (and a science). In a communityGreat Question! Question Quality in Community Q&A Sujith Ravi Bo Pang Vibhor Rastogi Ravi Kumar question-answering setting, a good question is not just one that is found to be use- ful by other people

  1. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1978-01-01

    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)

  2. Questions Submitted Online — Provocative Questions

    Cancer.gov

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

  3. Asking Questions, All the Time

    NSDL National Science Digital Library

    Jessica Fries-Gaither

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

  4. General chemistry students' understanding of climate science principles relating to chemistry

    NASA Astrophysics Data System (ADS)

    Versprille, A. N.; Towns, M.; Mahaffy, P.; Martin, B.; McKenzie, L. C.; Kirchhoff, M.

    2012-12-01

    As part of the NSF funded Visualizing the Chemistry of Climate Science project, we are developing the chemistry of climate science inventory for use in general chemistry courses. The U.S. Climate Change Science Program (CCSP), which integrates federal research on climate and global change, has set out a climate literacy framework, Climate Literacy: the Essential Principles of Climate Science (US Climate Change Science Program, 2009). Developed by collaboration among NOAA, NASA, AAAS, and a distinguished group of scientists and educators, this Framework defines a set of essential principles and scientific thinking skills that a climate literate person should understand. We have based our interview protocol on misconceptions identified in the research literature and the essential principles of climate change outlined in the CCSP document that pertain to chemistry. We have interviewed 24 undergraduates to elicit their understanding of the Earth's energy system, global warming, climate change, greenhouse gases, climate, and weather. Our analysis and findings indicate that the fundamental science necessary to understand the Earth's energy system and climate change are not well understood by the undergraduates in this sample. Details of the interviews, analysis, and synthesis of findings will be shared.

  5. WOMEN, SCIENCE, AND ACADEMIAGraduate Education and Careers

    Microsoft Academic Search

    MARY FRANK FOX

    2001-01-01

    In the study of gender and society, science is a strategic analytic research site—because of the hierarchical nature of gendered relations, generally, and the hierarchy of science, particularly. Academic science, especially, is crucial to, and revealing of, status in science and society. This article focuses on three questions: What is the status of women in scientific careers and the role

  6. Science & Safety: Making the Connection.

    ERIC Educational Resources Information Center

    Council of State Science Supervisors, VA.

    This document provides information on the most commonly asked science safety questions by science teachers primarily at the secondary school level. Topics include the legal responsibilities of a science teacher, a general safety checklist, proper labeling and storing of chemicals, purchasing of new chemicals and disposing of old chemicals, a…

  7. CONCEPTIONS OF THE NATURE OF SCIENCE—ARE THEY GENERAL OR CONTEXT SPECIFIC?

    Microsoft Academic Search

    Detlef Urhahne; Kerstin Kremer; Juergen Mayer

    2011-01-01

    The study investigates the relationship between general and context-specific conceptions of the nature of science (NOS). The\\u000a categorization scheme by Osborne et al. (J Res Sci Teach 40:692–720, 2003) served as the theoretical framework of the study. In the category nature of scientific knowledge, the certainty, development, simplicity, justification, and source of scientific knowledge were distinguished. In the category\\u000a methods

  8. Science Education for Everyone: Why and What?

    ERIC Educational Resources Information Center

    Trefil, James

    2008-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Wong, Sissy Sze-Mun

    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.

  10. BioGrapher: Biography Questions as a Restricted Domain Question Answering Task

    E-print Network

    de Rijke, Maarten

    University of Amsterdam simaan@science.uva.nl Abstract We address Question Answering (QA) for biograph- icalBioGrapher: Biography Questions as a Restricted Domain Question Answering Task Oren Tsur Text University of Amsterdam mdr@science.uva.nl Khalil Sima'an Institute for Logic, Language and Computation

  11. The effects of question types in textual reading upon retention of biology concepts

    NASA Astrophysics Data System (ADS)

    Leonard, William H.; Lowery, Lawrence F.

    Do instructional questions to students enhance learning? If so, do certain types of questions cause greater learning outcomes than others? The area of instructional questions and questioning strategies has generated much research over the past two decades. A number of studies have found instructional questions to account for a large fraction of teaching time (Bellack et al., 1963; Schreiber, 1967; Moyer, 1967). Teacher use of oral questions in instruction, especially higher level cognitive questions, has consistently shown positive effects on student achievement (Redfield & Rousseau, 1981). Questions asked after oral prose presentations in psychology have been found to enhance recall of factual information (Sefkow & Meyers, 1980). Some large teacher training programs have specific instruction in questioning strategies (Lanier & Davis, 1972; Lowery, 1974). Questioning in textual reading has also been investigated, especially in the social sciences and languages, with respect to both the presence of questions in a text and the position and type of such questions. Although there are conflicting results, in general, questions placed within text materials have appeared to cause significantly higher performance than reading the materials without questions (Rothkopf & Bisbicos, 1967; Rothkopf & Bloom, 1970; Watts & Anderson, 1971; Quellmalz, 1972; Reynolds, Standiford, & Anderson, 1979; Corrozi, 1971). Questions placed after the reading have been found to be significantly more productive than prequestions, or questions placed immediately before the reading passages (Rothkopf & Bisbicos, 1967; Frase, Patrick, & Schumer, 1970; Watts & Anderson, 1971). In one study, placing questions before the associated information reduced paragraph reading time from the time required when questions followed the information passage (Morasky & Wilcox, 1970). Finally, higher level cognitive post- and prequestions (comprehensive and application) have consistently produced more learning than recall and factual questions (Watts & Anderson, 1971; Falker, 1974; Rickards, 1974, 1976). The effect of placing questions directly within textual narrative has been much less researched than the issue of placing questions before or after the reading passage. The effect of this interspersed questioning strategy as part of science textbooks is apparently unresearched to date. The purpose of the research reported here was to determine the relative effects of certain question types when these questions were interspersed throughout the reading passage in textual materials for students in university introductory biology. It was hypothesized for experimental purposes that students reading a passage in biology concepts with specific types of interspersed questions would comprehend and retain no more of that passge than students reading the same passage without interspersed questions.

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

    ERIC Educational Resources Information Center

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

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

  13. Critical Questions in Wetland Science

    EPA Science Inventory

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

  14. A Tree Kernel approach to Question and Answer Classification Question Answering Systems

    E-print Network

    Moschitti, Alessandro

    A Tree Kernel approach to Question and Answer Classification in Question Answering Systems Alessandro Moschitti and Roberto Basili University of Rome Tor Vergata, Department of Computer Science in Question Answering design is the definition of the models for question focus identification and answer

  15. Making Connections to Students' Lives and Careers Throughout a General Education Science Course

    NASA Astrophysics Data System (ADS)

    LaDue, D. S.

    2014-12-01

    The University of Oklahoma's general education lecture course Severe & Unusual Weather, taught in two sections each fall and spring, covers about nine topics. The sections are taught by different instructors, each of whom has flexibility to employ a variety of instructional strategies and choose specific topics to cover while meeting the requirement that general education courses in the natural sciences help students understand the importance of the science for appreciating the world around them. Students enrolled have been approximately 6-10% returning adult students, some of whom were veterans or active duty military, and about 10% members of racial or ethnic groups. Their majors are mostly in the humanities (theater, photography) and social sciences (education, English, journalism, sociology), with some natural science majors (psychology, aviation). For the past two years, Section 001 has been designed with adult and active learning concepts in mind, using deliberate connections between course content and students' lives and careers to motivate meaningful learning. Students were grouped in teams according to similar majors and assigned group presentations connecting course content to topics that should interest them, such as economic impacts of weather, societal and personal impacts of severe weather, risks to aviation, media coverage of weather, and psychological and sociological responses to weather risks. Students learn about the peer review process for scientific papers while also exploring a connection of course content to their future career or life interests through papers that are run through a mock peer review process. Public policy is discussed in several sections of the course, such as hurricane building codes, wind-resistant construction in tornado alley, and the disproportionate impacts of weather and climate on certain socioeconomic groups. Most students deeply appreciate the opportunity to explore how course content intersects with their lives. Several examples of these connections will be described.

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

    Microsoft Academic Search

    Stavros Demetriadis; Tina Egerter; Frank Hanisch; Frank Fischer

    2011-01-01

    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

  17. A Bylaw providing for the rules of general governance and transaction of the affairs of the Carleton Computer Science Society.

    E-print Network

    Dawson, Jeff W.

    Bylaw 1 A Bylaw providing for the rules of general governance and transaction of the affairs of Computer Science do recognize Car-Academic Representative leton Computer Science Society as our voice Society, regardlessEngagement of the Membership of governance structures that may exist from time to time

  18. A Twenty-Year Survey of Science Literacy among College Undergraduates

    ERIC Educational Resources Information Center

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

    2011-01-01

    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.…

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

    NASA Astrophysics Data System (ADS)

    Aguirre-Pérez, Constancio

    2010-05-01

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

  20. Question Moon: An Introduction to the

    E-print Network

    Christian, Eric

    1 Question Moon: An Introduction to the Process of Science Learning Objectives: · Generate a big picture question related to the Moon. · Generate hypotheses related to lunar geology. · Generate a research question related to lunar geology. Overview: In this activity, students step into the shoes

  1. Patient Safety in Tehran University of Medical SciencesGeneral Hospitals, Iran

    PubMed Central

    ARAB, Mohammad; AKBARI SARI, Ali; MOVAHED KOR, Elham; HOSSEINI, Mostafa; TOLOUI RAKHSHAN, Shiva; EZATI, Mohammad

    2013-01-01

    Background It is important to focus on creating opportunities for patients’ participation at all levels of health systems in order to promote their ability to improve patient safety and quality of services. The general aim of this study was to determine patient safety level in Tehran University of Medical Sciences’ (TUMS) general hospitals, Tehran, Iran from patients’ perspective and to determine the contributory factors on their perspective. Methods: This was a cross-sectional study. In the spring 2011, the list of clinical departments of the six general hospitals affiliated to TUMS was obtained through the Website of TUMS. By using stratified random sampling, the sample size was calculated 300 patients. Data were collected by using a structured questionnaire and its validity and reliability were acceptable. Descriptive statistics, linear regression and logistic regression were used for analyzing the data. Results: Totally, 60% of patients were female. Patient safety was evaluated high by 60% of respondents. The unmarried or educated or employed individuals tend to score lower than others. Conclusion: TUMS’s general hospitals are enough safe from patients’ perspective, patient safety should be improved. In clinical governance, contributing patients’ perspective to the improvement of patient safety reforms is critical in generating new models of good practice. PMID:23641408

  2. Document Retrieval in the Context of Question Answering

    E-print Network

    Monz, Christof

    -mail: christof@science.uva.nl URL: www.science.uva.nl/~christof Abstract. Current question answering systems relyDocument Retrieval in the Context of Question Answering Christof Monz Language & Inference's question. A question answering system heavily depends on the effectiveness of a retrieval system

  3. Pesticide Applicator Training Manual, Category 7A: General and Household Pest Control for New Jersey. A Training Program for the Certification of Commercial Pesticide Applicators, and Study Questions.

    ERIC Educational Resources Information Center

    Schulze, Terry L.; Kriner, Ray R.

    This training manual provides information needed to meet the minimum EPA standards for certification as a commercial applicator of pesticides in the general and household pest control category. The text discusses invertebrate pests that effect health, stored products, grain, fabric, or the household; and vertebrate pests such as rats, mice, and…

  4. Please complete the following questions: Fitness Goals: What would you like to achieve? (i.e.: General overall fitness/ Lifestyle change/ Improve body composition/ Bodybuilding/ Sport

    E-print Network

    Seldin, Jonathan P.

    : ______ Group Training: ______ Full Asses: ______ Fitness Pkg: ______ Body Fat: ______ Other: ______ Date.e.: General overall fitness/ Lifestyle change/ Improve body composition/ Bodybuilding/ Sport Conditioning not doing physical activity? 4. Do you lose your balance because of dizziness or do you ever lose

  5. 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1296761243 Hecht, Toby Pose a

  6. Qian, Yong — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1297533065 Qian, Yong Pose a

  7. 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1297191134 Pagel, Mark Pose a

  8. 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1295994802 Griguer, Corinne Pose

  9. Principles of Asking Effective Questions During Student Problem Solving

    E-print Network

    Young, R. Michael

    science instructors is asking effective questions. This paper presents a set of instructional principles in knowledge. These principles can help computer science educators ask more effective questions in a variety and compare these approaches to principles of effective question asking from the relevant cognitive science

  10. Measuring Science Literacy in College Undergraduates

    Microsoft Academic Search

    Chris David Impey; S. R. Buxner; J. Antonellis; C. King; E. Johnson

    2010-01-01

    Initial results from a major study of scientific literacy are presented, involving nearly 10,000 undergraduates in science classes at a large Southwestern Land Grant public university over a 20-year period. The science content questions overlap with those in the NSF's Science Indicators series. About 10% of all undergraduates in the US take a General Education astronomy course, and NSF data

  11. A Citizen Empowered Online Platform for Communicating Climate Science to the General Public

    NASA Astrophysics Data System (ADS)

    Bourqui, Michel

    2014-05-01

    This presentation introduces a project, currently in development, of a new online platform for the interaction between climate scientists and citizen. It consists of an open-access, multi-lingual, and peer-reviewed journal publishing climate articles in non-scientific language. It follows three main long-term objectives. The first objective is to establish an ever-growing, multi-lingual library of climate articles providing a knowledge base on climate sciences accessible for free to everyone. The targeted public includes journalists, teachers, students, local actors (e.g. in politics, economy, agriculture), and any other citizen from around the world with an interest in climate sciences. The second goal is to offer a simple and direct channel for scientists wishing to disseminate their research to the general public. A high standard of climate articles is enforced through: a) requiring that the main author is an active climate scientist, and b) an innovative peer-review process involving scientific and non-scientific referees with distinct roles. The third objective is to engage citizen into the climate science. To this aim, the journal proposes three channels. Firstly, citizens are invited to contribute to the dissemination of climate knowledge to the general public by co-authoring, peer-reviewing or translating articles. Secondly, they are offered the capacity to stimulate scientific enquiry by posting invitations for manuscripts to be written on a citizen-inspired topic. Thirdly, a match-up tool is being developed for scientists to gather non-scientists teams for conducting citizen-involving research projects. This platform is scientist-initiated and is meant to be ruled and managed by the participating individuals themselves (scientists and non-scientists) as an international association. It will be financed through country-varying flat memberships. The project is now starting. The basic ideas are drawn; a prototype internet platform has been developed and is operational. In a first phase, climate scientists (and their friends!) are invited to jump in for free, submit climate articles and help design its development. Once an initial content is in place, the second phase will start consisting in an active promotion campaign to reach at the general public and enroll citizens. In this presentation, I will discuss the basic ideas behind this new online platform, its current state and the plans for the next future.

  12. Question Answering from FrequentlyAsked Question Files: Experiences with the FAQ Finder System

    E-print Network

    Burke, Robin

    Question Answering from Frequently­Asked Question Files: Experiences with the FAQ Finder System, Noriko Tomuro, & Scott Schoenberg School of Computer Science, DePaul University 243 S. Wabash, Chicago -- not for citation Abstract This paper describes FAQ Finder, a natural language question­answering system that uses

  13. Beware Answers with Questions

    ERIC Educational Resources Information Center

    Humble, Steve

    2005-01-01

    Answers to mathematical problems come in all forms and most come with a variety of questions. Students often forget to ask questions once they have found an answer. This paper suggests that students would always benefit by questioning answers.

  14. Study Questions for Geophysics

    NSDL National Science Digital Library

    Susan Slaymaker

    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.

  15. Application of the Test of Scientific Literacy Skills in the Assessment of a General Education Natural Science Program

    ERIC Educational Resources Information Center

    Waldo, Jennifer Turner

    2014-01-01

    The peer-reviewed and psychometrically validated Test of Scientific Literacy Skills developed by Gormally et al. was used to assess the strengths and weaknesses of a general education natural science program. By comparing the scores of students who had already taken at least one course in this area with the scores of those who had not, and by…

  16. Answering Questions about Unanswered Questions of Stack Overflow

    E-print Network

    Schneider, Kevin A.

    is an ex- ample of such a service that targets developers and software engineers. In general, questions of knowledge on the site. SO's active community attracts information seekers from around the globe harvesting its knowledge-base. Many visitors become members of the site and contribute to the site dynamics

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

    ERIC Educational Resources Information Center

    King, Chris

    2014-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Richmond, Aaron S.

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

  19. Question the Author

    NSDL National Science Digital Library

    2012-05-16

    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.

  20. Drawing on Questions.

    ERIC Educational Resources Information Center

    Bloomgarden, Joan

    2000-01-01

    Examines observations and research on question-answer interaction between client and therapist, and teacher and student. Discusses Patton's six-question instrument which provides categories of question options, with application for the art therapist. Argues that effective formulation of questions provides the clinician, educator, and researcher…

  1. Who Asks the Questions?

    ERIC Educational Resources Information Center

    Hervey, Sheena

    2006-01-01

    From a very young age, children actively strive to make sense of their world through constant questioning. The ability to ask questions comes naturally for young children, but such natural inclination does not continue because it teachers who ask most of the questions. Sheena Hervey suggests that teaching students how to pose questions is a…

  2. Any Questions, Please?

    ERIC Educational Resources Information Center

    Pollio, Howard R.

    1989-01-01

    This pamphlet discusses the use of questioning in the college classroom and its contribution to learning. Starting with a brief examination of the ways children question, discussions cover: (1) the effects of linguistic and socio-linguistic characteristics in questioning; (2) questions in psychotherapy, law, and opinion polling; (3) classroom…

  3. Introduction: Why Cognitive Science

    E-print Network

    Nuñez, Rafael

    . Question 1 is a scien- tific question, a question to be answered by cognitive science, the interdisciplinary science of the mind. As an empirical question about the human mind and brain, it cannot be studied purely within mathematics. And as a question for empirical science, it cannot be answered by an a priori

  4. Questions in reference interviews

    Microsoft Academic Search

    Marilyn Domas White

    1998-01-01

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

  5. 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 ...

  6. FAQ: General Questions about West Nile Virus

    MedlinePLUS

    ... detected in all lower 48 states (not in Hawaii or Alaska). Outbreaks have been occurring every summer ... that have not reported cases are Alaska and Hawaii. Seasonal outbreaks often occur in local areas that ...

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

    E-print Network

    Mohaghegh, Shahab

    ,426 West Virginia University - Main Campus General University HSC Medicine/ Dentistry HSC Pharmacy/ Nursing,373 West Virginia University - Main Campus General University HSC Medicine/ Dentistry HSC Pharmacy/ Nursing

  8. Adults' Learning about Science in Free-Choice Settings

    ERIC Educational Resources Information Center

    Rennie, Leonie J.; Williams, Gina F.

    2006-01-01

    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…

  9. Finding Expert Users in Community Question Answering Fatemeh Riahi

    E-print Network

    Milios, Evangelos E.

    Finding Expert Users in Community Question Answering Fatemeh Riahi Faculty of Computer Science@cs.dal.ca Evangelos Milios Faculty of Computer Science Dalhousie University eem@cs.dal.ca ABSTRACT Community Question Dalhousie University riahi@cs.dal.ca Zainab Zolaktaf Faculty of Computer Science Dalhousie University

  10. Modeling Community Question-Answering Archives Zainab Zolaktaf

    E-print Network

    Milios, Evangelos E.

    Modeling Community Question-Answering Archives Zainab Zolaktaf Faculty of Computer Science Faculty of Computer Science Dalhousie University eem@cs.dal.ca Abstract Community Question Answering (CQA Dalhousie University zolaktaf@cs.dal.ca Fatemeh Riahi Faculty of Computer Science Dalhousie University riahi

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

    USGS Publications Warehouse

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

    2010-01-01

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

  12. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J.

    1979-01-01

    Describes an exam question which challenges college freshmen, enrolled in chemistry, to derive temperature dependence of an equilibrium constant. The question requires cognitive response at the level of synthesis. (Author/SA)

  13. Formulating a Research Question

    NSDL National Science Digital Library

    The Research Assistant (Danya International, Inc.)

    2003-08-12

    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.

  14. Using Socratic Questioning

    NSDL National Science Digital Library

    Dorothy Merritts

    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 ...

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

    NASA Technical Reports Server (NTRS)

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

    1977-01-01

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

    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…

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

    ERIC Educational Resources Information Center

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

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

  19. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1983-01-01

    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)

  20. Improve Your Verbal Questioning

    ERIC Educational Resources Information Center

    Vogler, Kenneth E.

    2005-01-01

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

  1. The GRE advanced test in computer science

    Microsoft Academic Search

    Richard H. Austing

    1977-01-01

    This report describes the Advanced Test in Computer Science which was recently introduced in the Graduate Record Examination Program. The GRE program is described in general, and, the events leading to the establishment of the Advanced Computer Science Test are discussed. Content specifications and their rationale are given. A set of sample questions is included.

  2. Asking questions with focus

    NASA Astrophysics Data System (ADS)

    Liu, Fang; Xu, Yi

    2001-05-01

    This study investigates how different interrogative meanings interact with focus in determining the overall F0 profile of a question. We recorded eight native speakers of Mandarin producing statements, yes-no questions with and without a question particle, wh questions, incredulous questions, and confirmation questions. In each sentence, either the initial, medial, final, or no word was focused. The tonal components of the sentences are all high, all rising, all low, or all falling. F0 contours were extracted by measuring every complete vocal period in the initial, medial, and final disyllabic words in each sentence. Preliminary results show that in both statements and questions, the pitch range of the focused words is expanded and that of the postfocus words suppressed (compressed and lowered). However, postfocus pitch-range suppression seems less extensive in questions than in statements, and in some question types than in others. Finally, an extra F0 rise is often observed in the final syllable of a question unless the syllable is the question particle which has the neutral tone. This is indicative of a high or rising boundary tone associated with the interrogative meaning, which seems to be superimposed on the tone of the sentence-final syllable. [Work supported by NIDCD DC03902.

  3. 75 FR 9909 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-04

    ...Sciences Special Emphasis Panel; MBRS SCORE Neuroscience & Physiology. Date: April 2, 2010. Time: 8:30 a.m. to 5 p.m...Biology and Biophysics Research; 93.859, Pharmacology, Physiology, and Biological Chemistry Research; 93.862,...

  4. 76 FR 10038 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-23

    ...Sciences Special Emphasis Panel, PSI Biology Meeting. Date: March 11, 2011...Biomedical Research Support; 93.821, Cell Biology and Biophysics Research; 93.859...862, Genetics and Developmental Biology Research; 93.88, Minority...

  5. Unpark Those Questions

    ERIC Educational Resources Information Center

    Ness, Molly

    2013-01-01

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

  6. 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.

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

    ERIC Educational Resources Information Center

    Biddulph, Fred; Osborne, Roger

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

  8. I. ASCRC General Education Form Group Group XI Natural Science (non laboratory)

    E-print Network

    Vonessen, Nikolaus

    method is used within the discipline to draw scientific conclusions. This course explores the field to a hypothesis and then to a validated scientific theory. The scientific method as it is applied in physical://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm Courses explore a discipline in the natural sciences and demonstrate how the scientific

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

    ERIC Educational Resources Information Center

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

    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…

  10. Question #44 Free childcare

    E-print Network

    Holland, Jeffrey

    or were you a dependent or ward of the court?" Q: I am a single mom with one child and will get free day parents deceased, were you in foster care or were you a dependent or ward of the court?" Question #52 care or were you a dependent or ward of the court?" Question #53 Section 2 "As determined by a court

  11. 1 Great Question

    ERIC Educational Resources Information Center

    Nethery, Carrie

    2011-01-01

    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…

  12. It's about the Questions

    ERIC Educational Resources Information Center

    Bearwald, Ronald R.

    2011-01-01

    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.

  13. Problem of Questioning

    ScienceCinema

    None

    2011-04-25

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

  14. Computational Science and Innovation

    SciTech Connect

    Dean, David Jarvis [ORNL] [ORNL

    2011-01-01

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

  15. Computational Science and Innovation

    NASA Astrophysics Data System (ADS)

    Dean, D. J.

    2011-09-01

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

  16. 76 FR 19104 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-06

    ...Anderson, PhD, Program Director, Division of Pharmacology, Physiology, and Biological Chemistry, National Institute of General...Biology and Biophysics Research; 93.859, Pharmacology, Physiology, and Biological Chemistry Research; 93.862,...

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

    ERIC Educational Resources Information Center

    Henson, Kenneth Tyrone

    1970-01-01

    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)

  18. 77 FR 35413 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-13

    ...Name of Committee: National Institute of General...Emphasis Panel; Review of Minority Biomedical Research...Research; 93.88, Minority Access to Research Careers; 93.96, Special Minority Initiatives, National Institutes of...

  19. 76 FR 62083 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-06

    ...Name of Committee: National Institute of General...Emphasis Panel, Review of Minority Biomedical Research...Research; 93.88, Minority Access to Research Careers; 93.96, Special Minority Initiatives, National Institutes of...

  20. 76 FR 67199 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-31

    ...Name of Committee: National Institute of General...Initial Review Group, Minority Programs Review Subcommittee...Research; 93.88, Minority Access to Research Careers; 93.96, Special Minority Initiatives, National Institutes of...

  1. University Of Missouri: Sample Interview Questions Creating Interview Questions

    E-print Network

    Taylor, Jerry

    University Of Missouri: Sample Interview Questions Creating Interview Questions Position Title of Missouri Page 1 #12;University Of Missouri: Sample Interview Questions Common Competencies and Behavioral. _______________________________________ List 10 Questions you will ask candidates that related to your competencies: 1

  2. A Survey of Answer Extraction Techniques in Factoid Question Answering

    E-print Network

    Pratt, Vaughan

    of Computer Science Carnegie Mellon University Factoid question answering is the most widely studied taskA Survey of Answer Extraction Techniques in Factoid Question Answering Mengqiu Wang School in question answering. In this paper, we survey several different techniques to answer extraction for factoid

  3. Open-Domain Question Answering Mark Andrew Greenwood

    E-print Network

    Bontcheva, Kalina

    Open-Domain Question Answering Mark Andrew Greenwood Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy Department of Computer Science University of Sheffield, UK Macdonald (1999) #12;#12;Table of Contents Preface xi I What Is Question Answering? 1 Question Answering

  4. [Questions by adolescents about dieting].

    PubMed

    Bloch, A

    1989-12-15

    In recent years there has been increasing concern and involvement of Israeli adolescents with dieting. An increase in the incidence of obesity has been emphasized by the mass media. This has been marked by an increase in the number of questions on dieting sent anonymously by 12 to 14 year-olds to a column in a popular youth magazine about adolescent sexuality. These letters include requests for diets to prevent obesity in general and fatness of certain parts of the body in particular, such as the thighs or buttocks; questions as to side-effects of diets already started, particularly amenorrhea; and questions about the onset of bulimia and anorexia nervosa, expressing fear of the consequences. This study gives examples of the questions and the answers, and indicates the professions of those to whom the applicants were referred for further diagnosis and treatment. Newer techniques of health education with regard to adolescent dieting are urgently needed so that the health staff can promote insight and indicate the need for treatment at as early a stage as possible. The use of mass media in a suitable manner is critical, given the increase in diet-advertising. PMID:2620891

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

    NASA Astrophysics Data System (ADS)

    Dodd, Matthew Robert

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

  6. A Statistical Analysis of Student Questions in a Cell Biology Laboratory

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  7. ASKING AND ANSWERING QUESTIONS Guidelines for Asking Good Questions

    E-print Network

    Wagner, Diane

    ASKING AND ANSWERING QUESTIONS Guidelines for Asking Good Questions: A good, substantive question are addressing. Providing this context helps both the person who is answering the question and helps the rest of the audience understand what you are talking about. #12;Guidelines for Answering Questions: Question and answer

  8. Knowledge and question asking.

    PubMed

    Ibáñez Molinero, Rafael; García-Madruga, Juan Antonio

    2011-02-01

    The ability and the motivation for question asking are, or should be, some of the most important aims of education. Unfortunately, students neither ask many questions, nor good ones. The present paper is about the capacity of secondary school pupils for asking questions and how this activity depends on prior knowledge. To examine this, we use texts containing different levels of information about a specific topic: biodiversity. We found a positive relationship between the amount of information provided and the number of questions asked about the texts, supporting the idea that more knowledgeable people ask more questions. Some students were warned that there would be an exam after the reading, and this led to a diminishing number of questions asked, and yet this still did not significantly improve their exam scores. In such a case, it seems that reading was more concerned with immediacy, hindering critical thinking and the dialog between their previous ideas and the new information. Thus, question asking seems to be influenced not only by the amount of knowledge, but also by the reader's attitude towards the information. PMID:21266138

  9. 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.

  10. The Challenge Question

    NSDL National Science Digital Library

    VU Bioengineering RET Program, School of Engineering,

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

  11. A bottom-up, scientist-based initiative for the communication of climate sciences with the general public

    NASA Astrophysics Data System (ADS)

    Bourqui, Michel; Bolduc, Cassandra; Paul, Charbonneau; Marie, Charrière; Daniel, Hill; Angelica, Lopez; Enrique, Loubet; Philippe, Roy; Barbara, Winter

    2015-04-01

    This talk introduces a scientists-initiated, new online platform whose aim is to contribute to making climate sciences become public knowledge. It takes a unique bottom-up approach, strictly founded on individual-based participation, high scientific standards and independence The main purpose is to build an open-access, multilingual and peer-reviewed journal publishing short climate articles in non-scientific language. The targeted public includes journalists, teachers, students, local politicians, economists, members of the agriculture sector, and any other citizens from around the world with an interest in climate sciences. This journal is meant to offer a simple and direct channel for scientists wishing to disseminate their research to the general public. A high standard of climate articles is ensured through: a) requiring that the main author is an active climate scientist, and b) an innovative peer-review process involving scientific and non-scientific referees with distinct roles. The platform fosters the direct participation of non-scientists through co-authoring, peer-reviewing, language translation. It furthermore engages the general public in the scientific inquiry by allowing non-scientists to invite manuscripts to be written on topics of their concern. The platform is currently being developed by a community of scientists and non-scientists. In this talk, I will present the basic ideas behind this new online platform, its current state and the plans for the next future. The beta version of the platform is available at: http://www.climateonline.bourquiconsulting.ch

  12. Asking gender questions

    NASA Astrophysics Data System (ADS)

    Pritchard, Jonathan; Masters, Karen; Allen, James; Contenta, Filippo; Huckvale, Leo; Wilkins, Stephen; Zocchi, Alice

    2014-12-01

    Jonathan Pritchard, Karen Masters, James Allen, Filippo Contenta, Leo Huckvale, Stephen Wilkins and Alice Zocchi report on a survey of the gender of astronomers attending and asking questions at this year's UK National Astronomy Meeting.

  13. Questions about Biological Parents

    MedlinePLUS

    ... Español Text Size Email Print Share Questions About Biological Parents Article Body As you raise your adopted ... to her life—the fact that she has biological parents elsewhere—that may make it necessary for ...

  14. 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.

  15. Endocrine System Clicker Questions

    NSDL National Science Digital Library

    DDS/DO Elizabeth J Kavran (Ursuline College Biology)

    2009-05-01

    This is a set of clicker questions designed for first year nursing students in an Anatomy and Physiology course, used during the endocrine system. It can also be used for an undergraduate Physiology course.

  16. 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

  17. Apollo-Soyuz Pamphlet No. 9: General Science. Apollo-Soyuz Experiments in Space.

    ERIC Educational Resources Information Center

    Page, Lou Williams; Page, Thornton

    This is the last pamphlet in a series of nine discussing the Apollo-Soyuz mission and experiments. This set is designed as a curriculum supplement for secondary and college teachers, supervisors, curriculum specialists, textbook writers, and the general public. These booklets provide sources of ideas, examples of the scientific method, references…

  18. The Utility of Interaction Analysis for Generalizing Characteristics of Science Classrooms

    ERIC Educational Resources Information Center

    Crippen, Kent J.; Sangueza, Cheryl R.

    2013-01-01

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

  19. Under consideration for publication in Math. Struct. in Comp. Science Generalized Multisets

    E-print Network

    Fradet, Pascal

    -order chemical programming language called HOCL. Finally, multisets are further generalized by allowing elements concepts of chemical programming. Section 4 introduces HOCL, a programming language built by extending of HOCL needed to handle explicitly, positive or negative, finite or infinite, multiplicities. Section 6

  20. Redefining the Fundamental Questions

    ERIC Educational Resources Information Center

    Crain, Margaret Ann

    2006-01-01

    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…

  1. Planning a Science Fair

    ERIC Educational Resources Information Center

    Ebert, Jim

    1976-01-01

    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)

  2. To Question or Not to Question: That Seems to Be the Question.

    ERIC Educational Resources Information Center

    Bradtmueller, Weldon G.; Egan, James B.

    Research on the effects of questioning in the classroom has explored the placement, timing, type, and social impact of questions. Principles of good questioning include the following: (1) well-stated questions should be concise, clear, and complete; (2) questions should be topical in nature, requiring a complex answer; (3) yes or no questions

  3. 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.

  4. Lower track science students' argumentation and open inquiry instruction

    Microsoft Academic Search

    Randy K. Yerrick

    2000-01-01

    The purpose of this study was to examine the effects of open inquiry instruction with low achieving, marginalized high school students. Students with long histories of scholastic failure were asked to participate in question generation, experimental design, and argument construction as a part of their General Science course instruction. Videotapes were collected from daily science instruction, and entrance and exit

  5. 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)

    2013-05-01

    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

  6. Finding similar questions in large question and answer archives

    Microsoft Academic Search

    Jiwoon Jeon; Joon Ho Lee

    2005-01-01

    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

  7. Epistemology: Five Questions Joseph Y. Halpern

    E-print Network

    Halpern, Joseph Y.

    Epistemology: Five Questions Joseph Y. Halpern Professor Computer Science Dept. Cornell Unversity Ithaca, NY http://www.cs.cornell.edu/home/halpern 1. Why were you initially drawn to epistemology (and what keeps you in- terested)? I was initially drawn to epistemology because I enjoyed looking

  8. A Question of Culture.

    ERIC Educational Resources Information Center

    Sartorius, Tara Cady

    1999-01-01

    Discusses the life and artwork of Roger Brown and describes the imagery and content of his work entitled "Celebration of the Uncultivated -- A Garden of the World." Provides a reprint of the painting and activities in visual and language arts, the social science, natural science, and geometry. (CMK)

  9. 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)

    2011-08-01

    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

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

    NASA Astrophysics Data System (ADS)

    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

    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.

  11. Updated: 7:33 p.m. Friday, Nov. 2, 2012 | Posted: 5:19 p.m. Friday, Nov. 2, 2012 Early voting ends Saturday; ballot questions

    E-print Network

    Belogay, Eugene A.

    Saturday; ballot questions adding to wait By David Rogers Daily News Staff Writer With hotly contested of Tuesday's general election. Saturday is the last day for early voting, with hours set from 7 a.m. to 7 p professor of political science at Florida Atlantic University in Boca Raton. Wagner said he drove

  12. Copyright Some Key Questions

    E-print Network

    Ollivier-Gooch, Carl

    #12;#12;Copyright Matters! Some Key Questions and Answers for Teachers 2nd Edition, 2005 From the Authors The authors of Copyright Matters! are pleased to offer teachers this revised edition. It replaces the first edition published in 2000. Many changes have occurred in the area of copyright since that original

  13. Cosmic Questions Educator's Guide

    NSDL National Science Digital Library

    2006-01-01

    This educator's guide contains activities relating to the Cosmic Questions national traveling exhibit's theme, our place in space and time-and information about the exhibit. Although the guide complements a museum visit, activities can be used independently from the exhibit.

  14. De, Abhijit — Provocative Questions

    Cancer.gov

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

  15. Any Questions? Please contact

    E-print Network

    Rubin, Yoram

    ! To Donate To purchase a package and/or item(s), email Jessica Tran at jesstran@berkeley.edu and includeAny Questions? Please contact Name: Jessica Tran Phone Number: 805-587-7753 Email: jesstran Competition Team Cal's Seismic Team educates students on earthquakedesign of high rise buildings. Students

  16. Name: Link Question

    E-print Network

    Goldman, Steven A.

    Name: Link Question: In patients with periodontal disease requiring dentures, what is the prognosis for the abutment teeth? Bottom Line: Some studies indicate that teeth with periodontal disease in periodontal disease when teeth are used as abutments in RPDs, however more studies are needed. PICO

  17. EFFECTIVELY ADDRESSING CONSUMER QUESTIONS

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Answering consumer questions can be one of the toughest aspects of working in the egg industry. Consumers enjoy being informed about the products they purchase. The increased use of the internet by consumers can prove problematic due to the wealth of inaccurate information available on the interne...

  18. Eight Questions about Corruption

    Microsoft Academic Search

    Jakob Svensson

    2005-01-01

    This paper will discuss eight frequently asked questions about public corruption: (1) what is corruption; (2) which countries are the most corrupt; (3) what are the common characteristics of countries with high corruption; (4) what is the magnitude of corruption; (5) do higher wages for bureaucrats reduce corruption; (6) can competition reduce corruption;( 7) why have there been so few

  19. The Compensation Question

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  20. QUESTIONS ABOUT GLOBAL WARMING

    E-print Network

    QUESTIONS ABOUT GLOBAL WARMING ¥IS IT REAL? ¥IS IT IMPORTANT? ¥WHAT IS IT DUE TO? ¥HOW MUCH MORE in the atmosphere, giving Earth its temperate climate. Global Atmosphere, Global Warming GLOBAL TEMPERATURE TRENDÕt a cure for global warming! Aerosols only last a short while in the atmosphere, they would have

  1. Researching Classroom Questioning

    ERIC Educational Resources Information Center

    Lores Gonzalez, Adriana

    2010-01-01

    The complexities of the modern society and interconnected world in which we live requires students who are able to problem solve and think critically. The research on which this article is based aims to explore how classroom questioning can help students guide their learning and model the spirit of inquiry to become lifelong learners. The research…

  2. Big questions about the universe

    NASA Astrophysics Data System (ADS)

    Stavinschi, Magda

    2011-06-01

    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.

  3. An Ethics Primer: Ethical Questions

    NSDL National Science Digital Library

    2008-01-01

    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.

  4. Ganymede Science Questions and Future Exploration

    Microsoft Academic Search

    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

    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

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

    NASA Astrophysics Data System (ADS)

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

    2005-05-01

    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.

  6. Measuring Questions: Relevance and its Relation to Entropy

    NASA Technical Reports Server (NTRS)

    Knuth, Kevin H.

    2004-01-01

    The Boolean lattice of logical statements induces the free distributive lattice of questions. Inclusion on this lattice is based on whether one question answers another. Generalizing the zeta function of the question lattice leads to a valuation called relevance or bearing, which is a measure of the degree to which one question answers another. Richard Cox conjectured that this degree can be expressed as a generalized entropy. With the assistance of yet another important result from Janos Acz6l, I show that this is indeed the case; and that the resulting inquiry calculus is a natural generalization of information theory. This approach provides a new perspective of the Principle of Maximum Entropy.

  7. Living in the question.

    PubMed

    Flower, J

    1999-01-01

    We live in a fast moving-world. Business has accelerated to breathtaking speeds in the 1990s--and in the last few years the afterburner has really kicked in. The speed of change is overwhelming. Especially in health care, who has time to "live in the question?" We need to decide things quickly, get the decision out of the way, and move on, right? Maybe. Biology shows us that you can't plan ahead very far. New things come along that you don't even have a category for, and therefore you don't even see them. Things are going to happen that you literally have no notion are even possible. The key to succeeding in this environment? Don't plan ahead. Stay curious. Make small bets. Build organizational hothouses. Feed the seedlings that grow. The challenge is to remain curious, to live in the question, both personally and organizationally. PMID:10557490

  8. 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.

  9. Poultry Processing: Questions & Answers

    MedlinePLUS

    ... Administrative Forms Standard Forms Skip Navigation Z7_0Q0619C0JGR010IFST1G5B10H1 Web Content Viewer (JSR 286) Actions ${title} Loading... / Topics / ... A / Poultry Processing: Questions and Answers Z7_0Q0619C0JGR010IFST1G5B10H3 Web Content Viewer (JSR 286) Actions ${title} Loading... Z7_ ...

  10. Automatically Classifying Question Types for Consumer Health Questions

    PubMed Central

    Roberts, Kirk; Kilicoglu, Halil; Fiszman, Marcelo; Demner-Fushman, Dina

    2014-01-01

    We present a method for automatically classifying consumer health questions. Our thirteen question types are designed to aid in the automatic retrieval of medical answers from consumer health resources. To our knowledge, this is the first machine learning-based method specifically for classifying consumer health questions. We demonstrate how previous approaches to medical question classification are insufficient to achieve high accuracy on this task. Additionally, we describe, manually annotate, and automatically classify three important question elements that improve question classification over previous techniques. Our results and analysis illustrate the difficulty of the task and the future directions that are necessary to achieve high-performing consumer health question classification. PMID:25954411

  11. National Science Bowl

    NSDL National Science Digital Library

    The Department of Energy's National Science Bowl "is a highly publicized academic competition among teams of high school students who answer questions on scientific topics in astronomy, biology, chemistry, mathematics, physics, earth, computer and general science." Teams are comprised of five students and a teacher who serves as an advisor and coach. The teams compete in regional competitions in forty-eight states at various times and nationals in spring. All the additional information that an educator needs to organize a team of their own is provided on the site as well as the history of the bowl and a description of what transpired this past spring.

  12. The competency question.

    PubMed

    Ruthemeyer, M

    2000-01-01

    JCAHO mandates "processes that are designed to ensure that the competency of all staff members is assessed, maintained, demonstrated, and improved on an ongoing basis." However, it is difficult to collect aggregate data regarding staff competency patterns and trends. How many facilities have the time or energy to collect aggregate data, let alone statistically analyze it for patterns and trends? Not many in today's environment. I saw the need to create a test to evaluate staff competency at my facility, but soon realized I would have no way of knowing if the results were good or bad. The only way to judge the results would be to have a standardized test that was used by multiple facilities. As president of the Houston X-ray Quality Society, I brought the topic up at a meeting in 1995, and a committee was set up to work on the test. The result is two competency tests--one for staff radiographers and one for mammographers--which are currently used by 35 to 40 facilities, with approximately 1,000 technologists taking the test each year. The tests include practical questions that reflect the knowledge required to perform daily exams. Each test has five sections that assess different areas of competency. The scoring system allows technologists to fail one or more individual sections but still pass the test overall. Twenty to 30 percent of the questions are new each year. That gives us the ability to look for improvement on previous year's questions, and at the same time, avoid producing a static and ineffective test. There are 60 questions on the staff radiographer test and 65 questions on the mammographer test, which also includes clinical images. Facilities must sign an agreement that states that they cannot use the test as a disciplinary tool in the employee's evaluation, or in any other way against the technologist. As a profession, radiology administration not only has regulatory requirements to evaluate competency, but also a moral duty to insure that patients receive the best possible care. We should not cover up or ignore the blemishes that we all know exist. Instead, we should take them on, as professional and personal challenges to improve the competency of our staff. PMID:11151318

  13. Essays on Science and Policy in the Bay-Delta

    E-print Network

    Luoma, Samuel N.

    2013-01-01

    than addressing the science–policy question and restrictingimportance of the science–policy question in this context. “questions about structuring sci­ ence for the Bay–Delta. But a broader dialogue on science

  14. Improving Multiple-Choice Questions

    ERIC Educational Resources Information Center

    Torres, Cristina; Lopes, Ana Paula; Babo, Lurdes; Azevedo, Jose

    2011-01-01

    A MC (multiple-choice) question can be defined as a question in which students are asked to select one alternative from a given set of alternatives in response to a question stem. The objective of this paper is to analyse if MC questions may be considered as an interesting alternative for assessing knowledge, particularly in the mathematics area,…

  15. The role of ethics in science and engineering.

    PubMed

    Johnson, Deborah G

    2010-12-01

    It is generally thought that science and engineering should never cross certain ethical lines. The idea connects ethics to science and engineering, but it frames the relationship in a misleading way. Moral notions and practices inevitably influence and are influenced by science and engineering. The important question is how such interactions should take place. Anticipatory ethics is a new approach that integrates ethics into technological development. PMID:20832883

  16. Open questions in classical gravity

    SciTech Connect

    Mannheim, P.D. (Univ. of Connecticut, Storrs, CT (United States))

    1994-04-01

    In this work, the authors discuss some outstanding open questions regarding the validity and uniqueness of the standard second-order Newton-Einstein classical gravitational theory. On the observational side the authors discuss the degree to which the realm of validity of Newton's law of gravity can actually be extended to distances much larger than the solar system distance scales on which the law was originally established. On the theoretical side the authors identify some commonly accepted (but actually still open to question) assumptions which go into the formulation of the standard second-order Einstein theory in the first place. In particular, it is shown that while the familiar second-order Poisson gravitational equation (and accordingly its second-order covariant Einstein generalization) may be sufficient to yield Newton's law of gravity they are not in fact necessary. The standard theory thus still awaits the identification of some principle which would then make it necessary too. It is shown that current observational information does not exclusively mandate the standard theory, and that the conformal invariant fourth-order theory of gravity considered recently by Mannheim and Kazanas is also able to meet the constraints of data, and in fact to do so without the need for any so far unobserved nonluminous or dark matter. 37 refs., 7 figs.

  17. Effects of classwide peer tutoring on the acquisition, maintenance, and generalization of science vocabulary words for seventh grade students with learning disabilities and/or low achievement

    NASA Astrophysics Data System (ADS)

    Nobel, Michele Mcmahon

    2005-07-01

    This study investigated the effects of classwide peer tutoring (CWPT) on the acquisition, maintenance, and generalization of science vocabulary words and definitions. Participants were 14 seventh grade students at-risk for failure in a general education science course; 3 students had learning disabilities and 2 had a communication disorder. CWPT was conducted daily for 20 minutes during the last period of the school day. Procedures for CWPT were consistent with the Ohio State University CWPT model. Students were engaged in dyadic, reciprocal tutoring. Tutors presented word cards to tutees to identify the word and definition. Tutors praised correct responses and used a correction procedure for incorrect responses. After practicing their vocabulary words, students completed a daily testing procedure and recorded and plotted data. Many of the study's findings are consistent with previous studies using CWPT to teach word identification. Results of this study indicate a functional relationship between CWPT and acquisition of science vocabulary. All students were able to acquire words and definitions. Results for maintenance and generalization varied. When acquisition criterion was changed, maintenance and generalization scores increased for some students, while other students remained consistently high. All students reported that they enjoyed CWPT, and all but student stated it helped them learn science vocabulary.

  18. On a question of Cooper and Kennedy

    E-print Network

    Prodinger, Helmut

    On a question of Cooper and Kennedy@rsmb.tuwien.ac.at In [2], Cooper and Kennedy note the following: If xn = axn-1 + bxn-2 + cxn. Kennedy. Proof of a result by Jarden by generalizing* * a proof of Carlitz. Fibonacci Quarterly, 33

  19. Children answered 24 questions in 3 sections

    E-print Network

    Haase, Markus

    Children answered 24 questions in 3 sections: · General knowledge ­ e.g. how many minutes month comes after August? Short-Term Tasks Children completed two computer tasks designed using Kinelab: · Sequencing: Children saw six shapes in succession, before having to indicate the order they were presented

  20. Questions & Answers about...Marfan Syndrome.

    ERIC Educational Resources Information Center

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

    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 than…