Science.gov

Sample records for tertiary level science

  1. Creativity and Innovation in Science and Technology: Bridging the Gap between Secondary and Tertiary Levels of Education

    ERIC Educational Resources Information Center

    Ramma, Yashwantrao; Samy, Martin; Gopee, Ajit

    2015-01-01

    Purpose: This paper stems from a study which was conducted as a means to first, find out whether there is a gap between the secondary and tertiary education levels, second identify any existing gap in Science and Technology education, and third, examine the impact of the above upon students' creativity and innovativeness at university level. The…

  2. Levelling Australian Tertiary Education

    ERIC Educational Resources Information Center

    Pyke, L. H.

    1975-01-01

    Traces the development of Australia's binary system of higher education, in which universities granted degrees and colleges of advanced education (CAE's) and teachers colleges issued diplomas and certificates, through the rapid growth of the past 20 years as Commonwealth funding has raised the level of teachers colleges and of CAE's, which now…

  3. CAL-laborate: A Collaborative Publication on the Use of Computer Aided Learning for Tertiary Level Physical Sciences and Geosciences.

    ERIC Educational Resources Information Center

    Fernandez, Anne, Ed.; Sproats, Lee, Ed.; Sorensen, Stacey, Ed.

    2000-01-01

    The science community has been trying to use computers in teaching for many years. There has been much conformity in how this was to be achieved, and the wheel has been re-invented again and again as enthusiast after enthusiast has "done their bit" towards getting computers accepted. Computers are now used by science undergraduates (as well as…

  4. Diversification Management at Tertiary Education Level: A Review

    ERIC Educational Resources Information Center

    Takwate, Kwaji Tizhe

    2016-01-01

    This paper examines the concept of management of diversification at tertiary education level in view of the growth of national secondary education system which vested high scramble for tertiary education was made in relation to question of access and expansion. This paper examines management of diversification at tertiary education level as a…

  5. The Impact of Transformational Leadership, Experiential Learning, and Reflective Journaling on the Conservation Ethic of Tertiary-Level Non-Science Majors

    ERIC Educational Resources Information Center

    Reynolds, Bradley Robert

    2013-01-01

    The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of non-science majors in a general education survey course was investigated. The main research questions were: (1) Is the Conservation of Biodiversity professor a transformational leader? (2) Is there a difference in the…

  6. Accountability of Tertiary Education at the National Level: A Chimera?

    ERIC Educational Resources Information Center

    Lindsay, Alan; O'Byrne, Garry

    1979-01-01

    The concept of accountability and its application to Australian higher education are discussed. It is suggested that due to political, financial, and educational characteristics of tertiary education at the national system level there are fundamental and insoluble problems associated with achieving accountability. (SF)

  7. Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms

    ERIC Educational Resources Information Center

    Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.

    2012-01-01

    The primary focus of this study was to investigate the effectiveness of games when used in tertiary-level mathematics classes in the United Arab Emirates. Our study incorporated a mixed-method approach that involved surveys (to assess students' perceptions of the learning environment and attitudes towards mathematics), interviews, observations of…

  8. Attitudes of Tertiary Students towards a Group Project in a Science Unit

    ERIC Educational Resources Information Center

    Bartle, Emma K.; Dook, Jan; Mocerino, Mauro

    2011-01-01

    This study focused on the attitude of tertiary students, in a science discipline, towards completing collaborative learning tasks. Two samples of students, enrolled in different units across different tertiary institutions, were considered. Students in sample 1 were required to work in small groups to produce an information poster on an allocated…

  9. Making a map of science: general systems theory as a conceptual framework for tertiary science education

    NASA Astrophysics Data System (ADS)

    Gulyaev, Sergei A.; Stonyer, Heather R.

    2002-07-01

    As a result of the reductionist approach to science curricula in tertiary education, students are learning science in a fragmented way. With the purpose of providing students with tools for a more holistic understanding of science, an integrated approach based on the use of general systems theory (GST) and the concept of 'mapping' scientific knowledge (its relationships, connections and generalities) is developed. GST is used as the core methodology for understanding science and its complexity. By analogy with geographic maps, we introduce scales of educational 'science maps' - scales of integration. Three principal scales of integration can be distinguished in GST, which we consider necessary for GST to be effectively applied in education. They are (a) the scale of branches and fields of science, (b) the scale of hypotheses and theories, and (c) the scale of structures and hierarchies. Examples of each of these three scales are provided from the field of physical science. The role of the scientific community in producing accessible, and essential, maps of scientific knowledge for science education is discussed.

  10. Students' Conceptions of the Particulate Nature of Matter at Secondary and Tertiary Level

    ERIC Educational Resources Information Center

    Ayas, Alipasa; Ozmen, Haluk; Calik, Muammer

    2010-01-01

    The aim of the present study is to elicit students' understanding of the particulate nature of matter via a cross-age study ranging from secondary to tertiary educational levels. A questionnaire with five-item open-ended questions was administered to 166 students from the secondary to tertiary levels of education. In light of the findings, it can…

  11. An Investigation of Tertiary-Level Learning in Some Practical Physics Courses

    ERIC Educational Resources Information Center

    Wang, Weili; Coll, Richard K.

    2005-01-01

    Experimental physics is seen as an essential part of tertiary physics education. Students are supposed to develop practical skills and advance from closed "cookbook" experiments to open experiment and design experiment procedures independently. As a consequence tertiary practical physics courses increase in the level of challenge throughout an…

  12. Issues of teaching science to nurses in the tertiary sector

    NASA Astrophysics Data System (ADS)

    Strube, Paul

    1991-12-01

    The shift of nurse education from the hospitals to higher education institutions has resulted in a large pool of students within the Universities requiring basic science instruction. Most of these students are female, often mature age, with limited science backgrounds. This paper discusses the type of science education demanded by the nursing profession, the view of science as a subject held by these students, and the key role played by constructivist thinking in dealing with both of these.

  13. Cross-National Differences in Participating in Tertiary Science, Technology, Engineering and Mathematics Education

    ERIC Educational Resources Information Center

    van Langen, Annemarie; Dekkers, Hetty

    2005-01-01

    In many western countries attention is currently being given to the participation of students in tertiary Science, Technology, Engineering and Mathematics (STEM) education. This is a result of internationally competing economic ambitions, coupled with acute shortages on the STEM labour market, a declining interest among students for STEM education…

  14. Academic Experiences in a Cross-National Tertiary Program: Language Immersion Amid the Sciences

    ERIC Educational Resources Information Center

    Sakurai, Yusuke

    2009-01-01

    This paper explores Malaysian students' problems within their science and engineering tertiary courses in Japanese through their diary entries and semi-structured interviews. The study analyses how students implement management strategies to overcome their problems. Although many studies are available regarding students' academic activities in a…

  15. HIGH LEVELS OF MONOAROMATIC COMPOUNDS LIMIT THE USE OF SOLID-PHASE MICROEXTRACTION OF METHYL TERTIARY BUTYL ETHER AND TERTIARY BUTYL ALCOHOL

    EPA Science Inventory

    Recently, two papers reported the use of solid-phase microextraction (SPME) with polydimethylsiloxane(PDMS)/Carboxen fibers to determine trace levels of methyl tertiary butyl ether (MTBE) and tertiary butyl alcohol (tBA) in water. Attempts were made to apply this technique to th...

  16. Use of English Vocabulary Learning Strategies by Thai Tertiary-Level Students in Relation to Fields of Study and Language-Learning Experiences

    ERIC Educational Resources Information Center

    Boonkongsaen, Nathaya; Intaraprasert, Channarong

    2014-01-01

    The present study was intended to examine the effects of 1) fields of study (arts, business and science-oriented); and 2) language-learning experiences (whether limited or non-limited to formal classroom instructions) on the use of VLSs among Thai tertiary-level students. The participants were 905 Thai EFL students studying in the Northeast of…

  17. Patterns of Debate in Tertiary Level Asynchronous Text-Based Conferencing

    ERIC Educational Resources Information Center

    Coffin, Caroline; Painter, Clare; Hewings, Ann

    2005-01-01

    Argumentation can be defined at different levels and serve different purposes, but its role in knowledge understanding and construction has given it a central place in education, particularly at tertiary level. The advent of computer-supported text-based conferences has created new sites where such educational dialogues can take place, but the…

  18. Emotions or Science? Pre-Tertiary Males' Accounts of Psychology as a Subject Choice

    ERIC Educational Resources Information Center

    Mercer, Jenny; Sander, Paul; Williams, Stella; Jones, Tim

    2013-01-01

    It is well established that the number of males studying psychology in the UK, both at A-level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre-tertiary males (some of whom were

  19. Emotions or Science? Pre-Tertiary Males' Accounts of Psychology as a Subject Choice

    ERIC Educational Resources Information Center

    Mercer, Jenny; Sander, Paul; Williams, Stella; Jones, Tim

    2013-01-01

    It is well established that the number of males studying psychology in the UK, both at A-level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre-tertiary males (some of whom were…

  20. Tertiary ?18O record and glacio-eustatic sea-level fluctuations

    NASA Astrophysics Data System (ADS)

    Matthews, R. K.; Poore, R. Z.

    1980-10-01

    Previous interpretation of the Tertiary ?18O record of plaiiktic and benthic foraminifers has emphasized comparison to the modern ocean, assumed an ice-free world prior to middle Miocene time, and thereby calculated surprisingly cool temperatures for the tropical sea surface. We propose an alternative interpretation, which compares Tertiary data to average late Pleistocene, assumes constant tropical sea-surface temperature, and thereby estimates global ice volume. This approach suggests that Earth has had a significant ice budget (and therefore glacio-eustatic sea-level fluctuations) at least since Eocene and perhaps even throughout much of Cretaceous time.

  1. Evaluation of Tertiary Level Institutions: A Reference System and Basic Instruments.

    ERIC Educational Resources Information Center

    de Bertoni, Alicia N. L.; de Margurno, Josefina A. S.

    A conceptual framework and practical approach are presented focusing on the possibility of making an evaluation of tertiary educational institutions by means of different levels, categories, and criteria of analysis. The paper is a preliminary reference design of evaluation whose theoretical approach is summarized with a more extensive…

  2. An Integrated Skills Approach Using Feature Movies in EFL at Tertiary Level

    ERIC Educational Resources Information Center

    Tuncay, Hidayet

    2014-01-01

    This paper presents the results of a case study based on an integrated skills approach using feature movies (DVDs) in EFL syllabi at the tertiary level. 100 students took part in the study and the data was collected through a three - section survey questionnaire: demographic items, 18 likert scale questions and an open-ended question. The data…

  3. The Sociolinguistic Awareness of Tertiary Level Students in Hong Kong and Mainland China

    ERIC Educational Resources Information Center

    Littlewood, William; Danli, Li

    2006-01-01

    This paper explores the sociolinguistic awareness in English of tertiary level students in Hong Kong and Wuhan (Mainland China). The language data consisted of specific instances when a native speaker presenter made changes, in the course of oral delivery, to the written text of a conference paper that she had prepared in advance. Matched pairs of…

  4. Effects of Glosses on Vocabulary Gain and Retention among Tertiary Level EFL Learners

    ERIC Educational Resources Information Center

    Azari, Foroogh; Abdullah, Faiz Sathi; Heng, Chan Swee; Hoon, Tan Bee

    2012-01-01

    This paper reports on a study that aimed to investigate the effects of textual glosses on the lexical development of EFL learners. Given the importance of the English language for tertiary level study, it is necessary for EFL learners to read independently and to acquire the vocabulary they need for disciplinary study. Many studies have reported…

  5. Preventing Problem Behaviors: Primary, Secondary, and Tertiary Level Prevention Interventions for Young Children

    ERIC Educational Resources Information Center

    Tobin, Tary J.; Sugai, George

    2005-01-01

    The purpose of this report is to compare changes in social skills, problem behaviors, and academic competence for kindergarten or first grade students identified as being at risk for serious behavior problems who received primary, secondary, or tertiary level preventive interventions. Of the 93 participants in this study, 73% were male; 86% were…

  6. ESP at the Tertiary Level: Current Situation, Application and Expectation

    ERIC Educational Resources Information Center

    Ibrahim, AbdulMahmoud Idrees

    2010-01-01

    English for Specific Purposes is an obligatory subject for the first two levels at the Sudanese Universities. It is taught as a university requirement. Accordingly, the students obsess on how to pass the examination, not to achieve any development in the language field. Even the teachers concentrate on the content rather than the skills, which the…

  7. Effect of Constructivist-Based Teaching Strategy on Academic Performance of Students in Integrated Science at the Junior Secondary School Level

    ERIC Educational Resources Information Center

    Bimbola, Oludipe; Daniel, Oludipe I.

    2010-01-01

    Integrated science plays vital role in Nigerian science education programme because it prepares pupils at the Junior Secondary School level for the study of core science subjects at the Senior Secondary School level which in turn brings about students' interest in science oriented courses at the tertiary institutions. Despite government's efforts…

  8. The Place of Indigenous Knowledge in Tertiary Science Education: A Case Study of Canadian Practices in Indigenising the Curriculum

    ERIC Educational Resources Information Center

    Hauser, Vivian; Howlett, Catherine; Matthews, Chris

    2009-01-01

    In Australia, Indigenising the curriculum is increasingly acknowledged as a possible avenue for addressing Indigenous under-representation in tertiary science education in a culturally appropriate and relevant manner. While no Australian university has implemented such a program, there is much to be learnt about the inherent complexities of…

  9. Biology and Society: A New Way to Teach Tertiary Science to Non-Science Students

    ERIC Educational Resources Information Center

    da Silva, Karen Burke

    2008-01-01

    Science education can be split into two categories: one to provide the basic concepts, knowledge and techniques that students need to follow careers as scientists and the other to provide scientific literacy that will enable students who do not necessarily desire careers in science to be able to understand the world around them. Clearly, courses…

  10. Biology and Society: A New Way to Teach Tertiary Science to Non-Science Students

    ERIC Educational Resources Information Center

    da Silva, Karen Burke

    2008-01-01

    Science education can be split into two categories: one to provide the basic concepts, knowledge and techniques that students need to follow careers as scientists and the other to provide scientific literacy that will enable students who do not necessarily desire careers in science to be able to understand the world around them. Clearly, courses

  11. 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…

  12. Customer satisfaction survey with clinical laboratory and phlebotomy services at a tertiary care unit level.

    PubMed

    Koh, Young Rae; Kim, Shine Young; Kim, In Suk; Chang, Chulhun L; Lee, Eun Yup; Son, Han Chul; Kim, Hyung Hoi

    2014-09-01

    We performed customer satisfaction surveys for physicians and nurses regarding clinical laboratory services, and for outpatients who used phlebotomy services at a tertiary care unit level to evaluate our clinical laboratory and phlebotomy services. Thus, we wish to share our experiences with the customer satisfaction survey for clinical laboratory and phlebotomy services. Board members of our laboratory designed a study procedure and study population, and developed two types of questionnaire. A satisfaction survey for clinical laboratory services was conducted with 370 physicians and 125 nurses by using an online or paper questionnaire. The satisfaction survey for phlebotomy services was performed with 347 outpatients who received phlebotomy services by using computer-aided interviews. Mean satisfaction scores of physicians and nurses was 58.1, while outpatients' satisfaction score was 70.5. We identified several dissatisfactions with our clinical laboratory and phlebotomy services. First, physicians and nurses were most dissatisfied with the specimen collection and delivery process. Second, physicians and nurses were dissatisfied with phlebotomy services. Third, molecular genetic and cytogenetic tests were found more expensive than other tests. This study is significant in that it describes the first reference survey that offers a survey procedure and questionnaire to assess customer satisfaction with clinical laboratory and phlebotomy services at a tertiary care unit level. PMID:25187892

  13. Leprosy Scenario at a Tertiary Level Hospital in Delhi: A 5-year Retrospective Study

    PubMed Central

    Chhabra, Namrata; Grover, Chander; Singal, Archana; Bhattacharya, Sambit Nath; Kaur, Ramandeep

    2015-01-01

    Background: Leprosy has been officially eliminated from India since December, 2005; still, there are districts and blocks reporting high prevalence indicating ongoing transmission. The present study aimed at determining the current clinical profile of leprosy from a tertiary level hospital in Delhi. Materials and Methods: A retrospective, record-based study was carried out on patients diagnosed and registered in the leprosy clinic of a tertiary level teaching hospital in East district of Delhi (April 2007 to March 2012). Data regarding demographic details, clinical features, treatment started and complications was analyzed. Results: A total of 849 patients were registered over a 5-year period, with M: F ratio of 2.3:1. 9.3% were children (≤14 years). 54.3% patients were immigrants from adjoining states. Multibacillary leprosy was the most common clinical type (86.9%). Borderline tuberculoid leprosy was the most frequent morphologic type, seen in 56.3% followed by borderline-borderline (1.5%), borderline lepromatous (24.9%), lepromatous leprosy (8.1%), pure neuritic (8.1%), histoid and indeterminate leprosy (0.5% each). 37.4% patients presented in reaction (Type I in 30.4% cases and Type II in 7% cases). WHO grade II deformities were diagnosed in 37.9% with claw hand being the most common paralytic deformity (23.3% cases). Conclusion: Our study offers insight into the current status of the disease in an area of otherwise low prevalence. It is seen that despite statistical elimination, multibacillary disease, leprosy reactions and deformities are commonly seen as presenting manifestations, in contrast to national projected trends. Delhi's unique demography with a high degree of migrant workers, presenting to our center (near border location) could be a possible contributing factor towards these aberrations. It highlights the need for continuation of targeted leprosy control activities and active case detection. PMID:25657398

  14. Dinoflagellate and calcareous nannofossil response to sea-level change in Cretaceous-Tertiary boundary sections

    SciTech Connect

    Habib, D. ); Moshkovitz, S. ); Kramer, C. )

    1992-02-01

    Stratigraphic sections in south-central Alabama were studied to test palynological evidence of sea-level change across the Cretaceous-Tertiary boundary. New evidence from both calcareous nannofossils and dinoflagellate cysts places the regional disconformity in Alabama (Type 1 sequence boundary) virtually at the K-T boundary. This suggests that sea-level fall may have contributed to mass-extinction event. Dinoflagellate diversity varies between systems tract components of coastal onlap. This parameter is useful for interpreting sea-level change in this part of the section, because dinoflagellates did not participate in the mass extinction. The iridium spikes in the roadcut near Braggs are of earliest Danian age and correlate in relative magnitude with the lower values reported from directly above the K-T boundary in the Gubbio stratotype section. Iridium was concentrated in marine flooding surfaces in episodes of higher productivity of algal organic matter at the time when the iridium-enriched ocean encroached on the shelf during the first Cenozoic episode of sea-level rise.

  15. Awhina: A Programme for Maori and Pacific Tertiary Science Graduate and Postgraduate Success

    ERIC Educational Resources Information Center

    Wilson, Marc; Hunt, Maree; Richardson, Liz; Phillips, Hazel; Richardson, Ken; Challies, Danna

    2011-01-01

    In New Zealand, Maori (indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as Pakeha (New Zealanders of European descent). Addressing this problem is a particular challenge in the sciences. The kaupapa (values-base) of Te Ropu Awhina (Awhina) is to produce Maori and Pacific professionals to…

  16. Associations between Psychosocial Aspects of English Classroom Environments and Motivation Types of Chinese Tertiary-Level English Majors

    ERIC Educational Resources Information Center

    Bi, Xuefei

    2015-01-01

    This study involved whether psychosocial aspects of English classroom environments had associations with the English learning motivation types of Chinese tertiary-level English majors based on a case study of approximate 1,000 English majors in their first 2 years at one of the key universities located in South China. Canonical correlation…

  17. Associations between Psychosocial Aspects of English Classroom Environments and Motivation Types of Chinese Tertiary-Level English Majors

    ERIC Educational Resources Information Center

    Bi, Xuefei

    2015-01-01

    This study involved whether psychosocial aspects of English classroom environments had associations with the English learning motivation types of Chinese tertiary-level English majors based on a case study of approximate 1,000 English majors in their first 2years at one of the key universities located in South China. Canonical correlation

  18. "Digitize Me": Generating E-Learning Profiles for Media and Communication Students in a Jamaican Tertiary-Level Institution

    ERIC Educational Resources Information Center

    Stewart-McKoy, Michelle A.

    2014-01-01

    The purpose of this project was to develop an e-learning profile for a group of media and communication students enrolled in a Jamaican tertiary-level institution in order to make informed decisions most the appropriate [online] learning complement for these students. The objectives sought to determine the e-learning profile of media and…

  19. A Changing Paradigm in Language Planning: English-Medium Instruction Policy at the Tertiary Level in Malaysia

    ERIC Educational Resources Information Center

    Ali, Nor Liza

    2013-01-01

    The literature shows that English-medium instruction (EMI) programmes at the tertiary level in various parts of the world have positioned EMI as a language-planning tool to promote students' mastery of English. English proficiency is believed to be intertwined with the overall economic development of a country. In addition to internationalising…

  20. The Effect of Using Concept Maps on Student Achievement in Selected Topics in Chemistry at Tertiary Level

    ERIC Educational Resources Information Center

    Singh, Indra Sen; Moono, Karren

    2015-01-01

    The performance in chemistry at tertiary level in Zambia has not been as expected. It has therefore been a matter of concern. There has been a continuous focus on exploring new teaching strategies to improve the understanding of this difficult subject. This study investigated the effectiveness of composite use of concept maps and traditional…

  1. Supporting Low Ability Learners in a Tertiary Level Compulsory English Programme Using CEFR Based Online Language Software

    ERIC Educational Resources Information Center

    Lynch, Gavin; McKeurtan, Maureen

    2012-01-01

    This report describes the processes, methods and results of using language software based on the Common European Framework of Reference for Languages (CEFR) in a tertiary level institute in Japan in order to facilitate the learning of low ability learners of English. None of the learners were English majors, all were between the ages of 18 and 20,…

  2. A Changing Paradigm in Language Planning: English-Medium Instruction Policy at the Tertiary Level in Malaysia

    ERIC Educational Resources Information Center

    Ali, Nor Liza

    2013-01-01

    The literature shows that English-medium instruction (EMI) programmes at the tertiary level in various parts of the world have positioned EMI as a language-planning tool to promote students' mastery of English. English proficiency is believed to be intertwined with the overall economic development of a country. In addition to internationalising

  3. Maternal Mortality among Tribal Women at a Tertiary Level of Care in Bastar, Chhattisgarh

    PubMed Central

    Chauhan, Prabha; Chauhan, V. K. S.; Shrivastava, Praveen

    2012-01-01

    Objectives: The primary objective of this study is to study Maternal Mortality as per Gravidity among Tribal women at a tertiary level of care in Bastar, Chhattisgarh, India. Materials and Methods: This is a hospital based, retrospective, reproductive-age mortality study (RAMOS) of tribal women of Bastar region, Chhattisgarh, that were admitted and managed in Obstetrics and Gynecology Department Govt. Medical College, Jagdalpur, Bastar, Chhattisgarh, between July 2007 and October 2011. There were total 120 cases. Result: Results of the present study showed that among 120 deceased tribal women highest maternal mortality 65 cases (54.166%) was noted in Primigravida (Nullipara G1P0), second highest maternal mortality 44 cases (38.333%) was noted in 2nd to 4th Gravida (Multipara), 10 cases (8.333%) were in 6th and 7th Grand Multigravida (Grand Multipara), and 01 case (0.833%) was in 8th Great Grand Multigravida. Direct causes of maternal mortality were highest 46 cases (38.333%) due to hypertensive disorders of pregnancy. Among direct causes second highest 18 cases (14.999%) maternal mortality were due to Rupture Uterus, third highest 12 cases (09.999%) of Septicemia, 06 cases (04.999%) of obstructed labor, 06 (04.999%) of Hemorrhage, 02 cases (01.666%) of unsafe Abortion, 02 cases (01.666%) of Pulmonary Embolism and 01 case (0.833%) due to Aspiration. Indirect causes of maternal mortality maximum 15 cases (12.5%) of Malaria and 10 cases (08.333%) were due to Anemia and 02 cases (01.666%) were of Sickle cell Anemia. The result of the present study showed that in tertiary level of care of Bastar in the year 2007 – 2008, 2008 - 2009, 2009 – 2010 and 2010 - 2011 the total maternal deaths were 34 (n=34); 35 (n=35); 27 (n=27) and 26 (n=26) respectively. The Maternal Mortality Ratio was 1611.876; 1615.881; 1168.325 and 1000.769 Per 1, 00,000 live births in the year 2007- 2008; 2008 - 2009; 2009 – 2010 and 2010 - 2011 respectively. In the year 2007 - 2008, maternal mortality percentage among tribal women was 80.314%; in the year 2008-2009 was 85.714% and was 100% in the year 2009 – 2010 and 2010 – 2011. Conclusion: Discusses and/or relates this study’s results to the need for improvement in the maternal health of tribal women of Bastar. It has been discussed well in the conclusion section. PMID:22980160

  4. Three levels of data-driven science

    NASA Astrophysics Data System (ADS)

    Igarashi, Yasuhiko; Nagata, Kenji; Kuwatani, Tatsu; Omori, Toshiaki; Nakanishi-Ohno, Yoshinori; Okada, Masato

    2016-03-01

    A research project, called “the Initiative for High-dimensional Data-Driven Science through Deepening of Sparse Modeling” is introduced. A concept, called the three levels of data-driven science, is proposed to untie the complicated relation between many fields and many methods. This concept claims that any problem of data analysis should be discussed at different three levels: computational theory, modeling, and representation/algorithm. Based on the concept, how to choose a suitable method among several candidates is discussed through our study on spectral deconvolution. In addition, how to find a universal problem across the disciplines is presented by explaining our proposed ES-SVM method. Moreover, it is illustrated that the hierarchical structure of data analysis should be visualized and shared. From these discussions, we believe that data-driven science is mother of science, namely, a scientific framework that drives many fields of science.

  5. Burden of Ocular Motility Disorders at a Tertiary Care Institution: A Case to Enhance Secondary Level Eye Care

    PubMed Central

    Saxena, Rohit; Singh, Digvijay; Gantyala, Shiva Prasad; Aggarwal, Sneha; Sachdeva, Murli Manohar; Sharma, Pradeep

    2016-01-01

    Aim: To evaluate the profile of strabismus and amblyopia in patients presenting to a tertiary care institution in order to understand the disease burden. Materials and Methods: A retrospective, prospective hospital-based observational study was conducted at a tertiary level eye care hospital in India. All patients with strabismus or amblyopia who presented over a 1-year period were identified and referred to the squint clinic, where they were evaluated with a detailed clinical history and examination. Results: A total of 24475 patients were evaluated, of which 1950 had strabismus or amblyopia. The overall magnitude of amblyopia and strabismus was 2.0% [95% confidence interval (CI), 1.8-2.2)] and 6.9% (95% CI, 6.6-7.2), respectively. About 20% of those seeking an ophthalmic consultation were children and they constituted over half of the population referred to the squint clinic. Among younger children, the burden of amblyopia and strabismus was 84.4% and 26.6%, respectively. Among the referred patients, strabismus was noted in 84.6% (N = 1649), most of the cases of which was of the comitant subtype (78.1%, N = 1288) with an equal distribution of exotropia and esotropia. Paralytic [12.9% (N = 251)] and restrictive [4.7% (N = 85)] squint constituted the remaining burden of strabismus. Conclusion: Strabismus and amblyopia affect a sizeable proportion of patients presenting to a tertiary care ophthalmology setup. A significantly higher burden is present in the pediatric population. The majority of the cases of strabismus are of a comitant variety, which do not merit tertiary level eye care. There is a need to improve pediatric eye care at a secondary level to reduce the immense burden on tertiary referral centers. PMID:27051084

  6. Medical complications experienced by first-time ischemic stroke patients during inpatient, tertiary level stroke rehabilitation.

    PubMed

    Civelek, Gul Mete; Atalay, Ayce; Turhan, Nur

    2016-01-01

    [Purpose] The aim of this study was to assess the medical complications in first-time ischemic stroke patients, to identify the factors related to occurrence of complications. [Subjects and Methods] First-time ischemic stroke patients (n=81) admitted to a tertiary level inpatient rehabilitation center during a 5 year period were included in the study. The attending physiatrist noted the presence of specific medical complications and complications that required transfer to the acute care facility from patient records. The Oxfordshire Community Stroke Project classification was used to define the clinical subtypes of the ischemic stroke patients. The Charlson comorbidity index was used to evaluate co-morbid conditions. Functional disability was assessed using the Functional Independence Measure at admission and discharge. [Results] We found that 88.9% of the patients had at least one complication. The five most common complications were urinary tract infection (48.1%), shoulder pain (37.0%), insomnia (37.0%), depression (32.1%), and musculoskeletal pain other than shoulder pain (32.1%) and 11.1% of patients were transferred to acute care facility during rehabilitation period. Functional Independence Measure scores both at admission and discharge were significantly lower in patients with at least one complication than in patients with no complications. [Conclusion] Medical complications are common among patients undergoing stroke rehabilitation. Close interdisciplinary collaboration between physiatrists and other medical specialities is necessary for optimal management. PMID:27065523

  7. Medical complications experienced by first-time ischemic stroke patients during inpatient, tertiary level stroke rehabilitation

    PubMed Central

    Civelek, Gul Mete; Atalay, Ayce; Turhan, Nur

    2016-01-01

    [Purpose] The aim of this study was to assess the medical complications in first-time ischemic stroke patients, to identify the factors related to occurrence of complications. [Subjects and Methods] First-time ischemic stroke patients (n=81) admitted to a tertiary level inpatient rehabilitation center during a 5 year period were included in the study. The attending physiatrist noted the presence of specific medical complications and complications that required transfer to the acute care facility from patient records. The Oxfordshire Community Stroke Project classification was used to define the clinical subtypes of the ischemic stroke patients. The Charlson comorbidity index was used to evaluate co-morbid conditions. Functional disability was assessed using the Functional Independence Measure at admission and discharge. [Results] We found that 88.9% of the patients had at least one complication. The five most common complications were urinary tract infection (48.1%), shoulder pain (37.0%), insomnia (37.0%), depression (32.1%), and musculoskeletal pain other than shoulder pain (32.1%) and 11.1% of patients were transferred to acute care facility during rehabilitation period. Functional Independence Measure scores both at admission and discharge were significantly lower in patients with at least one complication than in patients with no complications. [Conclusion] Medical complications are common among patients undergoing stroke rehabilitation. Close interdisciplinary collaboration between physiatrists and other medical specialities is necessary for optimal management. PMID:27065523

  8. Death of Metaphors in Life Science?--A Study of Upper Secondary and Tertiary Students' Use of Metaphors in Their Meaning-Making of Scientific Content

    ERIC Educational Resources Information Center

    Rundgren, Carl-Johan; Hirsch, Richard; Tibell, Lena A. E.

    2009-01-01

    The study reported in this article investigated the use of metaphors by upper secondary and tertiary students while learning a specific content area in molecular life science, protein function. Terms and expressions in science can be used in such precise and general senses that they are totally dissociated from their metaphoric origins. Beginners

  9. Death of Metaphors in Life Science?--A Study of Upper Secondary and Tertiary Students' Use of Metaphors in Their Meaning-Making of Scientific Content

    ERIC Educational Resources Information Center

    Rundgren, Carl-Johan; Hirsch, Richard; Tibell, Lena A. E.

    2009-01-01

    The study reported in this article investigated the use of metaphors by upper secondary and tertiary students while learning a specific content area in molecular life science, protein function. Terms and expressions in science can be used in such precise and general senses that they are totally dissociated from their metaphoric origins. Beginners…

  10. Ciencia: Nivel A (Science: Level A).

    ERIC Educational Resources Information Center

    Duron, Dolores; And Others

    A teacher's manual was developed for an elementary level science course in Spanish as part of an immersion program for English speaking children. The Level A manual is designed for kindergarten and grade 1 pupils. The five units cover the basic concepts of the weather, colors, animals, plants, and the five senses. Each unit includes vocabulary,…

  11. Striving for Balance: The Co-Existence of Multi-, Inter- and Transdisciplinary Curricula in Information Management Education To Address Information Imbalances on Tertiary Level.

    ERIC Educational Resources Information Center

    Fairer-Wessels, Felicite A.

    Within the South African tertiary education context, information management is taught from a variety of perspectives, including computer science, business management, informatics, and library and information science. Each discipline has a particular multidisciplinary focus dealing with its fundamentals. To investigate information management

  12. Costs of vaginal delivery and Caesarean section at a tertiary level public hospital in Islamabad, Pakistan

    PubMed Central

    2010-01-01

    Background Public hospitals in developing countries, rather than the preventive and primary healthcare sectors, are the major consumers of healthcare resources. Imbalances in rational, equitable and efficient allocation of scarce resources lie in the scarcity of research & information on economic aspects of health care. The objective of this study was to determine the average cost of a spontaneous vaginal delivery and Caesarean section in a tertiary level government hospital in Islamabad, Pakistan and to estimate the out of pocket expenditures to households using these services. Methods This hospital based cost accounting cross sectional study determines the average cost of vaginal delivery and Caesarean section from two perspectives, the patient's and the hospital. From the patient's perspective direct and indirect expenditures of 133 post-partum mothers (65 delivered by Caesarean section & 68 by spontaneous vaginal delivery) admitted in the maternity general ward were determined. From the hospital perspective the step down methodology was adopted, capital and recurrent costs were determined from inputs and cost centers. Results The average cost for a spontaneous vaginal delivery from the hospital's side was 40 US$ (2688 rupees) and from the patient's perspective was 79 US$ (5278 rupees). The average cost for a Caesarean section from the hospital side was 162 US$ (10868 rupees) and 204 US$ (13678 rupees) from the patient's side. Average monthly household income was 141 ± 87 US$ for spontaneous vaginal delivery and 168 ± 97 US$ for Caesarean section. Three fourth (74%) of households had a monthly income of less than 149 US$ (10000 rupees). Conclusion The apparently "free" maternity care at government hospitals involves substantial hidden and unpredicted costs. The anticipated fear of these unpredicted costs may be major factor for many poor households to seek cheaper alternate maternity healthcare. PMID:20085662

  13. A Study of First-Year Chemistry Students' Understanding of Solution Concentration at the Tertiary Level

    ERIC Educational Resources Information Center

    de Berg, Kevin

    2012-01-01

    This paper reports on students' understanding of sugar concentration in aqueous solutions presented in two different modes: a visual submicroscopic mode for particles and a verbal mode referring to macroscopic amounts of sugar. One hundred and forty-five tertiary college students studying some form of first-year chemistry participated in the…

  14. A Study of First-Year Chemistry Students' Understanding of Solution Concentration at the Tertiary Level

    ERIC Educational Resources Information Center

    de Berg, Kevin

    2012-01-01

    This paper reports on students' understanding of sugar concentration in aqueous solutions presented in two different modes: a visual submicroscopic mode for particles and a verbal mode referring to macroscopic amounts of sugar. One hundred and forty-five tertiary college students studying some form of first-year chemistry participated in the

  15. Faculty Views of HIV and AIDS Education in the Curriculum at Tertiary Level

    ERIC Educational Resources Information Center

    Wood, L.

    2011-01-01

    Although much has been written on the need to integrate HIV into tertiary education programmes, very little research has been done in terms of how it should be done. This article will report on the first phase of a larger action research project designed to research, develop and evaluate best practices for the transformation of the curricula of…

  16. The Importance of Production: An Expanding Focus in Secondary and Tertiary Science Instruction.

    ERIC Educational Resources Information Center

    Seale, T. S.

    1983-01-01

    Encourages science educators to consider engaging students in science projects resulting in socially useful products. Educational presentations meant to perform social functions (soft products) and preparation/execution of environmental manipulations (hard products) such as pollution analysis, plant breeding, or administering medical tests are

  17. Is the Crisis in Science Education Continuing? Current Senior Secondary Science Enrolment and Tertiary Entrance Trends in Western Australia

    ERIC Educational Resources Information Center

    Venville, Grady

    2008-01-01

    In May 2007 an issue of the "Australian Education Review" was released reporting on the state of science education in Australia. The report argued that we are in the advanced stages of a crisis in school science that threatens the future of Australia as a technologically advanced nation, and we need to change the way we think about the purposes…

  18. Third Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for third grade students. Each content standard is explained and includes student learning expectations, third grade benchmarks, assessments, and…

  19. Sixth Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for sixth grade students. Each content standard is explained and includes student learning expectations, sixth grade benchmarks, assessments, and…

  20. Fourth Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for fourth grade students. Each content standard is explained and includes student learning expectations, fourth grade benchmarks, assessments, and…

  1. First Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for first grade students. Each content standard is explained and includes student learning expectations, first grade benchmarks, assessments, and…

  2. Second Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for second grade students. Each content standard is explained and includes student learning expectations, second grade benchmarks, assessments, and…

  3. Kindergarten Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for kindergarten students. Each content standard is explained and includes student learning expectations, kindergarten benchmarks, assessments, and…

  4. Seventh Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for seventh grade students. Each content standard is explained and includes student learning expectations, seventh grade benchmarks, assessments, and…

  5. Eighth Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for eighth grade students. Each content standard is explained and includes student learning expectations, eighth grade benchmarks, assessments, and…

  6. Fifth Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for fifth grade students. Each content standard is explained and includes student learning expectations, fifth grade benchmarks, assessments, and…

  7. A study of understanding: Alchemy, abstraction, and circulating reference in tertiary science education

    NASA Astrophysics Data System (ADS)

    Merritt, Brett W.

    Understanding is widely touted to be of paramount importance for education. This is especially true in science education research and development where understanding is heralded as one of the cornerstones of reform. Teachers are expected to teach for understanding and students are expected to learn with understanding. This dissertation is an empirical study of the concept of understanding. After analyzing various constructions of understanding in current U.S. education literature, I suggest that understanding is defined by five distinct features---they are knowledge (or knowledge base), coherence, transfer, extrapolation, and cognition--- and that these features are heavily informed and shaped by the psychological sciences. This relationship is neither good nor bad, I argue, but it means that teaching for and learning with understanding are not heavily informed and shaped by, for example, the natural sciences. Drawing from historical, philosophical, and anthropological perspectives of science, but especially from the work of Bruno Latour, I enact a radical revision(ing) of psychological notions such as "abstraction" and "transfer." The two main purposes of this re-visioning are (1) to draw critical attention to particular characteristics of a cognitive learning theory that emphasizes abstract concepts, and (2) to align many of the principles and tools used in science education more closely with those used in empirical scientific research. Finally, by bringing some examples of teaching and learning from an undergraduate biology classroom into conversation with both psychological and empirical practices and perspectives, I suggest that problematizing the current construction of understanding creates much needed room in mainstream science education for more empirical forms of learning and styles of teaching. A shift to such forms and styles, I conclude, should prove to be more inclusive and less constraining for both students and teachers.

  8. Tertiary Bridging Courses in Science and Mathematics for Second Chance Students in Australia.

    ERIC Educational Resources Information Center

    Fraser, Barry J.; And Others

    1990-01-01

    Programs designed to enable Australian aborigines who had not successfully completed high school to qualify for science- and mathematics-related courses in higher education emphasize diagnostic testing, individualized instruction, short-term goals, and learner independence. Tutors have instructional, management, and support roles. Some early…

  9. A Study of Understanding: Alchemy, Abstraction, and Circulating Reference in Tertiary Science Education

    ERIC Educational Resources Information Center

    Merritt, Brett W.

    2013-01-01

    Understanding is widely touted to be of paramount importance for education. This is especially true in science education research and development where understanding is heralded as one of the cornerstones of reform. Teachers are expected to teach for understanding and students are expected to learn with understanding. This dissertation is an…

  10. Challenges and Perspectives for Tertiary Level Hospitals in Bolivia: The case of Santa Cruz de La Sierra Department.

    PubMed

    Medici, André

    2015-01-01

    Current legislation transferred public tertiary hospitals in Bolivia from the Municipalities to the Regional Level. However, the Regional Governments are experiencing technical and financial constraints to reform infrastructure, modernize equipment and introduce reforms to allow better governance, management and sustainability of these hospitals. This articles summarizes the recent experience of the Government of Santa Cruz de la Sierra in Bolivia where five tertiary hospitals and blood bank (most of them in precarious working conditions) has been transferred in 2012 from the Municipal Government of Santa Cruz (the capital) to the Regional Government of Santa Cruz. To face the challenges, the Regional Government of Santa Cruz implement several improvements, such as contract new clinical and administrative personal, increases hospital budgetary autonomy, outsource hospitals' auxiliary services, take measures to eliminate waiting lists and make several new investments to modernize and equip the hospitals. The World Bank was contracted to evaluated the future financial sustainability of these investments and to advice the Government to propose changes to increase the hospitals' management performance. The article describes the remaining challenges in these hospitals and the proposals from the World Bank Study. In the area of quality of care, the main challenge is to improve client satisfaction and continuous outcomes monitoring and evaluation according quality standards. In the area of financing, the challenge is how to assure the sustainability of these hospitals with the current level of health financing and the insufficient financial transfers from the National Government. In the area of Governance, reforms to streamline and simplify internal processes need to be introduced in order to establish mechanisms to increase transparency and accountability, allowing the hospital to have a good administration and adequate participation of the main actors in the guidance of the institution. PMID:26521383

  11. Acute Poisonings Admitted to a Tertiary Level Intensive Care Unit in Northern India: Patient Profile and Outcomes

    PubMed Central

    Mathai, Ashu Sara; Pannu, Aman; Arora, Rohit

    2015-01-01

    Background Poisoning is becoming a real health care burden for developing countries like India. An improved knowledge of the patterns of poisonings, as well as the clinical course and outcomes of these cases can help to formulate better preventive and management strategies. Aim To study the demographic and clinical profiles of patients admitted to the ICU with acute poisoning and to study the factors that predict their mortality. Materials and Methods Retrospective two years (September 1, 2010 to August 31, 2012) study of all consecutive patients admitted to the Intensive Care Unit (ICU) with acute poisoning at a tertiary care hospital in Northern India. Results Out of the 67 patients admitted to the ICU during the study period, the majority were young (median age 29 years) males (69%) who had consumed poison intentionally. Pesticides were the most commonly employed poison, notably organophosphorus compounds (22 patients, 32.8%) and aluminium phosphide (14 patients, 20.9%). While the overall mortality from all poisonings was low (18%), aluminium phosphide was highly toxic, with a mortality rate of 35%. The factors at ICU admission that were found to be associated with a significant risk of death were, high APACHE II and SOFA scores (p =0.0001 and p=0.006, respectively), as well as the need for mechanical ventilation and drugs for vasoactive support (p=0.012 and p= 0.0001, respectively). Conclusion Use of pesticides for intentional poisoning continues to be rampant in Northern India, with many patients presenting in a critical condition to tertiary level hospitals. Pesticide regulations laws, educational awareness, counseling and poison information centers will help to curtail this public health problem. PMID:26557594

  12. Factors Influencing Exemplary Science Teachers' Levels of Computer Use

    ERIC Educational Resources Information Center

    Hakverdi, Meral; Dana, Thomas M.; Swain, Colleen

    2011-01-01

    The purpose of this study was to examine exemplary science teachers' use of technology in science instruction, factors influencing their level of computer use, their level of knowledge/skills in using specific computer applications for science instruction, their use of computer-related applications/tools during their instruction, and their

  13. Factors Influencing Exemplary Science Teachers' Levels of Computer Use

    ERIC Educational Resources Information Center

    Hakverdi, Meral; Dana, Thomas M.; Swain, Colleen

    2011-01-01

    The purpose of this study was to examine exemplary science teachers' use of technology in science instruction, factors influencing their level of computer use, their level of knowledge/skills in using specific computer applications for science instruction, their use of computer-related applications/tools during their instruction, and their…

  14. Attitude level of prospective science teachers towards assessment

    NASA Astrophysics Data System (ADS)

    Efendi, Ridwan; Rustaman, Nuryani Y.

    2016-02-01

    A descriptive study about attitude level of prospective science teachers towards assessment was conducted with the involvement of 67 prospective science teachers from four state universities in western part of the Indonesian region and middle part of Indonesia region. Data collected by using the questionnaire consisted of four aspects, id est. prospective science teachers attitude towards assessment (cognitive level of assessment, type of assessment, and criterion of evaluation), prospective science teachers instructional practice, internal difficulties that prospective science teachers experienced related to their assessment skills, and the use of assessment process of prospective science teachers. Determination of attitude level detected from prospective science teachers was carried out in descriptive statistics, in the form of respondent average values. Research finding shows that attitude level of prospective science teachers towards assessment can be categorized as "close to constructivist".

  15. The Effects of Extensive Reading via E-Books on Tertiary Level EFL Students' Reading Attitude, Reading Comprehension, and Vocabulary

    ERIC Educational Resources Information Center

    Chen, Chin-Neng; Chen, Shu-Chu; Chen, Shu-Hui Eileen; Wey, Shyh-Chyi

    2013-01-01

    This study investigates the effects of extensive reading of e-books on tertiary level EFL students' English reading attitude, reading comprehension and vocabulary. Eighty-nine participants were assigned in two groups, with 46 students in the experimental group and the other 43 students in the control group. In addition to a traditional…

  16. An Ungraded Intermediate Level Science Program, Levels Four Through Six.

    ERIC Educational Resources Information Center

    Paulsen, Gordon L.

    This curriculum guide is intended for use in an ungraded science program encompassing grades 4, 5, and 6 in elementary schools in southwestern North Dakota. The guide and a companion volume, developed for grades 1, 2, and 3, represent an attempt to develop a model science program for grades 1-6. The total program is an indepth study of 64 basic…

  17. Research and Innovation in Physics Education: Transforming Classrooms, Teaching, and Student Learning at the Tertiary Level

    NASA Astrophysics Data System (ADS)

    Jolly, Pratibha

    2009-04-01

    It is well recognized that science and technology and the quality of scientifically trained manpower crucially determines the development and economic growth of nations and the future of humankind. At the same time, there is growing global concern about flight of talent from physics in particular, and the need to make physics teaching and learning effective and careers in physics attractive. This presentation presents the findings of seminal physics education research on students' learning that are impacting global praxis and motivating changes in content, context, instruments, and ways of teaching and learning physics, focusing on active learning environments that integrate the use of a variety of resources to create experiences that are both hands-on and minds-on. Initiatives to bring about innovative changes in a university system are described, including a triadic model that entails indigenous development of PHYSARE using low-cost technologies. Transfer of pedagogic innovations into the formal classroom is facilitated by professional development programs that provide experiential learning of research-based innovative teaching practices, catalyze the process of reflection through classroom research, and establish a collaborative network of teachers empowered to usher radical transformation.

  18. Supporting Tertiary Students with Disabilities: Individualised and Institution-Level Approaches in Practice. Research Report

    ERIC Educational Resources Information Center

    Fossey, Ellie; Chaffey, Lisa; Venville, Annie; Ennals, Priscilla; Douglas, Jacinta; Bigby, Christine

    2015-01-01

    This research explores the complex factors affecting the implementation of learning supports for students with disabilities or ongoing health conditions. It focuses on two types of learning support: (1) individualised reasonable adjustments; and (2) institution-level learning supports, the latter being available to all students. These supports can…

  19. 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…

  20. Becoming an Urban School Middle-Level Science Teacher

    ERIC Educational Resources Information Center

    Jeanpierre, Bobby

    2007-01-01

    The purpose of this case study was to document the journey of three novice career change science inductees as they became middle-level science teachers in urban low socioeconomic status (SES) schools and included post-internship employment status data on all nine science teachers who completed the alternative certification program, up to the time…

  1. Patient safety in maternal healthcare at secondary and tertiary level facilities in Delhi, India

    PubMed Central

    Lahariya, Chandrakant; Choure, Ankita; Singh, Baljit

    2015-01-01

    Background: There is insufficient information on causes of unsafe care at facility levels in India. This study was conducted to understand the challenges in government hospitals in ensuring patient safety and to propose solutions to improve patient care. Materials and Methods: Desk review, in-depth interviews, and focused group discussions were conducted between January and March 2014. Healthcare providers and nodal persons for patient safety in Gynecology and Obstetrics Departments of government health facilities from Delhi state of India were included. Data were analyzed using qualitative research methods and presented adopting the “health system approach.” Results: The patient safety was a major concern among healthcare providers. The key challenges identified were scarcity of resources, overcrowding at health facilities, poor communications, patient handovers, delay in referrals, and the limited continuity of care. Systematic attention on the training of care providers involved in service delivery, prescription audits, peer reviews, facility level capacity building plan, additional financial resources, leadership by institutional heads and policy makers were suggested as possible solutions. Conclusions: There is increasing awareness and understanding about challenges in patient safety. The available local information could be used for selection, designing, and implementation of measures to improve patient safety at facility levels. A systematic and sustained approach with attention on all functions of health systems could be beneficial. Patient safety could be used as an entry point to improve the quality of health care services in India. PMID:26985411

  2. Nutritional knowledge levels of nursing students in a tertiary institution: lessons for curriculum planning.

    PubMed

    Buxton, Christiana; Davies, Anita

    2013-09-01

    This article presents findings of a study which assessed the nutritional knowledge levels of nursing students as nurses are in a better position to serve as nutrition educators and counselors by engaging their clients in discussions that would increase their knowledge about disease prevention and management through nutrition. This was a descriptive cross-sectional study, where a selfadministered questionnaire was completed by 166 undergraduate consenting third (3rd) and final (4th) year nursing students in a public university in Ghana who answered 20 multiple choice general nutrition questions. An average score of 8.95 ± 2.01 corresponding to 44.8%, below average, was obtained by the respondents. It was determined that the nutrition knowledge of 3.6%, 62.7% and 33.7% of the study participants was good, adequate and inadequate respectively. It was found that the differences with respect to the nutrition knowledge levels between the age groups, gender, work experience and educational background of respondents were not statistically significant at p < 0.05. The findings of this study support other reports that nurses need more training in nutrition and therefore have important implications for professionals planning curricula for nursing education at the undergraduate level in the university. PMID:23083895

  3. Factors influencing exemplary science teachers' levels of computer use

    NASA Astrophysics Data System (ADS)

    Hakverdi, Meral

    This study examines exemplary science teachers' use of technology in science instruction, factors influencing their level of computer use, their level of knowledge/skills in using specific computer applications for science instruction, their use of computer-related applications/tools during their instruction, and their students' use of computer applications/tools in or for their science class. After a relevant review of the literature certain variables were selected for analysis. These variables included personal self-efficacy in teaching with computers, outcome expectancy, pupil-control ideology, level of computer use, age, gender, teaching experience, personal computer use, professional computer use and science teachers' level of knowledge/skills in using specific computer applications for science instruction. The sample for this study includes middle and high school science teachers who received the Presidential Award for Excellence in Science Teaching Award (sponsored by the White House and the National Science Foundation) between the years 1997 and 2003 from all 50 states and U.S. territories. Award-winning science teachers were contacted about the survey via e-mail or letter with an enclosed return envelope. Of the 334 award-winning science teachers, usable responses were received from 92 science teachers, which made a response rate of 27.5%. Analysis of the survey responses indicated that exemplary science teachers have a variety of knowledge/skills in using computer related applications/tools. The most commonly used computer applications/tools are information retrieval via the Internet, presentation tools, online communication, digital cameras, and data collection probes. Results of the study revealed that students' use of technology in their science classroom is highly correlated with the frequency of their science teachers' use of computer applications/tools. The results of the multiple regression analysis revealed that personal self-efficacy related to the exemplary science teachers' level of computer use suggesting that computer use is dependent on perceived abilities at using computers. The teachers' use of computer-related applications/tools during class, and their personal self-efficacy, age, and gender are highly related with their level of knowledge/skills in using specific computer applications for science instruction. The teachers' level of knowledge/skills in using specific computer applications for science instruction and gender related to their use of computer-related applications/tools during class and the students' use of computer-related applications/tools in or for their science class. In conclusion, exemplary science teachers need assistance in learning and using computer-related applications/tool in their science class.

  4. Morphological Development Levels of Science Content Vocabulary: Implications for Science-Based Texts in Elementary Classrooms

    ERIC Educational Resources Information Center

    Fazio, Xavier; Gallagher, Tiffany L.

    2014-01-01

    The science vocabulary from a science curriculum standards document (Ministry of Education Ontario, 2007) was classified by morphological developmental level and compared to the grade level topics of the curriculum (grades 1 to 8). Descriptive statistical analyses highlight the complex nature of science vocabulary and the incompatibilities between

  5. Morphological Development Levels of Science Content Vocabulary: Implications for Science-Based Texts in Elementary Classrooms

    ERIC Educational Resources Information Center

    Fazio, Xavier; Gallagher, Tiffany L.

    2014-01-01

    The science vocabulary from a science curriculum standards document (Ministry of Education Ontario, 2007) was classified by morphological developmental level and compared to the grade level topics of the curriculum (grades 1 to 8). Descriptive statistical analyses highlight the complex nature of science vocabulary and the incompatibilities between…

  6. Field Trips as Cognitive Motivators for High Level Science Learning

    ERIC Educational Resources Information Center

    Hurley, Marlene M.

    2006-01-01

    Using a composite example of field trips from several years of traveling to Yellowstone with high school biology students, the author illustrates how to raise the cognitive level of science instruction and student learning through science field trips. The author examines what teachers can do to raise the level of both teaching and learning in all…

  7. BEST: Bilingual environmental science training: Kindergarten level

    SciTech Connect

    1996-03-01

    This booklet is one of a series of bilingual guides to environmental-science learning activities for students to do at home. Lesson objectives, materials required, procedure, vocabulary, and subjects integrated into the lesson are described in English for each lesson. A bilingual glossary, alphabetized by English entries, with Spanish equivalents in both English and Spanish, follows the lesson descriptions, and is itself followed by a bibliography of English-language references. This booklet includes descriptions of six lessons covering the senses of touch and sight, the sense of smell, how to distinguish living and non-living things, cell structures, the skeletal system, and the significance of food groups. 8 figs.

  8. Level of Motivation Amongst Health Personnel Working in A Tertiary Care Government Hospital of New Delhi, India

    PubMed Central

    Jaiswal, Poonam; Singhal, Ashok K.; Gadpayle, Adesh K.; Sachdeva, Sandeep; Padaria, Rabindra

    2014-01-01

    Aims: To assess the level and factors of motivation amongst permanent government employees working in a tertiary health care institution. Material and Methods: A sample of 200 health personnel (50 in each category) i.e. doctors, nurses, technician, and support staff were contacted through face to face interview. Motivation was measured as the degree to which an individual possessed various identified motivation domains like Drive, Control, Challenge, Relationship and Rewards. Each domain was represented by 4 dimensions- accordingly a closed-ended statement represented each of these dimensions and responses were assessed on a Likert based scale. Data management was done using SPSS, ver. 19. Results: The average age for different health personnel were: Doctors 48.68 (±8.53), nurses 40.72 (±7.76), technician 38.4 (±10.65) and support staff 43.24 (±9.52) years. The average year of work experience was: Doctor 19.09 (±9.77), nurses 17.2 (±8.420), technician 14.84 (±10.45), support staff 18.24 (±10.28). A comparison of overall motivation index (mean score) revealed that nurse had highest level (3.47), followed by support staff (3.46), doctor (3.45) and technician (3.43). Based on their individual mean scores, the healthcare providers were categorised into three different levels of motivation and it was found that majority of the health personnel i.e.70% of support staff, 62% nurse, 56% doctor and technician, had high to very high level of motivation index. The mean scores for all the five factors as well as their respective ranks were also found out and it was deduced that “relationship” assumed first rank for doctors (mean score: 3.71) and technician (mean score: 3.75), whereas “control” assumed greatest significance for nurses (mean score, 3.62) and support staff (mean scores, 3.61). Based upon the mean scores, “reward” assumed third rank among all the four categories. Kruskal-Wallis test was applied to test if the different categories of health personnel varied with respect to five factors of motivation and it was found that their orientation towards the various motivational components differed significantly only with respect to Drive (P < 0.01). Conclusion: There is scope for enhancing staff motivation. PMID:25364148

  9. Science Literacy: Exploring Middle-Level Science Curriculum Structure and Student Achievement

    ERIC Educational Resources Information Center

    Faulkner, Sarah Ford

    2012-01-01

    The purpose of this quantitative study was to explore and describe the relationship between middle-level science curriculum structure and student science literacy. Although national and state science curriculum standards are based on an integrated model, there is little quantitative data supporting integration. This study explored the use of

  10. Science Literacy: Exploring Middle-Level Science Curriculum Structure and Student Achievement

    ERIC Educational Resources Information Center

    Faulkner, Sarah Ford

    2012-01-01

    The purpose of this quantitative study was to explore and describe the relationship between middle-level science curriculum structure and student science literacy. Although national and state science curriculum standards are based on an integrated model, there is little quantitative data supporting integration. This study explored the use of…

  11. Turkish Pre-Service Elementary Science Teachers' Scientific Literacy Level and Attitudes toward Science

    ERIC Educational Resources Information Center

    Cavas, Pinar Huyuguzel; Ozdem, Yasemin; Cavas, Bulent; Cakiroglu, Jale; Ertepinar, Hamide

    2013-01-01

    In order to educate elementary students scientifically literate as expected in the science curricula in many countries around the world, science teachers need to be equipped with the diverse aspects of scientific literacy. This study investigates whether pre-service elementary science teachers at universities in Turkey have a satisfactory level of…

  12. Student Views of Concept Mapping Use in Introductory Tertiary Biology Classes

    ERIC Educational Resources Information Center

    Buntting, Cathy; Coll, Richard Kevin; Campbell, Alison

    2006-01-01

    Introductory tertiary level science classes (i.e., at the university or post-compulsory school level) including those for biology face increasing diversity in intake. Previous research has indicated university level teachers assume a certain level of prior knowledge which may or may not be possessed by such students. This report focuses on the use

  13. Predictors of Student Success in Entry-Level Science Courses

    ERIC Educational Resources Information Center

    Singh, Mamta K.

    2009-01-01

    Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and…

  14. Measuring Science Teachers' Stress Level Triggered by Multiple Stressful Conditions

    ERIC Educational Resources Information Center

    Halim, Lilia; Samsudin, Mohd Ali; Meerah, T. Subahan M.; Osman, Kamisah

    2006-01-01

    The complexity of science teaching requires science teachers to encounter a range of tasks. Some tasks are perceived as stressful while others are not. This study aims to investigate the extent to which different teaching situations lead to different stress levels. It also aims to identify the easiest and most difficult conditions to be regarded…

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

    NASA Astrophysics Data System (ADS)

    Singh, Mamta K.

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

  16. Oceanic primary productivity and dissolved oxygen levels at the Cretaceous/Tertiary Boundary: Their decrease, subsequent warming, and recovery

    NASA Astrophysics Data System (ADS)

    Kaiho, Kunio; Kajiwara, Yoshimichi; Tazaki, Kazue; Ueshima, Masato; Takeda, Nobuyori; Kawahata, Hodaka; Arinobu, Tetsuya; Ishiwatari, Ryoshi; Hirai, Akio; Lamolda, Marcos A.

    1999-08-01

    Thirty-six different geochemical and foraminiferal analyses were conducted on samples collected at closely spaced intervals across the Cretaceous/Tertiary (K/T) boundary exposed at Caravaca, Spain. A rapid reduction in the gradient between δ13C values in fine fraction carbonate and benthic foraminiferal calcite and a decrease in the abundance of phosphorus (a proxy for organic carbon) and calcium were recorded in sediments 0-0.5 cm above the K/T boundary. These trends imply that an abrupt mass mortality occurred among pelagic organisms, leading to a significant reduction in the flux of organic carbon to the seafloor. In addition, variations in sulfur isotope ratios, the hydrocarbon-generating potential of kerogen (measured as the hydrogen index), and foraminiferal indices of dissolved oxygen level all imply that a rapid decrease in dissolved oxygen was coincident with the δ13C event. Evidence of the low oxygen event has also been recognized in Japan and New Zealand, suggesting that intermediate water oxygen minima were widely developed during earliest Danian time. A threefold increase in the kaolinite/illite ratio and a 1.2‰ decrease in δ18O (carbonate fine fraction) were recorded in the basal 0.1-2 cm of Danian age sediments. These trends suggest that atmospheric warming and an increase in surface water temperature occurred 0-3 kyr after the δ13C event. Recovery in the difference between δ13C values in the carbonate fine fraction and in benthic foraminiferal calcite as well as increases in phosphorus and calcium contents occur at the base of planktonic foraminiferal Zone Pla, implying that an increase in primary productivity commenced some 13 kyr after the K/T boundary. Tables A1-A3 are available on diskette or via Anonymous FTP from kosmos.agu.org directory APENO (Username = anonymous, Password = guest). Diskette may be ordered from American Geophysical Union, 2000 Florida Avenue, N.W., Washington, DC 20009 or by phone at 800-966-2481; $15.00. Payment must accompany order.

  17. TORCH screening in pregnancy. Where are we now? An audit of use in a tertiary level centre.

    PubMed

    Halawa, S; McDermott, L; Donati, M; Denbow, M

    2014-05-01

    This audit was performed in the obstetrics and gynaecology department of a tertiary referral hospital, to investigate the use and results of TORCH screening. St Michael's Hospital delivers approximately 6,000 women from South Bristol a year and receives tertiary referrals from the South West of England and South Wales. It was found that 739 patients over a 6-year period from April 2006 to January 2012 underwent testing. The majority's indication (21%) was polyhydramnios. Three patients had evidence of primary CMV infection in pregnancy on serology, two for fetal indications (polyhydramnios and echogenic bowel) and one following a miscarriage. There were no confirmed cases of gestational toxoplasma or rubella. Routine testing for toxoplasma and rubella infection as part of the TORCH screening in cases of fetal or obstetric abnormality should thus be discontinued in our population. PMID:24476395

  18. Tertiary Education in Portugal

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2008

    2008-01-01

    Portugal's tertiary education sector has expanded significantly over the last 20 years, but participation and overall educational attainment levels remain below European standards and enrolment rates have begun to decline. The OECD review recommends that Portugal's national government should focus on strategic direction and leave higher education…

  19. Investigation of Inquiry-Based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

    ERIC Educational Resources Information Center

    Weiland, Sunny Minelli

    2012-01-01

    This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level science

  20. Investigation of Inquiry-based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

    NASA Astrophysics Data System (ADS)

    Weiland, Sunny Minelli

    This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level science teachers conceptualize "inquiry-based instruction?" 2) What are preferred instructional strategies for implementation in middle level science classrooms? And 3) How do middle level science teachers perceive the connection between science instruction and student learning? The participants within this research study represent 33 percent of teachers in grades 5 through 9 within six school districts in northeastern Pennsylvania. Of the 12 consent forms originally obtained, 10 teachers completed all three phases of the data collection, including the online survey, participation in focus groups, and teacher self-reflection. 60 percent of the participants taught only science, and 40 percent taught all content areas. Of the ten participants, 50 percent were certified teachers of science and 50 percent were certified as teachers of elementary education. 70 percent of the research participants reflected having obtained a master's, with 60 percent of these degrees being received in areas of education, and 10 percent in the area of science. The research participants have a total of 85 collective years of experience as professional educators, with the average years of experience being 8.5 years. Analysis of data revealed three themes related to research question #1) How do middle-level science teachers conceptualize inquiry-based instruction? and sub-question #1) How do middle-level science teachers characterize effective instruction? The themes that capture the essence of teachers' formulation of inquiry-based instruction that emerged in this study were student centered, problem solving, and hands-on . Analysis of data revealed one theme related to research question #2) What are preferred instructional strategies for implementation in middle level science classrooms? and topical sub-question #2) How do middle level science teachers structure instruction. The theme that emerged was needs of students. Analysis of the data revealed one theme related to research question #3) How do middle level science teachers perceive the relationship between science instruction and student learning? and topical sub-question #3) How do middle level science teachers view their role in relation to student learning? This theme is meaning making. Analysis of the data related to meaning making revealed two sub-themes of application and relationships. It is clear that middle level science teachers have a vision for inquiry-based science instruction, but implementation is inhibited by a variety of factors including curricular programming that is very broad and lacks depth, the scheduling of time and resources for science, and the absence of a clear model of inquiry-based instruction. In addition, only one participant referenced students investigating their own authentic questions and no participants reflected on the importance of students using evidence in their explanations of scientific phenomenon. Additionally, participants continually reflected on the needs of their students informing instructional practices, and it is wondered if there is a clear understanding among middle level teachers of how students learn science. Real world applications were recognized as important within science learning and the researcher questions whether teachers of science have adequate opportunities to explore real world application of science concepts throughout their careers in order to foster connections within the classroom. These findings support the need for strong, job-embedded professional development, the cultivation of learning communities dedicated to the investigation and implementation of inquiry-based science, the focusing of curricular programming to allow for in depth investigation of scientific concepts, and the commitment of time and resources to support effective science instruction. In addition, it is recommended that additional support be provided to teachers of science to engage in job shadowing, field experiences and internships to allow for the uncovering of applications of science beyond the classroom. Throughout the United States, there continues to be a clear call for reform in the area of science education. These research findings must inform the work of the educational reformers, professional developers, teacher preparation programmers, and researchers as they aspire to improve the quality of student learning and science instruction. In addition, this research supports the need for ongoing reform efforts to science curriculum, instruction and assessment and the need for more effective teacher preparation programs and professional development programs for teachers of science.

  1. Advancing the Science of Community-Level Interventions

    PubMed Central

    Beehler, Sarah; Deutsch, Charles; Green, Lawrence W.; Hawe, Penelope; McLeroy, Kenneth; Miller, Robin Lin; Rapkin, Bruce D.; Schensul, Jean J.; Schulz, Amy J.; Trimble, Joseph E.

    2011-01-01

    Community interventions are complex social processes that need to move beyond single interventions and outcomes at individual levels of short-term change. A scientific paradigm is emerging that supports collaborative, multilevel, culturally situated community interventions aimed at creating sustainable community-level impact. This paradigm is rooted in a deep history of ecological and collaborative thinking across public health, psychology, anthropology, and other fields of social science. The new paradigm makes a number of primary assertions that affect conceptualization of health issues, intervention design, and intervention evaluation. To elaborate the paradigm and advance the science of community intervention, we offer suggestions for promoting a scientific agenda, developing collaborations among professionals and communities, and examining the culture of science. PMID:21680923

  2. Teaching for Higher Cognitive Level Learning in High School Science.

    ERIC Educational Resources Information Center

    Fraser, Barry J.

    Designed to focus on teaching for higher-level cognitive learning, this study measured student perceptions of psychosocial aspects of their classroom learning and involved a team of six researchers. The study consisted of an intensive 10-week investigation of two above-average science teachers in a suburban high school in Perth, Western Australia.

  3. Investigation of Primary Students' Motivation Levels towards Science Learning

    ERIC Educational Resources Information Center

    Sevinc, Betul; Ozmen, Haluk; Yigit, Nevzat

    2011-01-01

    The present research was conducted with 518 students enrolled at the 6th, 7th and 8th classes of primary schools. A likert-type scale developed by Tuan, Chin and Shieh (2005) and translated into Turkish by Yilmaz and Cavas (2007) was used to examine the motivation levels of students towards science learning. Research findings revealed that gender,…

  4. Colorado Model Content Standards for Science: Suggested Grade Level Expectations.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document outlines the content standards for science in the state of Colorado. The document is organized into six standards, each of which is subdivided into a set of guiding questions exemplifying the standard and a series of lists defining what is expected of students at each grade level within the standard. The standards are that students…

  5. STEM: Science Technology Engineering Mathematics. State-Level Analysis

    ERIC Educational Resources Information Center

    Carnevale, Anthony P.; Smith, Nicole; Melton, Michelle

    2011-01-01

    The science, technology, engineering, and mathematics (STEM) state-level analysis provides policymakers, educators, state government officials, and others with details on the projections of STEM jobs through 2018. This report delivers a state-by-state snapshot of the demand for STEM jobs, including: (1) The number of forecast net new and…

  6. GNVQ science at advanced level: motivation and self-esteem

    NASA Astrophysics Data System (ADS)

    Solomon, J.

    1995-07-01

    An interview study carried out in the pilot year of the new GNVQ in science at A-level has shown that the use of grading criteria, which require independent learning, as a method of assessment is better for students' motivation and self-esteem.

  7. Chemical Literacy Levels of Science and Mathematics Teacher Candidates

    ERIC Educational Resources Information Center

    Celik, Suat

    2014-01-01

    The goal of this study was to investigate Turkish science and mathematics teacher candidates' levels of attainment in chemical literacy. These candidates had all studied the new Turkish chemistry curriculum in high school. The sample of the study consisted of 112 students, who were first-year students in the Department of Secondary Science…

  8. How Do the A-Level Science Grades of Integrated Science Pupils Compare with Those of Pupils Who Take All Three Separate Sciences?

    ERIC Educational Resources Information Center

    Skinner, R. R.; Fairbrother, R. W.

    1988-01-01

    Compares the A-level (advanced) science grades of pupils who took Schools Council Integrated Science Project (SCISP) examination at O-level (ordinary level) with pupils who took three separate science courses at O-level. Concludes that only in A-level chemistry is there any significant differences with the non-SCISP pupils doing slightly better.…

  9. Trends in Enrollment, Graduation and Staffing of Science and Technology Education in Nigeria Tertiary Institutions: A Gender Participation Perspective

    ERIC Educational Resources Information Center

    Aderemi, H. O.; Hassan, O. M.; Siyanbola, W. O.; Taiwo, K.

    2013-01-01

    Prominence has been given to science and technology (S&T) education of women in recent years. This is because they constitute a critical mass of non-harnessed potentials in the country that if given the opportunity, would contribute to national development. Thus the objective of this work was to study the enrollment, graduation and staffing

  10. Trends in Enrollment, Graduation and Staffing of Science and Technology Education in Nigeria Tertiary Institutions: A Gender Participation Perspective

    ERIC Educational Resources Information Center

    Aderemi, H. O.; Hassan, O. M.; Siyanbola, W. O.; Taiwo, K.

    2013-01-01

    Prominence has been given to science and technology (S&T) education of women in recent years. This is because they constitute a critical mass of non-harnessed potentials in the country that if given the opportunity, would contribute to national development. Thus the objective of this work was to study the enrollment, graduation and staffing…

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

    ERIC Educational Resources Information Center

    Kocaeksi, Serdar

    2016-01-01

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

  12. Total variation and level set methods in image science

    NASA Astrophysics Data System (ADS)

    Tsai, Yen-Hsi Richard; Osher, Stanley

    We review level set methods and the related techniques that are common in many PDE-based image models. Many of these techniques involve minimizing the total variation of the solution and admit regularizations on the curvature of its level sets. We examine the scope of these techniques in image science, in particular in image segmentation, interpolation, and decomposition, and introduce some relevant level set techniques that are useful for this class of applications. Many of the standard problems are formulated as variational models. We observe increasing synergistic progression of new tools and ideas between the inverse problem community and the `imagers'. We show that image science demands multi-disciplinary knowledge and flexible, but still robust methods. That is why the level set method and total variation methods have become thriving techniques in this field.Our goal is to survey recently developed techniques in various fields of research that are relevant to diverse objectives in image science. We begin by reviewing some typical PDE-based applications in image processing. In typical PDE methods, images are assumed to be continuous functions sampled on a grid. We will show that these methods all share a common feature, which is the emphasis on processing the level lines of the underlying image. The importance of level lines has been known for some time. See, e.g., Alvarez, Guichard, Morel and Lions (1993). This feature places our slightly general definition of the level set method for image science in context. In Section 2 we describe the building blocks of a typical level set method in the continuum setting. Each important task that we need to do is formulated as the solution to certain PDEs. Then, in Section 3, we briefly describe the finite difference methods developed to construct approximate solutions to these PDEs. Some approaches to interpolation into small subdomains of an image are reviewed in Section 4. In Section 5 we describe the Chan-Vese segmentation algorithm and two new fast implementation methods. Finally, in Section 6, we describe some new techniques developed in the level set community.

  13. Estonian Science and Non-Science Students' Attitudes towards Mathematics at University Level

    ERIC Educational Resources Information Center

    Kaldo, Indrek; Reiska, Priit

    2012-01-01

    This article investigates the attitudes and beliefs towards studying mathematics by university level students. A total of 970 randomly chosen, first year, Estonian bachelor students participated in the study (of which 498 were science students). Data were collected using a Likert-type scale questionnaire and analysed with a respect to field of…

  14. Probing the Natural World, Level III, Student Guide: Environmental Science. Intermediate Science Curriculum Study.

    ERIC Educational Resources Information Center

    Bonar, John R., Ed.; Hathway, James A., Ed.

    This is the student's edition of one of the Intermediate Science Curriculum Study (ISCS) units for level III students (grade 9). The chapters contain basic information about environmental pollution and hazards, activities related to the subject, and optional excursions. A section on introductory notes to the student discusses how to use the book…

  15. Investigation of Inquiry-Based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

    ERIC Educational Resources Information Center

    Weiland, Sunny Minelli

    2012-01-01

    This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level science…

  16. Probing the Natural World, Level III, Teacher's Edition: Environmental Science. Intermediate Science Curriculum Study.

    ERIC Educational Resources Information Center

    Bonar, John R., Ed.; Hathway, James A., Ed.

    This is the teacher's edition of one of the eight units of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). This unit and its activities focuses on environmental pollution and hazards. Optional excursions are suggested for students who wish to study an area in greater depth. An introduction describes the problem…

  17. Estonian Science and Non-Science Students' Attitudes towards Mathematics at University Level

    ERIC Educational Resources Information Center

    Kaldo, Indrek; Reiska, Priit

    2012-01-01

    This article investigates the attitudes and beliefs towards studying mathematics by university level students. A total of 970 randomly chosen, first year, Estonian bachelor students participated in the study (of which 498 were science students). Data were collected using a Likert-type scale questionnaire and analysed with a respect to field of

  18. A Three Level Autonomous Software System for Increased Science Return

    NASA Astrophysics Data System (ADS)

    Robinson, P. I.; Mancinelli, R. L.; Landheim, R.

    2005-12-01

    The development of smart science instruments for autonomous operation (on Earth or in space) has the potential to increase science return and reduce the risk of experiment failure. When researchers are confronted with unexpected data/results of the experimental test system, they must determine whether the experimental setup has failed, or scientific discovery is being made. These two classes of events could have the same time series signature. To directly address this issue, we have developed a three-level software system referred to as E3, which consists of an engineering level, an experiment level, and an executive level. Each level of the software system is designed in a modular fashion using model based feedback controllers. The same feedback control mechanism is used for each level; the model itself determines the level. To determine if failure of the experimental setup can explain the data/results, researchers run calibration tests for hardware (e.g., sensors and actuators) as well as verify that the software (e.g., controls and analog to digital conversion routines) is running as planned. If anomalies are found, then modifications are made to the experimental setup, or the anomaly is accepted as the new baseline state of the instrument. The engineering level of the E3 software system is responsible for this process. To determine if scientific discovery, as opposed to failure, can explain the data/results, a researcher tries to explain the difference between the observed and expected results. These explanations are terms of the basic processes of nature to determine the rate limiting step(s) of a complex set of processes, where the flux could be due to heat transfer, mass transfer, momentum transfer, or chemical reaction processes. Once the differences are understood, modifications are made to the software control of the experiment, as well as to the model the researcher is building over the course of repeated experiments. The experiment level of the E3 software system is responsible for this process. Regardless of whether the experimental setup, or the experiment protocol must be modified in order to maximize science return, it is desired to continue to gather scientific value for an experiment even when it is not going according to plan. In order to accomplish this task, the researcher may fix or float different parameters in the experiment, or modify the experimental conditions to continue to acquire data. The executive level of the E3 software system is responsible for this process. The software system has been developed using a bioreactor - useful for modeling planetary atmospheres, as well as life-support systems. As an example, for the bioreactor studies, the engineering level regulates the performance of the experimental setup, including the bioreactor vessel, temperature control hardware (cooler, heater, lights), light controller (lights), ion-specific electrode hardware, as well as the sample loop hardware. The experiment level regulates the fixed parameters as defined by the researcher (e.g., pH and CO2, O2, etc.). The executive level regulates performance of both the engineering and experiment levels to determine which parameters to fix or float in order to maximize the science return.

  19. ALICE: Project Overview and High Level Science Products

    NASA Astrophysics Data System (ADS)

    Soummer, Remi; Choquet, Elodie; Pueyo, Laurent; Brendan Hagan, J.; Gofas-Salas, Elena; Rajan, Abhijith; Perrin, Marshall D.; Chen, Christine; Debes, John H.; Golimowski, David A.; Hines, Dean C.; Schneider, Glenn; N'Diaye, Mamadou; Mawet, Dimitri; Marois, Christian; Barman, Travis

    2015-01-01

    We report on the status of the ALICE project (Archival Legacy Investigation of Circumstellar Environments), which consists in a consistent reanalysis of the entire HST-NICMOS coronagraphic archive. Over the last two years, we have developed a sophisticated pipeline able to handle the data of the 400 stars of the archive. This pipeline builds on the Karhunen-Loeve Image Projection (KLIP) algorithm, and was completed in the fall of 2014. We discuss the first processing and analysis results of the overall reduction campaign. As we will deliver high-level science products to the STScI MAST archive, we are defining a new standard format for high-contrast science products, which will be compatible with every new high-contrast imaging instrument (GPI, SPHERE, P1640, CHARIS, etc.) and used by the JWST coronagraphs. We present here the specifications of this standard.

  20. Science Teachers' Views about the Science Fair at Primary Education Level

    ERIC Educational Resources Information Center

    Tortop, Hasan Said

    2013-01-01

    Science fair is an environment where students present their scientific research projects. Opinions of science teachers who participated as a mentor in science fair are important for determining of the science fair quality and its contribution of science education. The aim of study was to determine science teachers' views about the science fair at…

  1. Science self-efficacy of African Americans enrolled in freshman level physical science courses in two historically black institutions

    NASA Astrophysics Data System (ADS)

    Prihoda, Belinda Ann

    2011-12-01

    Science education must be a priority for citizens to function and be productive in a global, technological society. African Americans receive fewer science degrees in proportion to the Caucasian population. The primary purposes of this study were to determine the difference between the pretest and posttest science self-efficacy scores of African-American nonscience majors, the difference between the pretest and posttest science self-efficacy scores of African-American science majors, the relationship between science self-efficacy and course grade, the relationship between gender and science self-efficacy score, and the relationship between science self-efficacy score and course withdrawal. This study utilized a Likert survey instrument. All participants were enrolled in freshman level courses in the physical sciences at a historically black institution: a college or university. Participants completed the pretest survey within two weeks after the 12th class day of the semester. Initially, 458 participants completed the pretest survey. The posttest was administered within two weeks before the final exam. Only 245 participants completed the posttest survey. Results indicate that there is a difference in science self-efficacy of science majors and nonscience majors. There was no significant difference between the pretest and posttest science self-efficacy scores of African-American science majors and nonscience majors. There was no significant relationship between science self-efficacy and course grade, gender and science self-efficacy score, and course withdrawal and science self-efficacy score.

  2. West Hackberry Tertiary Project

    SciTech Connect

    Gillham, Travis H.

    1999-01-14

    The West Hackberry Tertiary Project is a field test of the concept that air injection can be combined with the Double Displacement Process to produce a tertiary recovery process that is both low cost and economic at current oil prices.

  3. Vancomycin and High Level Aminoglycoside Resistance in Enterococcus spp. in a Tertiary Health Care Centre: A Therapeutic Concern

    PubMed Central

    Singla, Pooja; Deep, Antariksha; Bala, Kiran; Sikka, Rama; Garg, Meenu; Chaudhary, Uma

    2016-01-01

    Aims. This study was aimed at knowing the prevalence of vancomycin and high level aminoglycoside resistance in enterococcal strains among clinical samples. Study Design. It was an investigational study. Place and Duration of Study. It was conducted on 100 Enterococcus isolates, in the Department of Microbiology, Pt. BDS PGIMS, Rohtak, over a period of six months from July to December 2014. Methodology. Clinical specimens including urine, pus, blood, semen, vaginal swab, and throat swab were processed and Enterococcus isolates were identified by standard protocols. Antibiotic sensitivity testing of enterococci was performed using Kirby-Bauer disc diffusion method. Results. High level gentamicin resistance (HLGR) was more common in urine samples (41.5%) followed by blood (36%) samples. High level streptomycin resistance (HLSR) was more common in pus samples (52.6%) followed by blood samples (36%). Resistance to vancomycin was maximum in blood isolates. Conclusion. Enterococci resistant to multiple antimicrobial agents have been recognized. Thus, it is crucial for laboratories to provide accurate antimicrobial resistance patterns for enterococci so that effective therapy and infection control measures can be initiated. PMID:27047693

  4. Materials Science of High-Level Nuclear Waste Immobilization

    SciTech Connect

    Weber, William J.; Navrotsky, Alexandra; Stefanovsky, S. V.; Vance, E. R.; Vernaz, Etienne Y.

    2009-01-09

    With the increasing demand for the development of more nuclear power comes the responsibility to address the technical challenges of immobilizing high-level nuclear wastes in stable solid forms for interim storage or disposition in geologic repositories. The immobilization of high-level nuclear wastes has been an active area of research and development for over 50 years. Borosilicate glasses and complex ceramic composites have been developed to meet many technical challenges and current needs, although regulatory issues, which vary widely from country to country, have yet to be resolved. Cooperative international programs to develop advanced proliferation-resistant nuclear technologies to close the nuclear fuel cycle and increase the efficiency of nuclear energy production might create new separation waste streams that could demand new concepts and materials for nuclear waste immobilization. This article reviews the current state-of-the-art understanding regarding the materials science of glasses and ceramics for the immobilization of high-level nuclear waste and excess nuclear materials and discusses approaches to address new waste streams.

  5. Determinants of symptom profile and severity of conduct disorder in a tertiary level pediatric care set up: A pilot study

    PubMed Central

    Jayaprakash, R.; Rajamohanan, K.; Anil, P.

    2014-01-01

    Background: Conduct disorders (CDs) are one of the most common causes for referral to child and adolescent mental health centers. CD varies in its environmental factors, symptom profile, severity, co-morbidity, and functional impairment. Aims: The aim was to analyze the determinants of symptom profile and severity among childhood and adolescent onset CD. Settings and Design: Clinic based study with 60 consecutive children between 6 and 18 years of age satisfying International Classification of Disease-10 Development Control Rules guidelines for CD, attending behavioral pediatrics unit outpatient. Materials and Methods: The family psychopathology, symptom severity, and functional level were assessed using parent interview schedule, revised behavioral problem checklist and Children's Global Assessment Scale. Statistical Analysis: The correlation and predictive power of the variables were analyzed using SPSS 16.0 version. Results: There was significant male dominance (88.3%) with boy girl ratio 7.5:1. Most common comorbidity noticed was hyperkinetic disorders (45%). Childhood onset group was more predominant (70%). Prevalence of comorbidity was more among early onset group (66.7%) than the late-onset group (33.3%). The family psychopathology, symptom severity, and the functional impairment were significantly higher in the childhood onset group. Conclusion: The determinants of symptom profile and severity are early onset (childhood onset CD), nature, and quantity of family psychopathology, prevalence, and type of comorbidity and nature of symptom profile itself. The family psychopathology is positively correlated with the symptom severity and negatively correlated with the functional level of the children with CD. The symptom severity was negatively correlated with the functional level of the child with CD. PMID:25568472

  6. Relationship between demography, etiology, level of consciousness, and outcome of surgical intracranial suppurations of bacterial origin in a tropical tertiary center

    PubMed Central

    Idowu, Olufemi Emmanuel; Majekodunmi, Adetinuwe Adesunlola

    2016-01-01

    Introduction: Intracranial suppurations (ICS) of bacterial origin are associated with significant mortality and morbidity. This study aimed to review demography, etiology, level of consciousness, and outcome of surgical ICS in a tropical tertiary hospital. Materials and Methods: All patients admitted to the neurosurgical unit within the study period of 7 years that had a surgical intervention for their ICS were prospectively included in the study. In accordance with the unit protocol, all patients in whom there was clinical suspicion of ICS had a preoperative computed tomography scan and/or magnetic resonance imaging done. The following data among others were documented and recorded electronically: demography, clinical and radiological diagnosis, etiology of ICS, admission Glasgow Coma Scale (GCS) score, type of neurosurgical intervention, mode of anesthesia, and outcome. Results: Forty-nine patients were included in the study. There were 33 males with a male-to-female ratio of 2.1:1. All patients presented at least a week after the use of antibiotics. The most common type of ICS was cerebral abscess (33 patients, 67.3%). There was no statistical significant association between outcome and age group (P = 0.630), gender (P = 0.999), diagnosis (P = 0.464), etiology of ICS (P = 0.169), solitary or multiplicity of ICS (P = 0.485), or type of offending organism (P = 0.278). Conclusions: ICS usually follows otorhinological infections in our center. The surgical outcome is dependent on the admission GCS score. PMID:26889278

  7. Abnormal Lipid levels as a risk factor of eclampsia, study conducted in tertiary care Hospitals of Khyber Pakhtunkhwa Province - Pakistan

    PubMed Central

    Nazli, Rubina; Akmal Khan, Muhammad; Akhtar, Tasleem; Lutfullah, Ghosia; Sher Mohammad, Nabila; Ahmad, Jawad; Haider, Jamila; Aslam, Hina

    2013-01-01

    Objective: To evaluate abnormal lipid metabolism as a risk factor of eclampsia in pregnant women. Methods: This cross sectional study was conducted in three tertiary care hospitals of Peshawar. Serum total cholesterol (TC), high density lipoprotein cholesterol (HDL-C), low density lipoprotein cholesterol (LDL-C), very low density lipoprotein cholesterol (VLDL-C), triglyceride (TG), apolipoprotein A1 (APO-A1), APO-B100, lipoprotein-a (Lpa) were measured in 110 women with eclampsia and compared with 90 healthy pregnant women. Mean lipid levels in cases and controls were compared using student’s t test”. Results: Mean systolic/diastolic blood pressure, TC, TG, VLDL-C and Lpa levels were significantly higher (p<0.001) in patients compared to control women. Similarly TC: HDL-C, LDL-C: HDL-C and TG: HDL-C ratio in the patients group were significantly higher (p<0.001) and HDL-C: VLDL-C ratio was significantly lower (p<0.001) in the patients as compared to control group. Undesirable cholesterol were noted in 35.8% patients, HDL-C in 50.5%, borderline high concentration of LDL-C in 23.6%, high triglycerides levels in 73.2%, undesirable cholesterol ratio in 52.3% and undesirable LDL-C ratio were noted in 82.1% patients of eclampsia. Conclusion: Serum lipids were found significantly higher thus early assessment may be helpful in prevention of complications in the eclampsia patients. PMID:24550964

  8. A Study of the Competencies Needed of Entry-Level Academic Health Sciences Librarians

    ERIC Educational Resources Information Center

    Philbrick, Jodi Lynn

    2012-01-01

    The purpose of this study was to identify the professional and personal competencies that entry-level academic health sciences librarians should possess from the perspectives of academic health sciences library directors, library and information sciences (LIS) educators who specialize in educating health sciences librarians, and individuals who…

  9. A Popperian Perspective on Science Education

    ERIC Educational Resources Information Center

    Blackie, Margaret A. L.

    2012-01-01

    Despite the rigorous debate around the purposes of higher education and the associated concept of graduate attributes, science education at the tertiary level has remained largely impervious to engaging with these ideas. This may be due to the emphasis on the knowledge base of the hard science as opposed to the emphasis on the knower in the…

  10. Investigation of Primary Education Second Level Students' Motivations toward Science Learning in Terms of Various Factors

    ERIC Educational Resources Information Center

    Sert Çibik, Ayse

    2014-01-01

    The purpose of this research was to investigate the primary education second level students' motivations towards science learning in terms of various factors. Within the research, the variation of the total motivational scores in science learning according to the gender, class, socio-economic levels, success in science-technology course and…

  11. Exposure to carbon monoxide, methyl-tertiary butyl ether (MTBE), and benzene levels inside vehicles traveling on an urban area in Korea.

    PubMed

    Jo, W K; Park, K H

    1998-01-01

    This study was designed to allow systematic comparison of exposure on public (40-seater buses) and private (four passengers cars) transport modes for carbon monoxide (CO), methyl-tertiary butyl ether (MTBE), and benzene by carrying out simultaneous measurements along the same routes. There were statistically significant differences (p < 0.05) in the concentrations of all target compounds among the three microenvironments; inside autos; inside buses; and in ambient air. The target compounds were significantly correlated for all the three environments, with at least p < 0.05. The in-vehicle concentrations of MTBE and benzene were significantly higher (p < 0.0001), on the average 3.5 times higher, in the car with a carbureted engine than in the other three electronic fuel-injected cars. On the other hand, the CO concentrations were not significantly different among the four cars. The in-auto MTBE levels (48.5 micrograms/m3 as a median) measured during commutes in this study was 2-3 times higher than the New Jersey and Connecticut's results. The in-auto concentration of CO (4.8 ppm as a median) in this study was comparable with those in later studies in some American cities, but much lower than those in earlier studies in other American cities. The in-bus CO concentration was 3.6 ppm as a median. As a median, the in-auto concentration of benzene was 44.9 micrograms/m3, while the in-bus concentration 17.0 micrograms/m3. The in-auto/in-bus exposure ratios for all the target compounds was 31-40% higher than the corresponding concentration ratios, due to the higher travel speed on buses in the specified commute route as compared to the autos. PMID:9577748

  12. Unified Science Approach K-12, Proficiency Levels 1-6.

    ERIC Educational Resources Information Center

    Oickle, Eileen M., Ed.

    Presented are first-revision materials of the K-12 unified science program implemented in the public schools of Anne Arundel County, Maryland. Detailed descriptions are given of the roles of students and teachers, purposes of bibliography, major concepts in unified science, processes of inquiry, scheme and model for scientific literacy, and…

  13. A-Level Science--What Value Practical?

    ERIC Educational Resources Information Center

    McCune, Roger

    2014-01-01

    The Qualifications Regulator in England (Ofqual) has decided that with the implementation of revised (linear) science specifications, first teaching from September 2015, the assessment of practical skills will not contribute to the overall qualification grade. This could have significant implications for post-16 science teaching. The decision was…

  14. Unified Science Approach K-12, Proficiency Levels 7-12.

    ERIC Educational Resources Information Center

    Oickle, Eileen M., Ed.

    Presented is the second part of the K-12 unified science materials used in the public schools of Anne Arundel County, Maryland. Detailed descriptions are made of the roles of students and teachers, purposes of the bibliography, major concepts in unified science, processes of inquiry, a scheme and model for scientific literacy, and program…

  15. Special Project Examination in Integrated Science - Ordinary Level.

    ERIC Educational Resources Information Center

    Wimpenny, David

    A science achievement test for the General Certificate of Education (GCE, England) was developed for students enrolled in the curriculum of the Schools Council Integrated Science Project. This document contains discussions of the testing program and a copy of the 1973 test. After an overview of the curriculum project and issues related to…

  16. Readability Levels of the Science Textbooks Most Used in Secondary Schools.

    ERIC Educational Resources Information Center

    Chiang-Soong, Betty; Yager, Robert E.

    1993-01-01

    Evaluated and compared 12 science textbooks with respect to their readability levels and agreement with the intended reader level. Four of the books were determined to be unsatisfactory for their intended grade levels. (20 references) (MDH)

  17. Effective science teachers' professional development: A multiple-case study of district-level science supervisors' perspectives

    NASA Astrophysics Data System (ADS)

    Schaben, Chris Jay

    At its heart, science teachers' professional development is about continual growth and improvement (Yager, 2005). Conducting research to understand what constitutes effective professional development is inherently complex (Hewson, 2007). The imperative to link research on professional development to student achievement (Fishman, Marx, Best, & Tal, 2003) increases complexity of research on the topic. These complexities require multiple research approaches and indicate that all stakeholders could provide insights to identify what constitutes effective professional development. District-level science supervisors' voices are missing from the data on effective science teachers' professional development and this provides a potential gap in the literature (Banilower, Heck, & Weiss, 2007; Elmore & Burney, 1999; Shroyer, Miller, Hernandez, & Dunn, 2007). The purpose of this multiple-case study was to gather information from six district-level science supervisors from six different school districts in six different states to gain a deeper understanding of their insights on what constitutes effective professional development. The empirical data examined in this study resulted from interviews, participant drawings, observations, and document review. The major finding was that the district-level science supervisors mostly confirmed what was known in the field. However, this finding could be used in a variety of ways to support future research; such as providing a potential data source to corroborate self-reported teacher survey data. The findings from this study also identified a few nuances to what is known about effective science teachers' professional development research. Specifically, a finding suggests that researchers may need to reconceptualize the amount of time before which science teachers' professional development can impact student achievement. Another nuance identified relates to the, already known, understanding that district-level science supervisors' beliefs (Borman, 2005) and position power can impact their actions (Spillane, 2000). This nuance suggests that district-level science supervisors may desire that the teachers in their districts teach as they taught. If so, future research should identify what teaching approaches the district-level science supervisors utilized when they were teaching.

  18. Issues of Identity and African Unity Surrounding the Introduction of an Exogenous African Language, Swahili, at Tertiary Level in South Africa

    ERIC Educational Resources Information Center

    Wildsmith-Cromarty, Rosemary; Conduah, Aloysius N.

    2014-01-01

    This paper reports on a study that examines the attitudes of university students and immigrants to the introduction of Swahili at a tertiary institution in South Africa. Data were obtained from a questionnaire survey and interviews with questions that covered the domains in which Swahili could be most useful, who should learn it and the reasons…

  19. Issues of Identity and African Unity Surrounding the Introduction of an Exogenous African Language, Swahili, at Tertiary Level in South Africa

    ERIC Educational Resources Information Center

    Wildsmith-Cromarty, Rosemary; Conduah, Aloysius N.

    2014-01-01

    This paper reports on a study that examines the attitudes of university students and immigrants to the introduction of Swahili at a tertiary institution in South Africa. Data were obtained from a questionnaire survey and interviews with questions that covered the domains in which Swahili could be most useful, who should learn it and the reasons

  20. Communicating Ocean Science at the Lower-Division Level

    NASA Astrophysics Data System (ADS)

    Coopersmith, A.

    2011-12-01

    Pacific Ocean Literacy for Youth, Publics, Professionals, and Scientists (POLYPPS) is an NSF-funded collaboration between the University of Hawai`i and the Center for Ocean Science Education Excellence (COSEE) - California, which is based at the Lawrence Hall of Science, University of California - Berkeley. One of the objectives of this project is to instutionalize ocean science communications courses at colleges and universities in Hawai`i. Although the focus of most of these communications courses has been on training graduate students and scientists, lower-division students interested in the ocean sciences are finding this background helpful. At the University of Hawai`i Maui College there are several marine science courses and certificate programs that require students to interact with the public through internships, research assistantships, and course-related service-learning projects. Oceanography 270, Communicating Ocean Science, is now offered to meet the needs of these students who engage with the public in informal educational settings. Other students who enroll in this course have a general interest in the marine environment and are considering careers in K-12 formal education. This course gives this group of students an opportunity to explore formal education by assisting classroom teachers and preparing and presenting problem-based, hands-on, inquiry activities. Employers at marine-related businesses and in the tourist industry have welcomed this course with a focus on communication skills and indicate that they prefer to hire local people with strong backgrounds in marine and natural sciences. A basic premise of POLYPPS is that science education must draw not only from the latest advances in science and technology but also from the cultural contexts in which the learners are embedded and that this will achieve increased understanding and stewardship of ocean environments. Students in Oceanography 270 integrate traditional Hawaiian knowledge into their activities and presentations with the advice of local practitioners who share their experiences for incorporating both Hawaiian ways of learning and environmental practices.

  1. Is This the End of the English Tradition of Practical A-Level Science?

    ERIC Educational Resources Information Center

    Carter, Ian

    2014-01-01

    From September 2015, schools in England will be teaching new A-level science specifications that have been developed by examination boards to encompass new higher levels of demand developed by the Department for Education. Integral to these new specifications is a radical change to the contribution of practical science to the A-level grade of the…

  2. Staying in the Science Stream: Patterns of Participation in A-Level Science Subjects in the UK

    ERIC Educational Resources Information Center

    Smith, Emma

    2011-01-01

    This paper describes patterns of participation and attainment in A-level physics, chemistry and biology from 1961 to 2009. The A level has long been seen as an important gateway qualification for higher level study, particularly in the sciences. This long-term overview examines how recruitment to these three subjects has changed in the context of…

  3. A Study of Secondary Science Teacher Efficacy and Level of Constructivist Instructional Practice Implementation in West Virginia Science Classrooms

    ERIC Educational Resources Information Center

    Knapp, Amanda Kristen

    2013-01-01

    The purpose of this study was to investigate the level of use of selected constructivist instructional practices and level of teacher efficacy in West Virginia secondary science classrooms. The study next sought to determine if a relationship existed between level of use of the constructivist practices and teacher efficacy. In addition the study…

  4. The Science Advancement through Group Engagement Program: Leveling the Playing Field and Increasing Retention in Science

    ERIC Educational Resources Information Center

    Hall, Donna M.; Curtin-Soydan, Amanda J.; Canelas, Dorian A.

    2014-01-01

    How can colleges and universities keep an open gateway to the science disciplines for the least experienced first-year science students while also maintaining high standards that challenge the students with the strongest possible high school backgrounds? The Science Advancement through Group Engagement (SAGE) project targets cohorts of less

  5. The Science Advancement through Group Engagement Program: Leveling the Playing Field and Increasing Retention in Science

    ERIC Educational Resources Information Center

    Hall, Donna M.; Curtin-Soydan, Amanda J.; Canelas, Dorian A.

    2014-01-01

    How can colleges and universities keep an open gateway to the science disciplines for the least experienced first-year science students while also maintaining high standards that challenge the students with the strongest possible high school backgrounds? The Science Advancement through Group Engagement (SAGE) project targets cohorts of less…

  6. Computers and Traditional Teaching Practices: Factors Influencing Middle Level Students' Science Achievement and Attitudes about Science

    ERIC Educational Resources Information Center

    Odom, Arthur Louis; Marszalek, Jacob M.; Stoddard, Elizabeth R.; Wrobel, Jerzy M.

    2011-01-01

    The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group…

  7. Teaching Geologic/Earth Science Remote Sensing at the Collegiate and the Secondary School Level

    ERIC Educational Resources Information Center

    Fisher, John J.

    1977-01-01

    Describes util satellite photography, satellite remote sensing, and high altitude aircraft photography for teaching environmental and ecological aspects of earth science at the secondary or college levels. (SL)

  8. Stress Levels of Agricultural Science Cooperating Teachers and Student Teachers: A Repeated Measures Comparative Assessment

    ERIC Educational Resources Information Center

    McKim, Billy R.; Rayfield, John; Harlin, Julie; Adams, Andy

    2013-01-01

    This study compared job stress levels of Texas agricultural science cooperating teachers and Texas agricultural science student teachers across a semester. The research objectives included describing secondary agricultural science cooperating teachers and student teachers perceptions of stressors, by time of semester (beginning, middle, and end),…

  9. Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

    ERIC Educational Resources Information Center

    Stanger-Hall, Kathrin F.

    2012-01-01

    Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not

  10. The Abstract Thinking Levels of the Science-Education Students in Gaza Universities

    ERIC Educational Resources Information Center

    Darwish, Ata H.

    2014-01-01

    The purpose of this study was to determine the abstract thinking levels of the science students attending the first and fourth year at two Palestinian Universities (Al-Aqsa and Al-Azhar). The sample consisted of 133 students from Science Education Departments (SE). The tool, used to measure abstract thinking, was one of the Science Reasoning Tasks…

  11. The Abstract Thinking Levels of the Science-Education Students in Gaza Universities

    ERIC Educational Resources Information Center

    Darwish, Ata H.

    2014-01-01

    The purpose of this study was to determine the abstract thinking levels of the science students attending the first and fourth year at two Palestinian Universities (Al-Aqsa and Al-Azhar). The sample consisted of 133 students from Science Education Departments (SE). The tool, used to measure abstract thinking, was one of the Science Reasoning Tasks

  12. Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

    ERIC Educational Resources Information Center

    Stanger-Hall, Kathrin F.

    2012-01-01

    Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not…

  13. Organizational health and the achievement level of students in science at the secondary-level schools in Sri Lanka

    NASA Astrophysics Data System (ADS)

    Pakkeer-Jaufar, Pakkeer Cadermohideen

    This study sought to identify those organizational health factors that might have overriding influence on the achievement level of students in science in Sri Lankan secondary schools. This study involved 752 students, 33 science teachers, and 10 principals from two different districts, Ampara and Colombo, in Sri Lanka. Ten Tamil medium, secondary level, public schools were selected to participate in this study. Data were collected using four types of instruments: a questionnaire for pupils; interview schedules for science teachers and principals; checklists for classroom/school facilities, science laboratory facilities, and science practicals; and a science achievement test. The analysis focused on the collective perceptions of students, science teachers, and principals. Regression and path analyses were used as major analysis techniques, and the qualitative data provided by science teachers and principals were considered for a crosschecking of the quantitative inferences. The researcher found teacher affiliation, academic emphasis, and instructional leadership of the principal, in descending order, were the overriding influential factors on the achievement level of students in science in Sri Lankan secondary schools. At the same time a similar descending order was found in their mean values and qualities. The researcher concluded that increasing the quality of the organizational health factors in Sri Lankan secondary schools would result in improved better achievement in science. The findings further indicate that instructional leadership of the principal had both direct and indirect effects on students' achievement in science when academic emphasis and teacher affiliation were taken into account. In addition, the resource support of the principal did not make any difference in students' science achievement and the findings stress the availability of the resources for individual students instead of assuming the general facilities of the school are available to all students of the school.

  14. Discovering Animal Ways, Elementary School Science, Level Three, Teaching Manual.

    ERIC Educational Resources Information Center

    Hale, Helen E.

    This pilot teaching unit is one of a series developed for use in elementary school science programs. This unit is designed to promote children's natural curiosity and to help those who show a reluctance to work with animals to overcome some of their fears. The student activities employ important scientific processes, such as observation,…

  15. Teaching Anthropology as Science at the Junior High School Level

    ERIC Educational Resources Information Center

    Decanay, Al, Jr.

    1977-01-01

    Describes an elective anthropology course of eighth grade students taught in 1974-75 and 1975-76. The course was offered as part of the science rather than social studies program, and emphasized physical anthropology and archaeology with laboratory and field methods. The content was within the grasp of motivated average and above average eighth…

  16. A Critical Appraisal of State Level Science Exhibition

    ERIC Educational Resources Information Center

    Nath, Baiju K.

    2007-01-01

    Science exhibitions are really great opportunities to students as well as teachers to disseminate knowledge that they have, and to experience a variety of new inventions and innovations that also need wide dissemination. The great significance of exhibition is that it fosters acquisition of different process skills leading to the development of…

  17. CalfScience: Extension Education at Many Levels

    ERIC Educational Resources Information Center

    Moore, Dale A.; Tellessen, Kathlyn; Sischo, William M.

    2010-01-01

    The issue of antimicrobial resistance in food animal agriculture was addressed by conducting clinical trials to assess alternatives to antimicrobials in dairy calf-raising and developing outreach to three different audiences. Current research was integrated into Extension programs for calf-raisers, animal science and veterinary students, and food…

  18. Science, Levels 7-12. Secondary Core Curriculum Standards.

    ERIC Educational Resources Information Center

    Utah State Board of Education, Salt Lake City. Div. of Curriculum and Instruction.

    This document presents the core science curriculum standards which must be completed by all students as a requisite for graduation from Utah's secondary schools. Contained within are the elementary and secondary school program of studies and high school graduation requirements. Each course entry for grades 7-12 contains: course title, unit of…

  19. CalfScience: Extension Education at Many Levels

    ERIC Educational Resources Information Center

    Moore, Dale A.; Tellessen, Kathlyn; Sischo, William M.

    2010-01-01

    The issue of antimicrobial resistance in food animal agriculture was addressed by conducting clinical trials to assess alternatives to antimicrobials in dairy calf-raising and developing outreach to three different audiences. Current research was integrated into Extension programs for calf-raisers, animal science and veterinary students, and food

  20. The effect of teacher education level, teaching experience, and teaching behaviors on student science achievement

    NASA Astrophysics Data System (ADS)

    Zhang, Danhui

    Previous literature leaves us unanswered questions about whether teaching behaviors mediate the relationship between teacher education level and experience with student science achievement. This study examined this question with 655 students from sixth to eighth grade and their 12 science teachers. Student science achievements were measured at the beginning and end of 2006-2007 school year. Given the cluster sampling of students nested in classrooms, which are nested in teachers, a two-level multilevel model was employed to disentangle the effects from teacher-level and student-level factors. Several findings were discovered in this study. Science teachers possessing of advanced degrees in science or education significantly and positively influenced student science achievement. However, years of teaching experience in science did not directly influence student science achievement. A significant interaction was detected between teachers possessing an advanced degree in science or education and years of teaching science, which was inversely associated to student science achievement. Better teaching behaviors were also positively related to student achievement in science directly, as well as mediated the relationship between student science achievement and both teacher education and experience. Additionally, when examined separately, each teaching behavior variable (teacher engagement, classroom management, and teaching strategies) served as a significant intermediary between both teacher education and experience and student science achievement. The findings of this study are intended to provide insights into the importance of hiring and developing qualified teachers who are better able to help students achieve in science, as well as to direct the emphases of ongoing teacher inservice training.

  1. Astronomical terms and names as an indicator of the science level

    NASA Astrophysics Data System (ADS)

    Harutyunian, H. A.

    2015-07-01

    The connection between the science level and the system of corresponding terms is considered. It is noted that the treasure of terms in the national language should depend on the level of given science. The issue of astronomical terms' origination in antique and modern Armenian is considered.

  2. Investigating the Relationship between School Level Accountability Practices and Science Achievement

    ERIC Educational Resources Information Center

    Gándara, Fernanda; Randall, Jennifer

    2015-01-01

    This study investigates the relationship between school-level accountability practices and science achievement of 15-year-olds, across four counties: Australia, Korea, Portugal, and the United States. We used PISA 2006 data, since 2006 is the only administration that has focused on science. School-level accountability practices are here defined as…

  3. Integrated Science as a Preparation for 'A' Level Physics, Chemistry and Biology.

    ERIC Educational Resources Information Center

    Chamberlain, Peter J.

    1985-01-01

    Compared performance in A-level science examinations of students who took an integrated science course (SCISP) with students who studied the separate subjects of physics, chemistry, and biology to 0-level standard. Results show no significant differences between the performance of the two groups. (JN)

  4. Approaching Gender Parity: Women in Computer Science at Afghanistan's Kabul University

    ERIC Educational Resources Information Center

    Plane, Jandelyn

    2010-01-01

    This study explores the representation of women in computer science at the tertiary level through data collected about undergraduate computer science education at Kabul University in Afghanistan. Previous studies have theorized reasons for underrepresentation of women in computer science, and while many of these reasons are indeed present in

  5. Trained in Science-Base Field: Change of Specialization among Educated Women in Malaysia

    ERIC Educational Resources Information Center

    Amin, Suhaida Mohd; Satar, Nurulhuda Mohd; Yap, Su Fei

    2015-01-01

    The theoretical model for economic development states that development in science and technology is the key to increased productivity. Upon realizing this, the Malaysian government has targeted 60 to 40 per cent of students for Science to Arts field at the tertiary level of education. However the rate of participation in science-based programs…

  6. Approaching Gender Parity: Women in Computer Science at Afghanistan's Kabul University

    ERIC Educational Resources Information Center

    Plane, Jandelyn

    2010-01-01

    This study explores the representation of women in computer science at the tertiary level through data collected about undergraduate computer science education at Kabul University in Afghanistan. Previous studies have theorized reasons for underrepresentation of women in computer science, and while many of these reasons are indeed present in…

  7. Knowledge of HIV and AIDS among tertiary students in Bangladesh.

    PubMed

    Hossain, Mohammad Bellal; Kabir, Alamgir; Ferdous, Hasina

    To examine the levels and predictors of knowledge on HIV and AIDS, a survey was conducted among 392 tertiary level students in the University of Dhaka, Bangladesh. Students demonstrated a high knowledge of transmission and prevention of HIV and AIDS yet with considerable misconception. All students said that unprotected sex with an HIV-positive man or woman can transmit the HIV virus to a negative man or woman but at the same time 43.6% of students believed that there is a preventive vaccine for HIV and 39.8% understood that HIV can be cured if it is diagnosed early. Multivariate regression analysis indicated that the students who had more knowledge on HIV and AIDS were: older boys, fathers having more income, business or service as father's occupation, having more mass media exposure, being senior students, living in a university dormitory, and being students of faculty of arts, social sciences, and science. The findings of this study suggest that a special course on health education, including risk perceptions of HIV and AIDS and issues related to sexual and other high risk behavior, should be included in the course curricula irrespective of disciplines at tertiary levels. PMID:17827095

  8. The effects of student-level and classroom-level factors on elementary students' science achievement in five countries

    NASA Astrophysics Data System (ADS)

    Kaya, Sibel

    The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are needed. For all the countries investigated, with the exception of Singapore, the between-class variance was much smaller than the within-class variance. Japan had the smallest variation in science achievement among classrooms which indicates the homogeneity across classrooms in Japan. Increasing awareness and knowledge of gender neutral instructional techniques, providing a non-threatening, rich and supportive environment for both genders in classrooms by elementary teachers are to be encouraged. To improve students' self beliefs about science, it is recommended that teachers model science activities and accommodate students' needs and abilities (Bandura, 1997; Britner & Pajares, 2006). Schools and teachers are recommended to develop a successful home-school partnership for improved student learning and positive attitudes toward science (Eccles & Harold, 1996; Epstein & Salinas, 2004). Furthermore, developing a knowledge base for teachers regarding the influences of classroom and school composition is highlighted (Honig, Kahne, & McLaughlin, 2001; Murrel, 2001). At the classroom- and school-level, policy efforts could focus on the distribution of educational resources (Condron & Roscigno, 2003; Goesling, 2003) to compensate for poor family background.

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

    ERIC Educational Resources Information Center

    Bellocchi, Alberto

    2012-01-01

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

  10. High Satisfaction Rating by Users of Private-for-profit Healthcare Providers—evidence from a Cross-sectional Survey Among Inpatients of a Private Tertiary Level Hospital of North India

    PubMed Central

    Kumar, Sanjeev; Haque, Anwarul; Tehrani, Hassan Y

    2012-01-01

    Background: Evaluation of outcomes can help improve the quality of provision of services within a healthcare setting. There is limited report on patient satisfaction in private-sector in India although they provide three-quarters of healthcare services. Aim: The study was designed to report the level of satisfaction among inpatients of a private tertiary care hospital in India. Materials and Methods: A total of 102 participants were recruited and their socio-demographic, health-seeking behavior, and satisfaction rating on various aspects of healthcare were elicited. A five item Likert scale was used to obtain the satisfaction rating. Data analysis was done with the help of Stata version-9. Proportions for the discrete variables and means with Standard Deviation for the continuous variables were obtained. Results: All the participants were urban and from upper-middle or upper socio-economic strata. The participants reported a high level of overall satisfaction (93%) as well as high satisfaction with physicians (95%), the doctor's interpersonal skills (99%), nursing-care (93%), general services (94%), and pharmacy (88.1%). Conclusion: There was a high level of satisfaction reported by the participants at this tertiary level hospital. This might reflect the actual good quality services being provided by the provider or the nonannoying response, which cannot be ruled out. PMID:23050252

  11. Teachers' beliefs about science teaching and context factors: Implications for teaching and learning science at the middle school level

    NASA Astrophysics Data System (ADS)

    Pea, Celeste H.

    Current research shows that teachers' beliefs have been virtually ignored in science education reform efforts spearheaded by the development of national, state, and local standards. Since the aim of science education reform is to improve scientific literacy for all students, increasingly, researchers are questioning the lack of attention to teachers' beliefs and are calling for more research to examine teachers' beliefs and the influence of school environmental factors on their classroom practices. The purpose of this study was to explore, investigate, and analyze data that might reveal middle school science teachers' beliefs about science teaching and how school environmental factors influence their classroom behavior. The mixed methods study was conducted in a large urban/suburban county in an eastern state in the United States. Data were collected through a Likert-style survey and interview and observation sessions. Ninety-one middle school science teachers completed the survey. Three teachers from the survey sample also participated in the interview and observation sessions. The findings from the quantitative and qualitative data indicated that most of the middle school science teachers in this study believed that science teaching should be student-centered, and science instruction should be based on an inquiry-based approach to teaching and learning. They also believed that the state and county standards were the most important factors in helping teachers to use inquiry-based instructional strategies to teach science. In addition to the science standards, the middle school science teachers believed that peer and principal support were critical to their success as teachers, and that instructional materials and supplies were readily available to help them teach science. The findings from the study indicated that few school environmental factors affected the middle school teachers' classroom practices. However, time (to participate in more professional activities and to complete class work), student level of maturity to do inquiry, and students taking responsibility for their own learning were identified as school environmental factors teachers believed hindered their effectiveness as teachers. The research findings confirmed findings from earlier studies that some teachers' beliefs are inconsistent with their practices. Although most of the teachers responded or were observed using nontraditional practices, the inconsistency that was observed between some teachers' stated beliefs and their practices supports the idea that it may be difficult to achieve scientific literacy for all students. Since current science reform marks a sharp departure from the way science was taught in the past, more research is needed to help determine why this inconsistency continues to exist.

  12. The levels of edit. [technical writing in science

    NASA Technical Reports Server (NTRS)

    Vanburen, R.; Buehler, M. F.; Wallenbrock, D. (Editor)

    1976-01-01

    The editorial process is analyzed, and five levels of edit are identified. These levels represent cumulative combinations of nine types of edit: (1) coordination, (2) policy, (3) integrity, (4) screening, (5) copy clarification, (6) Mechanical Style, (7) Language, and (9) substantive. The levels and types of edit, although developed for specific use with external reports at the Jet Propulsion Laboratory, cover the general range of technical editing, especially as it applies to an in-house technical publications organization. Each type of edit is set forth in terms of groups of actions to be performed by the editor. The edit-level concept has enhanced understanding and communication among editors, authors, and publications managers concerning the specific editorial work to be done on each manuscript. It has also proved useful as a management tool for estimating and monitoring cost.

  13. Low-level radioactive waste regulation: Science, politics and fear

    SciTech Connect

    Burns, M.E.

    1988-01-01

    An inevitable consequence of the use of radioactive materials is the generation of radioactive wastes and the public policy debate over how they will be managed. In 1980, Congress shifted responsibility for the disposal of low-level radioactive wastes from the federal government to the states. This act represented a sharp departure from more than 30 years of virtually absolute federal control over radioactive materials. Though this plan had the enthusiastic support of the states in 1980, it now appears to have been at best a chimera. Radioactive waste management has become an increasingly complicated and controversial issue for society in recent years. This book discusses only low-level wastes, however, because Congress decided for political reasons to treat them differently than high-level wastes. The book is based in part on three symposia sponsored by the division of Chemistry and the Law of the American Chemical Society. Each chapter is derived in full or in part from presentations made at these meetings, and includes: (1) Low-level radioactive wastes in the nuclear power industry; (2) Low-level radiation cancer risk assessment and government regulation to protect public health; and (3) Low-level radioactive waste: can new disposal sites be found.

  14. An investigation of children's levels of inquiry in an informal science setting

    NASA Astrophysics Data System (ADS)

    Clark-Thomas, Beth Anne

    Elementary school students' understanding of both science content and processes are enhanced by the higher level thinking associated with inquiry-based science investigations. Informal science setting personnel, elementary school teachers, and curriculum specialists charged with designing inquiry-based investigations would be well served by an understanding of the varying influence of certain present factors upon the students' willingness and ability to delve into such higher level inquiries. This study examined young children's use of inquiry-based materials and factors which may influence the level of inquiry they engaged in during informal science activities. An informal science setting was selected as the context for the examination of student inquiry behaviors because of the rich inquiry-based environment present at the site and the benefits previously noted in the research regarding the impact of informal science settings upon the construction of knowledge in science. The study revealed several patterns of behavior among children when they are engaged in inquiry-based activities at informal science exhibits. These repeated behaviors varied in the children's apparent purposeful use of the materials at the exhibits. These levels of inquiry behavior were taxonomically defined as high/medium/low within this study utilizing a researcher-developed tool. Furthermore, in this study adult interventions, questions, or prompting were found to impact the level of inquiry engaged in by the children. This study revealed that higher levels of inquiry were preceded by task directed and physical feature prompts. Moreover, the levels of inquiry behaviors were haltered, even lowered, when preceded by a prompt that focused on a science content or concept question. Results of this study have implications for the enhancement of inquiry-based science activities in elementary schools as well as in informal science settings. These findings have significance for all science educators, in both formal and informal settings, with regard to ways in which higher level inquiry could be facilitated and ways in which volunteers could engage visitors with open-ended exhibits at informal science settings. Moreover, the study presents implications for the development of specific interventions through adults' administration of questions as prompts designed to assist children in reaching greater levels of inquiry.

  15. Even Low Levels of Alcohol during Pregnancy Can Affect Fetal Brain Development. Science Briefs

    ERIC Educational Resources Information Center

    National Scientific Council on the Developing Child, 2008

    2008-01-01

    "Science Briefs" summarize the findings and implications of a recent study in basic science or clinical research. This brief reports on the study "Effects of Prenatal Alcohol Exposure on GABAergic Neurons" (V. C. Cuzone; P. W. L. Yeh; Y. Yanagawa; K. Obata; and H. H. Yeh). Study results indicate that even exposure to low levels of alcohol during

  16. Classroom-Based Science Research at the Introductory Level: Changes in Career Choices and Attitude

    ERIC Educational Resources Information Center

    Harrison, Melinda; Dunbar, David; Ratmansky, Lisa; Boyd, Kimberly; Lopatto, David

    2011-01-01

    Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in…

  17. In Their Own Voices: Middle Level Girls' Perceptions of Teaching and Learning Science.

    ERIC Educational Resources Information Center

    Harwell, Sharon H.

    2000-01-01

    Surveys middle level female students (n=215) for their perceptions about the nature of science and the nature of the science classroom learning environment. Methodologies used in the study focus on the mental constructs that girls create from those perceptions as opposed to the views gained through teacher report, classroom observation, or

  18. Even Low Levels of Alcohol during Pregnancy Can Affect Fetal Brain Development. Science Briefs

    ERIC Educational Resources Information Center

    National Scientific Council on the Developing Child, 2008

    2008-01-01

    "Science Briefs" summarize the findings and implications of a recent study in basic science or clinical research. This brief reports on the study "Effects of Prenatal Alcohol Exposure on GABAergic Neurons" (V. C. Cuzone; P. W. L. Yeh; Y. Yanagawa; K. Obata; and H. H. Yeh). Study results indicate that even exposure to low levels of alcohol during…

  19. Classroom-Based Science Research at the Introductory Level: Changes in Career Choices and Attitude

    ERIC Educational Resources Information Center

    Harrison, Melinda; Dunbar, David; Ratmansky, Lisa; Boyd, Kimberly; Lopatto, David

    2011-01-01

    Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in

  20. A Summary of Research in Science Education for the Years of 1968-69, College Level Science.

    ERIC Educational Resources Information Center

    Koran, John J., Jr.

    A review of 132 research documents is presented for the purpose of describing and categorizing research and development in science instruction on the college level. The documents are limited to publications, dissertation abstracts, and abstracted research and development reports, primarily appearing during 1968-69. Descriptions are made concerning…

  1. A Comparison of Social Science Textbook Readability and Students' Reading Levels.

    ERIC Educational Resources Information Center

    Townsend, Brenda S.; Wilkie, Carolyn J.

    The first phase of a study investigating textbook readability and students' reading levels used three traditional formulas to assess the readability levels of 51 primary textbooks from college introductory social science courses in 7 disciplines. The second phase investigated the relationship between the readability levels of students' texts,…

  2. Kinetics and capacities of phosphorus sorption to tertiary stage wastewater alum solids, and process implications for achieving low-level phosphorus effluents.

    PubMed

    Maher, Chris; Neethling, J B; Murthy, Sudhir; Pagilla, Krishna

    2015-11-15

    The role of adsorption and/or complexation in removal of reactive or unreactive effluent phosphorus by already formed chemical precipitates or complexes has been investigated. Potential operational efficiency gains resulting from age of chemically precipitated tertiary alum sludge and the recycle of sludge to the process stream was undertaken at the Iowa Hill Water Reclamation Facility which employs the DensaDeg(®) process (IDI, Richmond, VA) for tertiary chemical P removal to achieve a filtered final effluent total phosphorus concentration of <30 μg/L. The effect of sludge solids age was found to be insignificant over the solids retention time (SRT) of 2-8 days, indicating that the solids were unaffected by the aging effects of decreasing porosity and surface acidity. The bulk of solids inventory was retained in the clarifier blanket, providing no advantage in P removal from increased solids inventory at higher SRTs. When solids recycle was redirected from the traditional location of the flocculation reactor to a point just prior to chemical addition in the chemical mixing reactor, lower effluent soluble P concentrations at lower molar doses of aluminum were achieved. At laboratory scale, the "spent" or "waste" chemical alum sludge from P removal showed high capacity and rapid kinetics for P sorption from real wastewater effluents. Saturation concentrations were in the range of 8-29 mg soluble reactive P/g solids. Higher saturation concentrations were found at higher temperatures. Alum sludge produced without a coagulant aid polymer had a much higher capacity for P sorption than polymer containing alum sludge. The adsorption reaction reached equilibrium in less than 10 min with 50% or greater removal within the first minute. PMID:26331896

  3. American Tertiary mollusks of the genus Clementia

    USGS Publications Warehouse

    Woodring, W.P.

    1927-01-01

    Aside from its value as an aid in determining the age of Tertiary beds, the chief interest of the genus Clementia lies in the anomalous features of its present and former distribution. An attempt is made in this paper to trace its geologic history, to point out its paleobiologic significance, and to describe all the known American Tertiary species. The fossils from Colombia used in preparing this report were collected during explorations made under the direction of Dr. 0. B. Hopkins, chief geologist of the Imperial Oil Co. (Ltd.), who kindly donated them to the United States National Museum. Dr. T. Wayland Vaughan, of the Scripps Institution of Oceanography, furnished information relating to specimens collected by him in Mexico. Dr. Bruce L. Clark, of the University of California; Dr. G. Dallas Hanna, of the California Academy of Sciences; Dr. H. A. Pilsbry, of the Philadelphia Academy of Natural Sciences; and Dr. W. D. Matthew, of the American Museum of Natural History, generously loaned type specimens and other material. Doctor Clark and Doctor Hanna also gave information concerning the Tertiary species from California. Mr. Ralph B. Stewart, of the University of California, read the manuscript, and I have taken advantage of his suggestions. I am also indebted to Mr. L. R. Cox, of the British Museum, for information relating to the fossil species from Persia, Zanzibar, and Burma, and to Dr. Axel A. Olsson, of the International Petroleum Co., for data concerning undescribed Tertiary species from Peru.

  4. An instructional package integrating science and social studies instruction at the fifth-grade level

    NASA Astrophysics Data System (ADS)

    Hulley, Kathy Louise Sullivan

    Integrative education is being implemented by classroom teachers who want to immerse students in an environment rich in problem-solving skills, critical analysis skills, ethics, valuing of knowledge, and communication of learning. Several subject areas in the curriculum have been integrated, such as literature with social studies and mathematics with science. The focus of this dissertation is on the integration of science and social studies at the fifth grade level using the Mississippi State Department of Education Curriculum Guidelines and Objectives (MSDE, 1995) and the National Science Education Standards (National Research Council (NRC), 1996). An instructional package of lesson plans that teachers can use as ideas to create their own plans for an integrated curriculum of science and social studies was devised. The Mississippi State Department of Education Curriculum Guidelines and Objectives for Social Studies (MSDE, 1995) at the fifth grade level contain fifteen competencies. Three standards from the National Science Education Standards (NRC, 1996) were chosen. They include (a) science and technology, (b) science in personal and social perspectives, and (c) the history and nature of science. Each competency for social studies has three lesson plans written that integrate the three chosen standards from the National Science Education Standards. A total of forty-five lesson plans were written integrating science and social studies. Each lesson plan includes an objective, materials, procedures, and evaluation for teachers. Teachers are encouraged to use the lesson plans as a guide in creating their own lesson plans that would correspond to their school's particular curriculum guidelines. Consideration should be given to the learning levels and styles of their classroom. This qualitative study was done to create lesson plans that integrate science and social studies with the hope that teachers will expand upon them and implement them into their curricula.

  5. Tertiary oil recovery

    SciTech Connect

    Byham, D. E.

    1985-03-05

    An improved method for the recovery of tertiary oil from oil formations containing connate waters having a high brine concentration. A stable alcohol external microemulsion is formed from specific brine-soluble surfactants and alcohols for employment as a chemical slug. Such a microemulsion may be used to efficiently and effectively recover tertiary oil from formations in high brine concentrations. Specific examples of surfactants which may be employed to form the microemulsions of the present invention include amphoteric surfactants such as bis-2-hydroxyethylcocoamine propane sulfonate and bis-2-hydroxyethyloctadecyl amine propane sulfonate.

  6. Tertiary Basins of Spain

    NASA Astrophysics Data System (ADS)

    Friend, Peter F.; Dabrio, Cristino J.

    1996-01-01

    During the Tertiary, Spain suffered compressional collision between France and Africa, and its Atlantic and Mediterranean coasts have been further modified by extensional rifting. Because it includes sectors of two separate foreland basins, and an intervening craton with basins that have been influenced by extensional and strikeSHslip deformation, Spain provides excellent material for the development and testing of theories on the study of sedimentary basin formation and filling. This book is one of the few studies available in English of the important Tertiary geology of Spain.

  7. From inside the black box: Teacher perceptions of science instruction at the elementary level

    NASA Astrophysics Data System (ADS)

    Ferrini, Cynthia D.

    Science education reform projects aimed at elementary school children arose in the 1960's. The most prevalent of these reforms utilized the inquiry, or hands-on, science method. Billions of dollars have been invested in these reforms. Yet, reports indicate that science is not being taught at the level one might expect in elementary schools. This research was an analysis of the problems and concerns teachers at one school district faced as they tried to implement and sustain elementary inquiry science instruction. The district chosen was a large suburban district in the Western United States. The population was ninety percent Caucasian with a slightly more ethnically diverse school population. This district was chosen because it had an elementary science program for over twenty years and had received national acclaim for that program. The district had a stable and homogeneous staff there was a low administrator and teacher turnover rate and the elementary teaching population was ninety percent Caucasian and ninety percent female. Interviews with administrators and teachers were conducted. Data were collected from focus groups of teachers and science partners. Observations of elementary science classroom instruction and professional development sessions were made. Results of this research indicated that one important key to elementary science reform rests in the hands of teachers. Once the door to the classroom is closed, the teacher can decide to teach or not to teach science. The findings of this research illustrate that teachers hold ideas about science and science instruction that are antithetical to some tenets of inquiry science. Until these ideas are addressed it will be difficult, if not impossible, to implement a systemic elementary inquiry science program. This study demonstrates that professional development for elementary teachers in science needs to change from a focus on the mechanical usage of individual units to a focus on teacher expectations for student achievement. Professional development for teachers in inquiry science must address the cognitive foundations for inquiry science and the benefits students derive from this educational approach. Institutions delivering pre-service training for elementary teachers in science must change the curriculum to reflect these needs.

  8. TPACK Levels of Physics and Science Teacher Candidates: Problems and Possible Solutions

    ERIC Educational Resources Information Center

    Bozkurt, Ersin

    2014-01-01

    This research examined whether the technological pedagogical content knowledge (TPACK) of physics and science teachers is at a sufficient level and whether the TPACK level affected the academic achievements of the students. In the research, a mixed method was used quantitatively and qualitatively. In the quantitative part of the research, Provus'…

  9. Competency Level of Geography Students of the Faculty of Arts and Science

    ERIC Educational Resources Information Center

    Karademir, Nadire

    2016-01-01

    The present study aimed to determine the competency levels of geography students in their fields of study and reveal the relationship between their levels and some variables. Totally, 650 senior geography students studying in the faculties of arts and science in 10 different universities in 2013- 2014 school term participated in the research. The…

  10. Six Increasingly Higher Levels of Wellness Based on Holistic Principles and Risk Factor Science.

    ERIC Educational Resources Information Center

    Cassel, Russell N.

    1987-01-01

    Describes program for achievement of higher wellness levels based on holistic principles and risk factor science. Levels focus on (1) heart disease risk factors and how to reverse them; (2) unconscious needs at conflict with one's conscious goals; (3) identity status, meaning to love and to be loved; (4) autogenics; and (5) full ego development

  11. TPACK Levels of Physics and Science Teacher Candidates: Problems and Possible Solutions

    ERIC Educational Resources Information Center

    Bozkurt, Ersin

    2014-01-01

    This research examined whether the technological pedagogical content knowledge (TPACK) of physics and science teachers is at a sufficient level and whether the TPACK level affected the academic achievements of the students. In the research, a mixed method was used quantitatively and qualitatively. In the quantitative part of the research, Provus'

  12. Effects of Brain-Based Learning Approach on Students' Motivation and Attitudes Levels in Science Class

    ERIC Educational Resources Information Center

    Akyurek, Erkan; Afacan, Ozlem

    2013-01-01

    The purpose of the study was to examine the effect of brain-based learning approach on attitudes and motivation levels in 8th grade students' science classes. The main reason for examining attitudes and motivation levels, the effect of the short-term motivation, attitude shows the long-term effect. The pre/post-test control group research model…

  13. Connecting Teachers and Students with Science and Scientists: The Science Learning Hub

    ERIC Educational Resources Information Center

    Cooper, Beverley; Cowie, Bronwen; Jones, Alister

    2010-01-01

    National and international data is raising concerns about levels of student interest and engagement in science in school and student retention into tertiary study. For today's students the Internet plays an important role as a source of information and means for communication with peers. This paper reports on a Ministry of Research Technology and…

  14. Differential workload calculation and its impact on lab science instruction at the community college level

    NASA Astrophysics Data System (ADS)

    Boyd, Beth Nichols

    The calculation of workload for science instructors who teach classes with laboratory components at the community college level is inconsistent. Despite recommendations from the National Research Council (1996) and the large body of evidence which indicates that activity-based instruction produces greater learning gains than passive, lecture-based instruction, many community colleges assign less value to the time spent in science lab than in lecture in workload calculations. This discrepancy is inconsistent with both current state and nation-wide goals of science excellence and the standards set by the American Chemical Society (2009) and the American Association of Physics Teachers (2002). One implication of this differential lab-loading policy is that the science instructors must teach more hours per week to make the same workload as their colleagues in other disciplines which have no formal laboratory activities. Prior to this study, there was no aggregate data regarding the extent of this policy at the community college level nor of its possible impact upon instruction. The input of full-time two-year college members of four different professional science organizations was solicited and from their responses, it is clear that differential loading of lab hours is common and widely variable. A majority of the respondents to this study had their hours in lab assigned less credit than their hours in lecture, with multiple perceived impacts upon lab preparation, assistance, revision, and follow-up activities. In combination with open-ended comments made by study participants, the results suggest that science instructors do perceive impacts upon their ability to teach science labs in a pedagogically current and challenging manner when their hours spent in lab instruction are counted for less than their hours in lecture. It is hoped that the information from this study will be used to implement improvements in the working conditions needed to advance science instruction and student science outcomes at the community college level.

  15. The effectiveness of take-home science kits at the elementary level

    NASA Astrophysics Data System (ADS)

    Gennaro, Eugene; Lawrenz, Frances

    A major reason for the lack of scientific and technological literacy in this country is the lack of emphasis on high-quality science education at the elementary school level. The National Science Board Commission on Precollege Education in Mathematics, Science, and Technology states in its report (1983) that formal study of science must be reinforced by a wide range of activities outside the school. Learning in the home appears to be an excellent way to enhance elementary school science programs. Students who study with their parents or whose parents are involved in school activities achieve more in school. This study describes and presents evaluation data for a program that encourages elementary school students and their parents to study science topics in a hands-on, inquiry fashion in their own homes. The analyses of the data indicate that the program is viewed very positively by both the students and their parents, that there are gender and grade-level differences in the students, and that the program seems to be more effective for girls, a group at risk for continuing in science.

  16. CONVENTIONAL TERTIARY TREATMENT

    EPA Science Inventory

    Tertiary treatment on effluent from the EPA-DC Pilot Plant's step aeration activated sludge system included two-stage or single-stage lime clarification, air stripping of ammonia, dual-media filtration, neutralization, and activated carbon adsorption. With a good secondary efflue...

  17. Predicting Scientific Understanding of Prospective Elementary Teachers: Role of Gender, Education Level, Courses in Science, and Attitudes toward Science and Mathematics

    ERIC Educational Resources Information Center

    Kumar, David D.; Morris, John D.

    2005-01-01

    A multiple regression analysis of the relationship between prospective teachers' scientific understanding and Gender, Education Level (High School, College), Courses in Science (Biology, Chemistry, Physics, Earth Science, Astronomy, and Agriculture), Attitude Towards Science, and Attitude Towards Mathematics is reported. Undergraduate elementary…

  18. Effects of small-group reading instruction and curriculum differences for students most at risk in kindergartenL: two-year results for secondary- and tertiary-level interventions.

    PubMed

    Kamps, Debra; Abbott, Mary; Greenwood, Charles; Wills, Howard; Veerkamp, Mary; Kaufman, Jorun

    2008-01-01

    This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based curriculum delivered in groups of one to six students during 30- to 40-min sessions a minimum of three times per week over a 2-year period. Outcome data were collected for early literacy skills, using the Dynamic Indicators of Basic Early Literacy Skills and Woodcock Reading Mastery Test, with comparisons across the different curricula. Results indicated that students in the more directed, explicit intervention groups generally out-performed students in the comparison group. Implications for future research and practice implementing schoolwide three-tier prevention models are discussed. PMID:18354931

  19. Policy Innovation and Tertiary Education Graduation Rates: A Cross-Country Analysis

    ERIC Educational Resources Information Center

    Delaney, Jennifer A.; Yu, Patricia

    2013-01-01

    This study extends Trow's theory of higher education development to examine changes in national-level tertiary education graduation rates. Applying Trow's framework we arrive at three stages: (1) elite systems with gross tertiary graduation rates less than 15%, (2) massified systems with gross tertiary graduation rates between 15% and 50%, and (3)…

  20. What Makes Science Relevant?: Student Perceptions of Multimedia Case Learning in Ecology and Health

    ERIC Educational Resources Information Center

    Wolter, Bjorn H. K.; Lundeberg, Mary A.; Bergland, Mark

    2013-01-01

    The perception of science as boring is a major issue for teachers at all instructional levels. Tertiary classes especially suffer from a reputation for being dry, instructor-centered, and irrelevant to the lives of students. However, previous research has shown that science can be interesting to students if it is presented in such a manner as to…

  1. What Makes Science Relevant?: Student Perceptions of Multimedia Case Learning in Ecology and Health

    ERIC Educational Resources Information Center

    Wolter, Bjorn H. K.; Lundeberg, Mary A.; Bergland, Mark

    2013-01-01

    The perception of science as boring is a major issue for teachers at all instructional levels. Tertiary classes especially suffer from a reputation for being dry, instructor-centered, and irrelevant to the lives of students. However, previous research has shown that science can be interesting to students if it is presented in such a manner as to

  2. Smart Utilization of Tertiary Instructional Modes

    ERIC Educational Resources Information Center

    Hamilton, John; Tee, Singwhat

    2010-01-01

    This empirical research surveys first year tertiary business students across different campuses regarding their perceived views concerning traditional, blended and flexible instructional approaches. A structural equation modeling approach shows traditional instructional modes deliver lower levels of student-perceived learning quality, learning…

  3. Tertiary gain and disability syndromes.

    PubMed

    Kwan, O; Ferrari, R; Friel, J

    2001-10-01

    Since the introduction of the concept of tertiary gain by Dansak in 1973, there has been little further publication or research on this topic. Yet, tertiary gain is often the subject of debate amongst physicians, therapists, insurers, the media, and even at times the general public. Much of the controversy of disability syndromes and the health and economic burden they present has focused on secondary gain and illness behaviour. The role of tertiary gain in illness behaviour is likely also relevant, and a model of tertiary gain is needed to begin further understanding the implications of this phenomenon for patients and those who treat them. This article introduces a phraseology for tertiary gain, and models the effects of tertiary gain on illness behaviour and the interactions of secondary and tertiary gain in the setting of disability syndromes. PMID:11601869

  4. Teaching "Digital Earth" technologies in Environmental Sciences

    NASA Astrophysics Data System (ADS)

    Griffiths, J. A.

    2014-04-01

    As part of a review process for a module entitled "Digital Earth" which is currently taught as part of a BSc in Environmental Sciences program, research into the current provision of Geographical Information Science and Technology (GIS&T) related modules on UKbased Environmental Science degrees is made. The result of this search is used with DiBiase et al. (2006) "Body of Knowledge of GIS&T" to develop a foundation level module for Environmental Sciences. Reference is also made to the current provision geospatial analysis techniques in secondary and tertiary education in the UK, US and China, and the optimal use of IT and multimedia in geo-education.

  5. Predictors of gender achievement in physical science at the secondary level

    NASA Astrophysics Data System (ADS)

    Kozlenko, Brittany Hunter

    This study used the 2009 National Assessment of Educational Progress (NAEP) science restricted data-set for twelfth graders. The NAEP data used in this research study is derived from a sample group of 11,100 twelfth grade students that represented a national population of over 3,000,000 twelfth grade students enrolled in science in the United States in 2009. The researcher chose the NAEP data set because it provided a national sample using uniform questions. This study investigated how the factors of socioeconomic status (SES), parental education level, mode of instruction, and affective disposition affect twelfth grade students' physical science achievement levels in school for the sample population and subgroups for gender. The factors mode of instruction and affective disposition were built through factor analysis based on available questions from the student surveys. All four factors were found to be significant predictors of physical science achievement for the sample population. NAEP exams are administered to a national sample that represents the population of American students enrolled in public and private schools. This was a non-experimental study that adds to the literature on factors that impact physical science for both genders. A gender gap is essentially nonexistent at the fourth grade level but appears at the eighth grade level in science based on information from NAEP (NCES, 1997). The results of the study can be used to make recommendation for policy change to diminish this gender gap in the future. Educators need to be using research to make instructional decisions; research-based instruction helps all students.

  6. The Arkansas Science Crusade: A descriptive study of the implications for science education reform at the postsecondary level

    NASA Astrophysics Data System (ADS)

    Ross, Carol Ann

    The purpose of this study was to evaluate the National Science Foundation-sponsored, constructivist-based course Higher Order Thinking Skills in Science for teachers of grades 5--16 in Arkansas in terms of its impact on post secondary teaching. The course was part of the Arkansas Statewide Systemic Initiative from 1995 to 1998. The participants in the study were 10 science instructors from 9 two-year colleges, 16 instructors from 8 four-year colleges or universities, and one instructor from a private college. Four of the participants were also involved in teaching science education courses. Data were collected from questionnaires and telephone interviews of the 27 participants. They were asked to respond to 26 interview questions to evaluate the effectiveness of the course and its impact on reform of college science teaching. The transcribed interviews were analyzed and responses were tabulated in order to investigate why the participants chose to participate, including their expectations for the course; how the course had changed their views toward the need for reform; how the course had changed the way the participants teach; factors that they considered to hinder reform in science teaching on the college level; and how they would evaluate the overall effectiveness of the course. The findings indicated that there was no difference in responses between participants from two-year or four-year colleges or from the teacher-educators. The majority of the participants reported that the course had resulted in changes in, or reinforcement of, their teaching strategies to include constructivist, hands-on, and/or collaborative group methodologies; use of alternative assessments; and use of calculator-based technology, as well as an opportunity to interact with pre-college teachers. Based upon the interview responses, suggestions for improving the course were discussed. Recommendations for future research included increasing the sample size, especially to include more teacher-educators, and evaluating the effects of the course on the attitudes and achievement of the students of the participants.

  7. "In-Determinacy" in Science and Discourse: A Rhetoric of Disciplinary Levels.

    ERIC Educational Resources Information Center

    Valletta, Clement L.; Paoletti, Robert A.

    1995-01-01

    States that research and writing begin with a play of determinacy and indeterminacy, including presuppositions, formal findings, and technical and media products. Finds that this rhetorical approach leads to identifying levels and relationships. Suggests a typology for furthering dialog in science, literary criticism, and technical writing. (PA)

  8. Differential Workload Calculation and Its Impact on Lab Science Instruction at the Community College Level

    ERIC Educational Resources Information Center

    Boyd, Beth Nichols

    2013-01-01

    The calculation of workload for science instructors who teach classes with laboratory components at the community college level is inconsistent. Despite recommendations from the National Research Council (1996) and the large body of evidence which indicates that activity-based instruction produces greater learning gains than passive, lecture-based…

  9. Research in College Science Teaching: Cognitive Levels and Reasoning. ERIC/SMEAC Special Digest No. 1.

    ERIC Educational Resources Information Center

    Helgeson, Stanley L.

    Selected research studies that explore the assumption that college science students operate at a formal cognitive level are presented in this information digest. Studies are reviewed that relate to the areas of: (1) formal thought (examining the relationship between measured formal thought and that required to understand formal college physical…

  10. Factors Influencing Pre-Service Science Teachers' Imagination at the Microscopic Level in Chemistry

    ERIC Educational Resources Information Center

    Al-Balushi, Sulaiman M.

    2009-01-01

    This study explores the mental images at the microscopic level of matter created by 22 preservice science teachers in Oman. Participants were encouraged during a guided imagery session to construct mental images for a scenario written about the explanation of the reaction of sodium in water. They were then asked to describe what they envisioned in…

  11. Swiss and Turkish Pre-Service Science Teachers' Anxiety Levels for Educational Technology

    ERIC Educational Resources Information Center

    Efe, Hulya Aslan; Efe, Rifat

    2016-01-01

    This study aims to culturally explain pre-service science teachers' instructional technology-related anxiety levels by analyzing the variables of their instructional technology using experiences, frequency of using instructional technologies, access to instructional technologies, instructional technology-related attitude and their instructional…

  12. Pedagogical Issues in Teaching Upper-Level Science Courses at a "Community University"

    ERIC Educational Resources Information Center

    Deutch, Charles E.; Jurutka, Peter W.; Marshall, Pamela A.

    2008-01-01

    The authors teach upper-level science courses in cell biology, genetics, and biochemistry at a public, four-year "community university" that serves a demographically diverse population of traditional and nontraditional students. In this article, they describe some of the issues they have found to be particularly significant at their "community…

  13. Factors Influencing Pre-Service Science Teachers' Imagination at the Microscopic Level in Chemistry

    ERIC Educational Resources Information Center

    Al-Balushi, Sulaiman M.

    2009-01-01

    This study explores the mental images at the microscopic level of matter created by 22 preservice science teachers in Oman. Participants were encouraged during a guided imagery session to construct mental images for a scenario written about the explanation of the reaction of sodium in water. They were then asked to describe what they envisioned in

  14. Validating Performance Level Descriptors (PLDs) for the AP® Environmental Science Exam

    ERIC Educational Resources Information Center

    Reshetar, Rosemary; Kaliski, Pamela; Chajewski, Michael; Lionberger, Karen

    2012-01-01

    This presentation summarizes a pilot study conducted after the May 2011 administration of the AP Environmental Science Exam. The study used analytical methods based on scaled anchoring as input to a Performance Level Descriptor validation process that solicited systematic input from subject matter experts.

  15. Computational techniques in tribology and material science at the atomic level

    NASA Technical Reports Server (NTRS)

    Ferrante, J.; Bozzolo, G. H.

    1992-01-01

    Computations in tribology and material science at the atomic level present considerable difficulties. Computational techniques ranging from first-principles to semi-empirical and their limitations are discussed. Example calculations of metallic surface energies using semi-empirical techniques are presented. Finally, application of the methods to calculation of adhesion and friction are presented.

  16. The Development of Multi-Level Audio-Visual Teaching Aids for Earth Science.

    ERIC Educational Resources Information Center

    Pitt, William D.

    The project consisted of making a multi-level teaching film titled "Rocks and Minerals of the Ouachita Mountains," which runs for 25 minutes and is in color. The film was designed to be interesting to earth science students from junior high to college, and consists of dialogue combined with motion pictures of charts, sequential diagrams, outcrops,…

  17. Applied Math & Science Levels Utilized in Selected Trade & Industrial Vocational Education. Final Report.

    ERIC Educational Resources Information Center

    Gray, James R.

    Research identified and evaluated the level of applied mathematics and science used in selected trade and industrial (T&I) subjects taught in the Kentucky Vocational Education System. The random sample was composed of 52 programs: 21 carpentry, 20 electricity/electronics, and 11 machine shop. The 96 math content items that were identified as…

  18. Population Education in Science: Some Sample Lessons for the Secondary Level.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

    This booklet consists of six sample lessons integrating population education into science instruction. It is one of four in a series. Materials differ from those in an earlier series (1980) in that lessons are presented at the secondary level only; there is no duplication of lessons from the earlier series in terms of content and teaching…

  19. Pre-Service Teachers' Knowledge and Teaching Comfort Levels for Agricultural Science and Technology Objectives

    ERIC Educational Resources Information Center

    Wingenbach, Gary J.; White, Judith McIntosh; Degenhart, Shannon; Pannkuk, Tim; Kujawski, Jenna

    2007-01-01

    Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their…

  20. Probing the Natural World, Level III, Teacher's Edition: In Orbit. Intermediate Science Curriculum Study.

    ERIC Educational Resources Information Center

    Bonar, John R., Ed.; Hathway, James A., Ed.

    This is the teacher's edition of one of the eight units of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). This unit focuses on the properties of sunlight, the use of spectrums and spectroscopes, the heat and energy of the sun, the measurement of astronomical distances, and the size of the sun. Optimal…

  1. MISR Level 1A CCD Science data, all cameras (MIL1A_V1)

    NASA Technical Reports Server (NTRS)

    Diner, David J. (Principal Investigator)

    The Level 1A data are raw MISR data that are decommutated, reformatted 12-bit Level 0 data shifted to byte boundaries, i.e., reversal of square-root encoding applied and converted to 16 bit, and annotated (e.g., with time information). These data are used by the Level 1B1 processing algorithm to generate calibrated radiances. The science data output preserves the spatial sampling rate of the Level 0 raw MISR CCD science data. CCD data are collected during routine science observations of the sunlit portion of the Earth. Each product represents one 'granule' of data. A 'granule' is defined to be the smallest unit of data required for MISR processing. Also, included in the Level 1A product are pointers to calibration coefficient files provided for Level 1B processing. [Location=GLOBAL] [Temporal_Coverage: Start_Date=2000-02-24; Stop_Date=] [Spatial_Coverage: Southernmost_Latitude=-90; Northernmost_Latitude=90; Westernmost_Longitude=-180; Easternmost_Longitude=180].

  2. MISR Level 1A CCD Science data, all cameras (MIL1A_V2)

    NASA Technical Reports Server (NTRS)

    Diner, David J. (Principal Investigator)

    The Level 1A data are raw MISR data that are decommutated, reformatted 12-bit Level 0 data shifted to byte boundaries, i.e., reversal of square-root encoding applied and converted to 16 bit, and annotated (e.g., with time information). These data are used by the Level 1B1 processing algorithm to generate calibrated radiances. The science data output preserves the spatial sampling rate of the Level 0 raw MISR CCD science data. CCD data are collected during routine science observations of the sunlit portion of the Earth. Each product represents one 'granule' of data. A 'granule' is defined to be the smallest unit of data required for MISR processing. Also, included in the Level 1A product are pointers to calibration coefficient files provided for Level 1B processing. [Location=GLOBAL] [Temporal_Coverage: Start_Date=2000-02-24; Stop_Date=] [Spatial_Coverage: Southernmost_Latitude=-90; Northernmost_Latitude=90; Westernmost_Longitude=-180; Easternmost_Longitude=180].

  3. Language and Literature in Tertiary Education: The Case for Stylistics.

    ERIC Educational Resources Information Center

    Buckledee, Steve

    2002-01-01

    Advocates the use of stylistics for teaching English-as-a-Foreign-Language at the tertiary level. Describes stylistics, discusses discourse conventions and grammatical structure, and examines stylistic analysis of a Shakespearian sonnet and a poem. (Author/VWL)

  4. An initial needs assessment of science inquiry curriculum practices at a local level

    NASA Astrophysics Data System (ADS)

    Cottingham, Susan M.

    Frequently, students learn in science classes taught like traditional reading courses in which reading texts and answering questions is the main activity. The problem at one southern middle school is that students are not developing an understanding of science concepts and are doing poorly on standardized testing. Students are seldom given the opportunity model scientific inquiry methods that promote experiential learning in the classroom. The purpose of this project was to create a curriculum for inquiry science (IS) instruction at the seventh-grade level to increase student understanding of science concepts after conducting an initial needs assessment to guide deploying the intervention. Research guiding the IS movement at the national level suggests that many teachers use only the textbook and students do not apply what they have learned. Factors affecting this problem include a lack of integrated curricula for IS learning and teacher understanding and confidence in IS skills. A constructivist view of student learning served as the conceptual framework. The needs analysis for the project questioned if teachers were willing to adopt the IS method and prepared to conduct it through a quantitative survey research design. Results indicated that all teachers supported the IS approach, however it was infrequently used in instruction and only two of five teachers were somewhat comfortable with their IS skills. The local IS project draws from empirically tested elements to develop an integrated IS curricula aligned to the state science criterion. The curricula will be supported through a concurrently deployed professional learning community to support teacher professional development and confidence. This project can positively impact social change by increasing science related academic performance, and ultimately, interest in careers in science among middle school students.

  5. Enhancing K-12 Ocean Science Education Through Multi-level Partnership

    NASA Astrophysics Data System (ADS)

    Greely, T. M.; Coble, P.; Betzer, P. R.

    2003-12-01

    This paper highlights the results of long-term collaborations between the University of South Florida's College of Marine Science (CMS) and the Pinellas County school district (22nd largest nationally) to advance and improve K-12 Earth/Ocean science education. The 12-year mission of Education and Public Outreach (EPO) in the College of Marine Science has been to meaningfully integrate ocean science research and science learning to enhance K-12 education for teachers and students. Our interactive and interdisciplinary programs include research cruises, field trips, authentic research projects, satellite broadcasts, and web-based technologies. This paper will focus on two programs, the Oceanography Camp for Girls and Teachers and Project Oceanography. We will address impact of these programs, what works, the role and value of partnerships, sustainability and future initiatives. An especially critical aspect of EPO is partnerships. Our partners include people, scientific facilities, community, and donors. Financial partnerships provide sustainability and continuity. For example, private donors have built a series of endowments to support the Oceanography Camp for Girls currently valued at over \\$1 million. Given the recent shift in state and federal funding priorities, private funding is a vital element of successful EPO programs. To date, marine science EPO partnerships have included 34 state agencies, universities, private research laboratories, schools, and museums; 75 scientist, advanced graduate students and teachers as co-instructors; 4 television stations and 2 production companies; and over 2,000,000 participants in 7 countries. Multi-level partnerships are enhancing K-12 classrooms around the world with relevant ocean science content and resources to further science interests, ocean awareness, and informed decision making.

  6. The National Curriculum: A Study to Compare Levels of Attainment with Data from APU Science Surveys (1980-4).

    ERIC Educational Resources Information Center

    Taylor, R. M.

    1990-01-01

    Compared are the levels of attainment for the Science in the National Curriculum assessment in Great Britain in 1989 and the performance of students on the application of science concepts part of the Assessment of Performance Unit-Science carried out in 1980-84. (KR)

  7. "Go to Jail. Do Not Pass "Go'. Do Not Collect 200:" A Brief Glance at the Idea of Progression in English Courses at Tertiary Level

    ERIC Educational Resources Information Center

    Long, Mike

    1973-01-01

    Expanded version of a talk given at the "Seminar for the Teaching of English at PKS-Sung Level," held at the Teacher Training Department of the Ministry of Education in Bangkok, Thailand, June 13-19, 1973. (HW)

  8. A Science Faculty's Transformation of Nature of Science Understanding into His Teaching Graduate Level Chemistry Course

    ERIC Educational Resources Information Center

    Aydin, Sevgi

    2015-01-01

    This is an interpretive case study to examine the teaching of an experienced science faculty who had a strong interest in teaching undergraduate and graduate science courses and nature of science specifically. It was interested in how he transformed knowledge from his experience as a scientist and his ideas about nature of science into forms

  9. A Science Faculty's Transformation of Nature of Science Understanding into His Teaching Graduate Level Chemistry Course

    ERIC Educational Resources Information Center

    Aydin, Sevgi

    2015-01-01

    This is an interpretive case study to examine the teaching of an experienced science faculty who had a strong interest in teaching undergraduate and graduate science courses and nature of science specifically. It was interested in how he transformed knowledge from his experience as a scientist and his ideas about nature of science into forms…

  10. Constructing Knowledge Societies: New Challenges for Tertiary Education. Directions in Development.

    ERIC Educational Resources Information Center

    World Bank, Washington, DC.

    This report describes how tertiary education contributed to building up a country's capacity for participation in an increasingly knowledge-based world economy and investigates policy options for tertiary education. The report draws on ongoing World Bank research and analysis on the dynamics of knowledge economies and on science and technology…

  11. Preparedness for Tertiary Chemistry: Issues of Placement and Performance of Academic Development Programmes

    ERIC Educational Resources Information Center

    Potgieter, M.; Davidowitz, B.; Mathabatha, S. S.

    2008-01-01

    The introduction of an outcomes-based curriculum in South Africa together with a new syllabus for physical sciences for grades 10-12, prompted the development of an instrument to monitor conceptual understanding in chemistry at the secondary-tertiary interface. This instrument was used to evaluate placement within different programmes at tertiary

  12. [Immunology of tertiary pinta].

    PubMed

    Pecher, S A; Croce, J

    1988-01-01

    We've studied the immunological performed of twenty two natives Tikunas suffering from tertiary pinta. Among those, patients had been treated previously (two years earlier) which 2,400,000 IU of G benzathine penicillin, and twelve had no treatment. Both groups demonstrated an increment in the IgM synthesis (72.72%), IgG (50%), indicating the presence of strong antigenic stimuli. The great majority presenting a negative response revealed also a reduction in the cellular immune competence to at least two of the tests performed (92.3%), when were realized the PPD, DNCB and skin grafts tests. PMID:3050326

  13. Classroom-based science research at the introductory level: changes in career choices and attitude.

    PubMed

    Harrison, Melinda; Dunbar, David; Ratmansky, Lisa; Boyd, Kimberly; Lopatto, David

    2011-01-01

    Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders. PMID:21885824

  14. Classroom-Based Science Research at the Introductory Level: Changes in Career Choices and Attitude

    PubMed Central

    Harrison, Melinda; Dunbar, David; Ratmansky, Lisa; Lopatto, David

    2011-01-01

    Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates’ decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders. PMID:21885824

  15. Science education in the Republic of Ireland: At first and second levels

    NASA Astrophysics Data System (ADS)

    Naughton, B.

    1995-06-01

    In recent years, the geoscience community around the world has been faced with a new series of critical problems associated with the management of waste and protection of the environment. One of the most pressing issues facing our civilization today is the production of enough science capability in geology, hydrogeology, engineering, and biology to meet the demand for the solution of these problems. Many countries are developing special programs similar to those in the United States of the National Academy of sciences, American Geological Institute, Geological Society of America, and the American Association of Petroleum Geologists. The editors of Environmental Geology have decided to begin a series of articles for the “Views and News” section of the journal on programs of this type being implemented around the world. The first of this series is by geoscientist Breda Naughton, Assistant Chief Executive for the National Council for Curriculum and Assessment, titled “Science Education in the Republic of Ireland: At First and Second Levels,” which follows. The overall education policy of the National Council for Curriculum and Assessment (NCCA) for first and second level education is to provide a balanced education for our young people which will contribute to their full development as individuals and give them the knowledge, skills, and competencies that will enable them to live productive and creative lives. Science is seen as an essential component of such an education in today's world.

  16. Is Level of Injury a Determinant of Quality of Life Among Individuals with Spinal Cord Injury? 
A Tertiary Rehabilitation Center Report

    PubMed Central

    Tavakoli, Seyed Amir Hossein; Kavian, Mohammad; Bakhsh, Samira Chai; Ghajarzadeh, Mahsa; Hamedan, Maryam Shabany; Ghazwin, Manijeh Yazdanshenas; Latifi, Sahar

    2016-01-01

    Objectives The role of injury-related variables in determining health-related quality of life (HRQOL) among Iranian persons with spinal cord injury (SCI) has not yet been fully described. In this study, we compared HRQOL between individuals with injury at cervical level and those with injury at thoracolumbar sections and evaluated the discriminating value of injury level as a determinant of HRQOL among Iranian people with SCI. Methods Individuals with SCI, who were referred to Brain and Spinal Cord Injury Research Center, were invited to participate in this investigation. HRQOL was assessed using the Short Form (SF-36) questionnaire to determine the quality of life (QOL) in eight domains: physical functioning (PF), role limitation due to physical problems (RP), bodily pain (BP), general health (GH), vitality (VT), social functioning (SF), role limitation due to emotional problems (RE), and mental health (MH). Results Ninety patients with paraplegia and 94 quadriplegic patients participated in this investigation. The mean score of PF domain was significantly lower in patients with injury at cervical level (p < 0.0001). There was no significant difference in other domains of SF-36 between subjects with paraplegia and quadriplegia (p = 0.670, 0.700, 0.910, 0.710, 0.730, 0.290 and 0.850 for RP, RE, VT, MH, SF, BP and GH, respectively). Similarly, the mean physical component summary (PCS) score was significantly higher among individuals with injury at thoracolumbar sections (p < 0.0001). The mean mental component summary (MCS) score did not differ between the two groups (p = 0.720). Conclusions Patients with SCI at the cervical level have similar mental health compared to those with injury at thoracolumbar sections, which shows proper mental adaptability in quadriplegic individuals. Injury level can be used as a major determinant of the physical component of QOL among people with SCI. PMID:27168921

  17. Development of an instrument for measuring cognitive conflict in secondary-level science classes

    NASA Astrophysics Data System (ADS)

    Lee, Gyoungho; Kwon, Jaesool; Park, Sang-Suk; Kim, Jung-Whan; Kwon, Hyeok-Gu; Park, Hac-Kyoo

    2003-08-01

    Based on conceptual change theory, cognitive conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. However, there is no reliable method by which to assess the cognitive conflict students experience in their learning. The purpose of this research was to develop an instrument for measuring secondary students' cognitive conflict levels as they learned science. The results of this study indicate that our instrument is a valid and reliable tool for measuring cognitive conflict levels. Factor analysis supported the model that cognitive conflict consists of four constructs: recognition of an anomalous situation, interest, anxiety, and cognitive reappraisal of the conflict situation. Implications for instruction and possibilities for future research are discussed.

  18. Measuring Computer Science Knowledge Level of Hungarian Students Specialized in Informatics with Romanian Students Attending a Science Course or a Mathematics-Informatics Course

    ERIC Educational Resources Information Center

    Kiss, Gabor

    2012-01-01

    An analysis of Information Technology knowledge of Hungarian and Romanian students was made with the help of a self developed web based Informatics Test. The goal of this research is an analysis of the Computer Science knowledge level of Hungarian and Romanian students attending a Science course or a Mathematics-Informatics course. Analysed was…

  19. Linguistic Resources Used in Grade 8 Students' Submicro Level Explanations—Science Items from TIMSS 2007

    NASA Astrophysics Data System (ADS)

    Frändberg, Birgitta; Lincoln, Per; Wallin, Anita

    2013-12-01

    Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students' written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale test. This is done in order to understand linguistic challenges in constructing submicro level explanations involving the particle model of matter. Drawing from systemic functional linguistics, the lexicogrammatics used in explanations for realising experiential meaning in student explanations were analysed. We used answers to two partly constructed response items from the Swedish part of Trends in International Mathematics and Science Studies 2007, grade 8, to sort out explanations referring to the particle model of matter. These answers (86 from 954) were analysed regarding choices of vocabulary and grammar to distinguish between macro and submicro level of representation. The results show that students use a wide variety of lexicogrammatical resources to realise what happens on both macro and submicro level of representation, with greater diversity of verbs on the submicro level of explanation. The results suggest an uncertainty about the distinction between macro and submicro level of explanation.

  20. Ethiopian Tertiary dike swarms

    NASA Technical Reports Server (NTRS)

    Mohr, P. A.

    1971-01-01

    Mapping of the Ethiopian rift and Afar margins revealed the existence of Tertiary dike swarms. The structural relations of these swarms and the fed lava pile to monoclinal warping of the margins partly reflect a style of continental margin tectonics found in other parts of the world. In Ethiopia, however, conjugate dike trends appear to be unusually strongly developed. Relation of dikes to subsequent margin faulting is ambiguous, and there are instances where the two phenomena are spatially separate and of differing trends. There is no evidence for lateral migration with time of dike injection toward the rift zone. No separate impingement of Red Sea, Gulf of Aden, and African rift system stress fields on the Ethiopian region can be demonstrated from the Tertiary dike swarms. Rather, a single, regional paleostress field existed, suggestive of a focus beneath the central Ethiopian plateau. This stress field was dominated by tension: there is no cogent evidence for shearing along the rift margins. A gentle compression along the rift floor is indicated. A peculiar sympathy of dike hade directions at given localities is evident.

  1. A Study on the Relationship between Logical Thinking Level and the Achievement in Enrichment Physics of School Science High Achievers.

    ERIC Educational Resources Information Center

    Kim, Young-Min; Lee, Sung-Yi

    2001-01-01

    Investigates science high achievers' achievement in enrichment physics and logical thinking levels, and analyzes the relationship between logical thinking level and achievement in enrichment physics of high achievers in science. Involves (n=35) 7th and 8th grade junior high school students in the study. Uses the Group Assessment of Logical…

  2. Pedagogical Reflections by Secondary Science Teachers at Different NOS Implementation Levels

    NASA Astrophysics Data System (ADS)

    Herman, Benjamin C.; Clough, Michael P.; Olson, Joanne K.

    2015-10-01

    This study investigated what 13 secondary science teachers at various nature of science (NOS) instruction implementation levels talked about when they reflected on their teaching. We then determined if differences exist in the quality of those reflections between high, medium, and low NOS implementers. This study sought to answer the following questions: (1) What do teachers talk about when asked general questions about their pedagogy and NOS pedagogy and (2) what qualitative differences, if any, exist within variables across teachers of varying NOS implementation levels? Evidence derived from these teachers' reflections indicated that self-efficacy and perceptions of general importance for NOS instruction were poor indicators of NOS implementation. However, several factors were associated with the extent that these teachers implemented NOS instruction, including the utility value they hold for NOS teaching, considerations of how people learn, understanding of NOS pedagogy, and their ability to accurately and deeply self-reflect about teaching. Notably, those teachers who effectively implemented the NOS at higher levels value NOS instruction for reasons that transcend immediate instructional objectives. That is, they value teaching NOS for achieving compelling ends realized long after formal schooling (e.g., lifelong socioscientific decision-making for civic reasons), and they deeply reflect about how to teach NOS by drawing from research about how people learn. Low NOS implementers' simplistic notions and reflections about teaching and learning appeared to be impeding factors to accurate and consistent NOS implementation. This study has implications for science teacher education efforts that promote NOS instruction.

  3. A study to compare the plasma glucose levels obtained in sodium fluoride and citrate buffer tubes at a tertiary care hospital in Punjab

    PubMed Central

    Gupta, Shalini; Gupta, Ashwani K; Verma, Minni; Singh, Kamaljit; Kaur, Amandeep; Chopra, Brinder; Kaur, Vaneet

    2016-01-01

    Objectives: Recent guidelines for estimation of glucose recommend the use of citrate buffer tubes to inhibit glycolysis if the sample cannot be cooled immediately and separated within 30 min. These tubes are currently not available in India. We prepared the citrate tubes and compared the glucose results obtained with sodium fluoride tubes. Methods: Random blood samples of 44 apparently healthy volunteers were collected in three pairs of citrate buffer and sodium fluoride tubes during September to October 2013. They were labeled as 0 h, 1 h and 2 h samples indicating a delay in centrifugation to separate plasma. Glucose was analyzed on the fully auto analyzer in duplicates using glucose oxidase-peroxidase method. Results: The mean glucose concentrations at 0 h in citrate tubes were 105.8 ± 19.5 mg/dl compared to 99.6 ± 18.3 mg/dl in sodium fluoride tube. There was statistically significant difference in the glucose levels measured in plasma separated from citrate buffer tube and sodium fluoride tube at 0 h, 1 h, and 2 h. The difference between citrate and sodium fluoride tube results ranged from 6.1 mg/dl at 0 h to 7.4 mg/dl at 2 h. Glucose levels decreased significantly at 2 h in both citrate and sodium fluoride tubes. Conclusion: There is a significant decrease in glucose levels in sodium fluoride tubes even with immediate separation of plasma. There is urgent need to standardize the preanalytical conditions for glucose estimation so that effective inhibition of glycolysis can be done. PMID:26958523

  4. Tertiary ice sheet dynamics: The Snow Gun Hypothesis

    NASA Astrophysics Data System (ADS)

    Prentice, M. L.; Matthews, R. K.

    1991-04-01

    We observe strong negative correlation between Tertiary low- to mid-latitude planktonic foraminiferal ?18O and the difference between these data and coeval benthic foraminiferal ?18O. Late Quaternary data do not show this correlation. Coupling statistical model/?18O comparisons and evidence for Antarctic ice and ocean temperature variation, we infer that Tertiary ice volume, recorded by tropical planktonic ?18O, increased as the deep ocean warmed. Because the isotopic signatures of deepwater temperature variation and ice volume change were of opposite sign, the sum of these signals in Tertiary benthic ?18O became lost in the noise. This renders low correlation between Tertiary planktonic and benthic ?18O time series compared to late Quaternary data. We contend that Tertiary ice sheet growth was commonly driven by warming of deep water from low- to mid-latitude marginal seas (snow gun hypothesis). In contrast, late Quaternary ice sheets grew as deep water, formed at high latitude, cooled. Because tectonic forcing and orbital forcing at low-latitude primarily controlled production and temperature variations of this Warm Saline Deep Water, these influences largely dictated Tertiary ice volume fluctuations. Through the Tertiary, we infer ice volume fluctuations to be an important component of sea level history on timescales between 103 and 107 years.

  5. Multi-Level Evaluation of Cooperative Research Centers: Bridging between the Triple Helix and the Science of Team Science

    ERIC Educational Resources Information Center

    Gray, Denis O.; Sundstrom, Eric

    2010-01-01

    Two emergent conceptual models for fostering the development of innovative technology through applied science at Cooperative Research Centers (CRCs)--the Triple Helix and the science of team science--have proved highly productive in stimulating research into how the innovation process works. Although the two arenas for fostering innovation have…

  6. Multi-Level Evaluation of Cooperative Research Centers: Bridging between the Triple Helix and the Science of Team Science

    ERIC Educational Resources Information Center

    Gray, Denis O.; Sundstrom, Eric

    2010-01-01

    Two emergent conceptual models for fostering the development of innovative technology through applied science at Cooperative Research Centers (CRCs)--the Triple Helix and the science of team science--have proved highly productive in stimulating research into how the innovation process works. Although the two arenas for fostering innovation have

  7. The HST Frontier Fields: High-Level Science Data Products and Releases

    NASA Astrophysics Data System (ADS)

    Koekemoer, Anton M.; Mack, Jennifer; Lotz, Jennifer; Anderson, Jay; Avila, Roberto; Barker, Elizabeth; Borncamp, David; Gunning, Heather; Hilbert, Bryan; Khandrika, Harish; Lucas, Ray A.; Ogaz, Sara; Porterfield, Blair; Grogin, Norman A.; Robberto, Massimo; Mountain, Matt; HST Frontier Fields Team

    2015-08-01

    The Hubble Space Telescope Frontier Fields program is a large Director's Discretionary program of 840 orbits, to obtain ultra-deep observations of six strong lensing clusters of galaxies, together with parallel deep blank fields, probing the most distant galaxies currently observable. HST observations for this program have so far been obtained on Abell 2744, MACS J0416.1-2403, MACS J0717.5+3745 and MACS J1149.5+2223, with ACS (F435W, F606W, F814W) and WFC3/IR (F105W, F125W, F140W, F160W) on both the main cluster and the parallel field in each case, while the remaining two clusters are scheduled to be completed within the next year. The high-level science data products are presented here, including all the full-depth distortion-corrected mosaics and associated products for each cluster, which are science-ready to facilitate the construction of lensing models as well as enabling a wide range of other science projects. Many improvements beyond default calibration for ACS and WFC3/IR are implemented in these data products, as well as improvements in astrometric alignment to achieve milliarcsecond-level accuracy. The resulting high-level science products are delivered via the Mikulski Archive for Space Telescopes (MAST) to the community on a rapid timescale to enable the widest scientific use of these data, as well as ensuring a public legacy dataset of the highest possible quality that is of lasting value to the entire community.

  8. Multiple-choice exams: an obstacle for higher-level thinking in introductory science classes.

    PubMed

    Stanger-Hall, Kathrin F

    2012-01-01

    Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. PMID:22949426

  9. Students' Perspectives on Worldwide "Greening" of Tertiary Education Curricula

    ERIC Educational Resources Information Center

    Aighewi, Isoken T.; Osaigbovo, Ulamen A.

    2010-01-01

    Several scholars have suggested the introduction of an environmental literacy requirement into the curricula of Non-Environmental Science disciplines in tertiary institutions of the world as a "greening" strategy for fostering global environmental stewardship necessary for enhancing understanding and collaboration in tackling the major…

  10. Students' Perspectives on Worldwide "Greening" of Tertiary Education Curricula

    ERIC Educational Resources Information Center

    Aighewi, Isoken T.; Osaigbovo, Ulamen A.

    2010-01-01

    Several scholars have suggested the introduction of an environmental literacy requirement into the curricula of Non-Environmental Science disciplines in tertiary institutions of the world as a "greening" strategy for fostering global environmental stewardship necessary for enhancing understanding and collaboration in tackling the major

  11. Apolipoproteins AI/B/E gene polymorphism and their plasma levels in patients with coronary artery disease in a tertiary care-center of Eastern India

    PubMed Central

    Biswas, Santanu; Ghoshal, Pradip K.; Halder, Bhubaneswar; Ganguly, Kajal; DasBiswas, Arup; Mandal, Nripendranath

    2013-01-01

    Aim The present study was designed to investigate whether the three-apolipoprotein (AI, B, E) gene polymorphisms were related to alter their plasma protein levels and hence associated to coronary artery disease (CAD). Methods We determined distribution of MspI apo AI, EcoRI apo B, HhaI apo E gene polymorphisms, plasma apolipoproteins and lipids levels among 150 patients having CAD admitted to the Department of Cardiology, N.R.S. Medical College & Hospital, Kolkata, India during June 2010–June 2012 and 150 age sex matched healthy controls. Results We found that ApoAI concentration of studied population was significantly different in each genotypes of −75 G/A apo AI (p < 0.0001) gene polymorphism. A significant association was found in multivariate analysis for the genotypes with apo E4 allele [odds ratio (OR): 3.639; 95% confidence interval (CI): 1.019–12.995, p = 0.040] with four conventional risk factors (i.e. smoking, low-density lipoprotein, ApoAI and ApoB) with CAD. In contrast E2 allele has reverse effect, but the genotypes with apo E2 allele was no longer significant in the multivariate model (OR: 1.788; 95% CI: 0.400–8.001, p = 0.447) where as being significant in univariate analysis (OR: 0.219; 95% CI: 0.087–0.552, p = 0.001). Conclusions Our findings suggest that the polymorphisms apo AI MspI and apo B EcoRI do not seem to affect CAD. But the genotype with E4 allele of apo E gene independent of other risk factors is associated with this disease. PMID:24407534

  12. Science and Technology Facilities

    ERIC Educational Resources Information Center

    Moonen, Jean-Marie; Buono, Nicolas; Handfield, Suzanne

    2004-01-01

    These four articles relate to science and technology infrastructure for secondary and tertiary institutions. The first article presents a view on approaches to teaching science in school and illustrates ideal science facilities for secondary education. The second piece reports on work underway to improve the Science Complex at the "Universite du…

  13. Moving toward equitable, systemic science education reform: The synergy among science education and school-level reforms in an urban middle school

    NASA Astrophysics Data System (ADS)

    Kelly, Mary Kathryn

    The purpose of this study was to develop an understanding of the relationships among school-level and science education reform efforts and how, collectively, they contribute to the progress of equitable, systemic science education reform. A case study research design was employed to gather both qualitative and quantitative data between 1995 and 1999. The site of this study is a non-selective, urban middle school in a large district that participated in several reform efforts. These reforms include both efforts focused on school-level change and efforts focused on change in science teaching and learning. Its program incorporates aspects of several school-level reforms---from the underlying Paideia philosophy, to structural characteristics of middle schools, to site-based decision-making, to its status as a magnet school, to its participation as a professional development school. Further, the participation of all science teachers in the intensive, standards-based professional development offered by Ohio's systemic reform of mathematics and science created a critical mass of reform-oriented teachers who supported one another as they incorporated reform-based practices into their teaching. The interplay of the reform efforts has manifested in a high level of science achievement in comparison to the school's district. Addressing the third component of O'Day and Smith's model for systemic reform, the need for school-level change to enable implementation of curriculum frameworks and aligned policies, this study illustrates two important points. First, the high-quality teacher professional development increased teachers' capacity to change their practices by enhancing their knowledge of and skills in implementing standards-based teaching practices. Second, because of the synchrony among the school-level reforms and between the school-level and science education reforms, the context of Webster provided a supportive environment in which lasting changes in science teaching and learning were implemented. Science education reform efforts were mediated by the school's context to create an environment in which the reform practices could be implemented and sustained. Using Kahle's (1998) Equity Metric, this study demonstrates that the synergy of the policies and practices of school-level and science education reforms can contribute to the progress of equitable, systemic science education reform.

  14. Tertiary serpentinite tectonics in northern Hispaniola

    SciTech Connect

    Nagle, F.; Draper, G.

    1985-01-01

    At least 4 types of serpentinite bodies are found in N. Hispaniola, by different inclusion and Tertiary deformation styles: (1) Narrow slivers occurring on Tertiary faults, rarely containing inclusions, which occur throughout the region. (2) Massive fractured serpentinites associated with a Cretaceous volcanic plutonic and metamorphic basement, and containing rodingite dikes, occurs in the Puerto Plata region. (3) Massive, fractured, but coherent bodies containing Tertiary limestone clasts which apparently the same as nearby limestone overlying the serpentinite occur west of Puerto Plata. (4) Diapirically emplaced bodies in the Gaspar Hernandez region containing both brecciated and massive zones and containing a variety of inclusions. Type 4 bodies protrude into the clastic Upper Eocene Altamira Fm. The most common tectonic inclusions in these bodies are rounded cobbles of diorite and gabbro. Amphibolites are also common, but friable greenschists and blueschists are rare, as are blocks of clastic sediments. The authors suggest that large blocks of the Altamira Fm. were incorporated into the serpentinite during their past Eocene diapirism and that these blocks were deformed in a brittle manner into gouge zones by internal movements in the diapir. Type 4 serpentinites may therefore have incorporated inclusions at high crustal levels by brittle processes. Type 2 bodies, in contrast, may have incorporated inclusions by ductile flow of serpentinite at lower crustal levels. Type 33 bodies are the most enigmatic. They may be sedimentary, but alternatively may have incorporated limestone in a gouge (as for type 4), which has later healed to a coherent mass.

  15. Alcohol consumption in tertiary education students

    PubMed Central

    2011-01-01

    Background Heavy alcohol consumption among adolescents and young adults is an issue of significant public concern. With approximately 50% of young people aged 18-24 attending tertiary education, there is an opportunity within these settings to implement programs that target risky drinking. The aim of the current study was to survey students and staff within a tertiary education institution to investigate patterns of alcohol use, alcohol-related problems, knowledge of current National Health and Medical Research Council (NHMRC) guidelines for alcohol consumption and intentions to seek help for alcohol problems. Methods Students of an Australian metropolitan university (with staff as a comparison group) participated in a telephone interview. Questions related to knowledge of NHMRC guidelines, drinking behaviour, alcohol-related problems and help-seeking intentions for alcohol problems. Level of psychological distress was also assessed. Results Of the completed interviews, 774 (65%) were students and 422 (35%) were staff. While staff were more likely to drink regularly, students were more likely to drink heavily. Alcohol consumption was significantly higher in students, in males and in those with a history of earlier onset drinking. In most cases, alcohol-related problems were more likely to occur in students. The majority of students and staff had accurate knowledge of the current NHMRC guidelines, but this was not associated with lower levels of risky drinking. Psychological distress was associated with patterns of risky drinking in students. Conclusions Our findings are consistent with previous studies of tertiary student populations, and highlight the disconnect between knowledge of relevant guidelines and actual behaviour. There is a clear need for interventions within tertiary education institutions that promote more effective means of coping with psychological distress and improve help-seeking for alcohol problems, particularly among young men. PMID:21740593

  16. The Science-Policy Link: Stakeholder Reactions to the Uncertainties of Future Sea Level Rise

    NASA Astrophysics Data System (ADS)

    Plag, H.; Bye, B.

    2011-12-01

    Policy makers and stakeholders in the coastal zone are equally challenged by the risk of an anticipated rise of coastal Local Sea Level (LSL) as a consequence of future global warming. Many low-lying and often densely populated coastal areas are under risk of increased inundation. More than 40% of the global population is living in or near the coastal zone and this fraction is steadily increasing. A rise in LSL will increase the vulnerability of coastal infrastructure and population dramatically, with potentially devastating consequences for the global economy, society, and environment. Policy makers are faced with a trade-off between imposing today the often very high costs of coastal protection and adaptation upon national economies and leaving the costs of potential major disasters to future generations. They are in need of actionable information that provides guidance for the development of coastal zones resilient to future sea level changes. Part of this actionable information comes from risk and vulnerability assessments, which require information on future LSL changes as input. In most cases, a deterministic approach has been applied based on predictions of the plausible range of future LSL trajectories as input. However, there is little consensus in the scientific community on how these trajectories should be determined, and what the boundaries of the plausible range are. Over the last few years, many publications in Science, Nature and other peer-reviewed scientific journals have revealed a broad range of possible futures and significant epistemic uncertainties and gaps concerning LSL changes. Based on the somewhat diffuse science input, policy and decision makers have made rather different choices for mitigation and adaptation in cases such as Venice, The Netherlands, New York City, and the San Francisco Bay area. Replacing the deterministic, prediction-based approach with a statistical one that fully accounts for the uncertainties and epistemic gaps would provide a different kind of science input to policy makers and stakeholders. Like in many other insurance problems (for example, earthquakes), where deterministic predictions are not possible and decisions have to be made on the basis of statistics and probabilities, the statistical approach to coastal resilience would require stakeholders to make decisions on the basis of probabilities instead of predictions. The science input for informed decisions on adaptation would consist of general probabilities of decadal to century scale sea level changes derived from paleo records, including the probabilities for large and rapid rises. Similar to other problems where the appearance of a hazard is associated with a high risk (like a fire in a house), this approach would also require a monitoring and warning system (a "smoke detector") capable of detecting any onset of a rapid sea level rise.

  17. Workshop on Teaching Astronomy Space Science at High School and Middle School Level

    NASA Astrophysics Data System (ADS)

    Pertzborn, R. A.; Limaye, S. S.

    2003-12-01

    For the last two years we have conducted a workshop mostly supported by a NASA IDEAS grant on providing professional development for teachers teaching Astronomy/Space Science at high school and middle school level. In some cases this effort has also supported efforts at schools in creating new courses in Space Science. The effort has included a one week summer workshop with as many as six follow up one-day meetings in the school year. The summer workshops have included presentations by experts in current space science research themes and also tours of professional and amateur observatories in and around Wisconsin. The format also allows for some time for teachers to share ideas, curricula among themselves and to present and share "best practices". As in many other instances, the different needs of individual schools, students and teachers prevents a single approach to content and course implementation in schools. Therefore our efforts have focused in serving the needs of individual teachers as much as feasible with limited resources. We gratefully acknowledge the support received from NASA/IDEAS program as well as the Wisconsin Idea program funded by the University of Wisconsin-Madison.

  18. Technology Readiness Level Assessment Process as Applied to NASA Earth Science Missions

    NASA Technical Reports Server (NTRS)

    Leete, Stephen J.; Romero, Raul A.; Dempsey, James A.; Carey, John P.; Cline, Helmut P.; Lively, Carey F.

    2015-01-01

    Technology assessments of fourteen science instruments were conducted within NASA using the NASA Technology Readiness Level (TRL) Metric. The instruments were part of three NASA Earth Science Decadal Survey missions in pre-formulation. The Earth Systematic Missions Program (ESMP) Systems Engineering Working Group (SEWG), composed of members of three NASA Centers, provided a newly modified electronic workbook to be completed, with instructions. Each instrument development team performed an internal assessment of its technology status, prepared an overview of its instrument, and completed the workbook with the results of its assessment. A team from the ESMP SEWG met with each instrument team and provided feedback. The instrument teams then reported through the Program Scientist for their respective missions to NASA's Earth Science Division (ESD) on technology readiness, taking the SEWG input into account. The instruments were found to have a range of TRL from 4 to 7. Lessons Learned are presented; however, due to the competition-sensitive nature of the assessments, the results for specific missions are not presented. The assessments were generally successful, and produced useful results for the agency. The SEWG team identified a number of potential improvements to the process. Particular focus was on ensuring traceability to guiding NASA documents, including the NASA Systems Engineering Handbook. The TRL Workbook has been substantially modified, and the revised workbook is described.

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

    ERIC Educational Resources Information Center

    Taboada, Ana

    2012-01-01

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

  20. A Balancing Act in the Third Space: Graduate-Level Earth Science in an Urban Teacher-Residency Program

    ERIC Educational Resources Information Center

    Zirakparvar, N. Alex

    2015-01-01

    This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth

  1. Teaching English as a Second Language: A Handbook for Science. Curriculum Bulletin Number 75CBM5, Secondary Level.

    ERIC Educational Resources Information Center

    Azios, Maria Leticia; And Others

    This course guide is intended for classroom use by teachers of secondary level science to Spanish-speaking students of English as a second language (ESL). Both science instruction and acquisition of English scientific terminology are emphasized, within the framework of increasing overall student proficiency in English. The book is prefaced with a…

  2. A Balancing Act in the Third Space: Graduate-Level Earth Science in an Urban Teacher-Residency Program

    ERIC Educational Resources Information Center

    Zirakparvar, N. Alex

    2015-01-01

    This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth…

  3. Elementary Students' Self-Efficacy Beliefs in Science: Role of Grade Level, Gender, and Socio-Economic Status

    ERIC Educational Resources Information Center

    Karaarslan, Guliz; Sungur, Semra

    2011-01-01

    This study examined grade level and gender difference with respect to elementary students' science and technology self-efficacy. Additionally, relationship between socio-economic status (SES) and self-efficacy was examined. A total of 145 elementary students participated in the study. Self efficacy towards Science and Technology Scale was used to…

  4. Heat. A Teacher's Manual for General Level Program Development, Grade 9. Science and Society Teaching Units. Informal Series 49.

    ERIC Educational Resources Information Center

    Roberts, Douglas A.; And Others

    This teacher's manual is one of a series designed to support "general level" program development for intermediate/junior high school science, emphasizing the relationship between science and society. The main body of the manual deals with teaching about heat in the context of home heating systems. In addition, a brief treatment of the particle…

  5. A Comparative Study of Turkish Elementary and Science Education Major Students' Knowledge Levels at the Popular Biotechnological Issues

    ERIC Educational Resources Information Center

    Turkmen, Lutfullah; Darcin, Emine Selcen

    2007-01-01

    The purpose of this study was to determine the knowledge levels of popular biotechnological issues of Turkish science and elementary teacher candidates. A questionnaire was administered during 2006-2007 school term to 336 students pursuing their education in the departments of science and elementary education in two Turkish universities. The…

  6. Regression Levels of Selected Affective Factors on Science Achievement: A Structural Equation Model with TIMSS 2011 Data

    ERIC Educational Resources Information Center

    Akilli, Mustafa

    2015-01-01

    The aim of this study is to demonstrate the science success regression levels of chosen emotional features of 8th grade students using Structural Equation Model. The study was conducted by the analysis of students' questionnaires and science success in TIMSS 2011 data using SEM. Initially, the factors that are thought to have an effect on science…

  7. The Influence of Two Languages of Instruction on Students' Levels of Cognitive Development and Achievement in Science.

    ERIC Educational Resources Information Center

    Ehindero, Olusola J.

    1980-01-01

    Examines whether instructing Nigerian primary children in science in their mother tongue (Yoruba) is any more efficacious than instructing them in science in the English language. Also assesses and compares the levels of cognitive development of two groups of Yoruba-speaking children, one instructed in Yoruba and another in English. (CS)

  8. Strategic Alliance to Advanced Technological Education through Enhanced Mathematics, Science, Technology, and English Education at the Secondary Level

    ERIC Educational Resources Information Center

    Scarborough, Jule Dee

    2004-01-01

    This document (book) reports on the Strategic Alliance to Advance Technological Education through Enhanced Mathematics, Science, Technology, and English Education at the Secondary Level, funded by National Science Foundation. It was a collaborative partnership involving the Rockford Public Schools, Rock Valley College, and Northern Illinois…

  9. Teaching English as a Second Language: A Handbook for Science. Curriculum Bulletin Number 75CBM5, Secondary Level.

    ERIC Educational Resources Information Center

    Azios, Maria Leticia; And Others

    This course guide is intended for classroom use by teachers of secondary level science to Spanish-speaking students of English as a second language (ESL). Both science instruction and acquisition of English scientific terminology are emphasized, within the framework of increasing overall student proficiency in English. The book is prefaced with a

  10. Validation of Hierarchical Relationships among Piagetian Cognitive Modes and Integrated Science Process Skills for Different Cognitive Reasoning Levels.

    ERIC Educational Resources Information Center

    Yeany, Russell H.; Yap, Kueh Chin

    The relationship of Piagetian cognitive modes and integrated science process skills is explored in this study. Specifically, this investigation focused on identifying the hierarchical relationship among Piagetian cognitive modes and integrated science process skills for different Piagetian cognitive reasoning levels and to determine if positive…

  11. Participatory System Science: Multi-Level Comprehension Through a Game-like Process

    NASA Astrophysics Data System (ADS)

    Fatland, D. R.; Kuntz, L.

    2012-12-01

    Participatory System Science: Multi-Level Comprehension Through a Game-like Process We built a time-series game that permits the player to make water management decisions concerning the Skagit River (north-central Washington state) every five years for 60 years. This work was inspired by the integrative efforts of the Skagit Climate Science Consortium and the Climate Impacts Group at the University of Washington. Our principle guiding concepts have been - Construct a reasonable system description with -- wherever possible -- Events / Consequences rendered both visually and in terms of financial impact. - Base the system description on peer reviewed publications - Emphasize both connection and absence of connection between player Actions and subsequent Consequences in the catchment basin. Player choices center around dam flow levels and steps to mitigate negative impacts of sediment transport into the lower (populated) reaches of the Skagit River and into Puget Sound (levees, new dams, estuary restoration, etcetera). With this work we hope to explore scientific results in public awareness by engaging the game Player as a problem solver.

  12. Science Teachers' Proficiency Levels and Patterns of TPACK in a Practical Context

    NASA Astrophysics Data System (ADS)

    Yeh, Yi-Fen; Lin, Tzu-Chiang; Hsu, Ying-Shao; Wu, Hisn-Kai; Hwang, Fu-Kwun

    2015-02-01

    Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of knowledge that teachers develop from and for actual teaching practices with information communication technologies (ICT). This study attempted to unveil the longitudinal and multidimensional development of knowledge that teachers possess by interviewing 40 teachers with various backgrounds in subject content, years of teaching experience, and related award-winning records. An automated cluster analysis was used on the codes given to teachers' responses based on their proficiency levels in different knowledge areas. Three different types of teachers with distinctive features were identified: technology-infusive (TI), technology transitional (TR), and planning and design (PD). TI teachers were more student-centered as compared to TR teachers who were more teacher-centered when asked about possible technology uses. PD teachers were fluent in planning and designing but lacked the balanced development demonstrated by the TI and TR teachers. These science teachers' TPACK were found stayed at the level of "simple adoption." These findings suggest that teachers' TPACK-P needs to be developed with an accumulation of contextualized and dynamic experiences during ICT implementation in actual teaching. Explicit demonstrations regarding how ICTs can be used meaningfully to assist science instruction would be needed in teacher education.

  13. Measuring Student Improvement in Lower- and Upper-Level University Climate Science Courses

    NASA Astrophysics Data System (ADS)

    Harris, S. E.; Taylor, S. V.; Schoonmaker, J. E.; Lane, E.; Francois, R. H.; Austin, P.

    2011-12-01

    What do university students know about climate? What do they learn in a climate course? On the second-to-last day of a course about global climate change, only 48% of our upper-level science students correctly answered a multiple-choice question about the greenhouse effect. The good news: improvement. Only 16% had answered correctly on the first day of class. The bad news: the learning opportunities we've provided appear to have missed more than half the class on a fundamental climate concept. To evaluate the effectiveness of instruction on student learning about climate, we have developed a prototype assessment tool, designed to be deployed as a low-stakes pre-post test. The items included were validated through student interviews to ensure that students interpret the wording and answer choices in the way we intend. This type of validated assessment, administered both at the beginning and end of term, with matched individuals, provides insight regarding the baseline knowledge with which our students enter a course, and the impact of that course on their learning. We administered test items to students in (1) an upper-level climate course for science majors and (2) a lower-level climate course open to all students. Some items were given to both groups, others to only one of the groups. Both courses use evidence-based pedagogy with active student engagement (clickers, small group activities, regular pre-class preparation). Our results with upper-level students show strong gains in student thinking (>70% of students who missed a question on the pre-test answered correctly on the post-test) about stock-and-flow (box model) problems, annual cycles in the Keeling curve, ice-albedo feedbacks, and isotopic fractionation. On different questions, lower-level students showed strong gains regarding albedo and blackbody emission spectra. Both groups show similar baseline knowledge and lower-than-expected gains on greenhouse effect fundamentals, and zero gain regarding the relative importance of different greenhouse gases. A larger percentage of upper-level students (compared to lower-level students) arrive with correct knowledge comparing different greenhouse gases, and explanations of annual cycles in the Keeling curve, but both groups show similar gains with instruction. Instructors can use feedback from these pre-post assessment results to iteratively modify and test the learning opportunities they provide. We aim to continue development and further validation of this tool such that it can be used in many university-level climate courses.

  14. Level of Internet Use Among Science Teachers Involved in a Professional Development Project

    NASA Astrophysics Data System (ADS)

    Wiesenmayer, Randall L.; Koul, Ravinder

    1999-06-01

    This study examined the level of instructional use of Internet among science teachers involved with an in-service professional development project. An instrument on Level of Use of innovation was modified for the study. A criterion sample of teachers to be interviewed via telephone was randomly selected from a pool of 347 K-12 teachers. Somers' d and contingency coefficients were determined to see whether any relationship exists between a teacher's Level of Use and the following categories: (a) amount of experience with the Internet; (b) availability of resources support and access to the Internet in classroom and at home; (c) number of teacher and student users at school, (d) gender; and (e) type of school. Results of step-wise multiple regression indicate that classroom access, instructional experience of using Internet with students, availability of resource support and number of teacher users at school are the best predictors of teacher's Level of Use. Chi square test for comparisons between groups of completers and noncompleters of On-Line West Virginia K-12 RuralNet courses also revealed that a lack of classroom access to Internet and lack of resource/technical support at school contributed significantly to lower level of use among noncompleters.

  15. High Interest - Low Vocabulary Science Books, Reading Level Grades 1-4 (Prepared for the Remedial Reading Teacher).

    ERIC Educational Resources Information Center

    Gott, Margaret E., Comp.; Wailes, James R., Comp.

    This booklist is intended for elementary school science students with high interest and low vocabulary skills. The Spache Readability Scale, Dale-Chall formula, sentence structure, paragraph flow, illustration, and diagram analysis or publishers stated grade level were used to determine grade level designations. The included interest level varies…

  16. Project-Based Learning as a Vehicle for Teaching Science at the University Level

    NASA Astrophysics Data System (ADS)

    Courtney, A. R.; Wade, P.

    2012-12-01

    In a typical science course learning is teacher directed. Students are presented with knowledge and concepts via textbooks and lecture and then given the opportunity to apply them. Project-based learning (PBL) creates a context and reason to learn information and concepts. In PBL, learning is student directed and teacher facilitated. Students take ownership of their learning by finding, evaluating and synthesizing information from a variety of resources and via interaction between each other. In PBL, the project is central rather than peripheral to the curriculum. It is not just an activity that provides examples, additional practice or applications of the course content, but rather, the vehicle through which major concepts are discovered. The PBL process requires students to do revision and reflection encouraging them to think about what and how they are learning. PBL projects also allow students to develop important life-work skills such as collaboration, communication and critical thinking within the discipline. We have employed PBL in both Liberal Arts courses for non-science majors and upper division courses for science students. Three examples will be discussed. The first will be the production of video documentaries in a non-science major course; the second, a student generated electronic textbook in a 300-level energy course for science students; and lastly, a student designed analysis project in a chemistry major capstone laboratory course. The product in each of these examples was used to deliver knowledge to others in the class as well as members of the public providing motivation for students to do high-quality work. In our examples, student documentaries are publicly screened as part of a university-wide Academic Excellence Showcase; the student generated electronic textbook is available for public use on the internet; and the results of the student designed analysis were communicated to the real-world clients via letters and reports. We will discuss various technology tools employed in these projects such as the internet, wikis for collaborative writing, bookmarking management tools for sharing literature resources, photo sharing sites, and electronic literature searching tools. Also described will be assessment methods to gauge how the projects affected student learning.

  17. Integrating Hands-On Undergraduate Research in an Applied Spatial Science Senior Level Capstone Course

    ERIC Educational Resources Information Center

    Kulhavy, David L.; Unger, Daniel R.; Hung, I-Kuai; Douglass, David

    2015-01-01

    A senior within a spatial science Ecological Planning capstone course designed an undergraduate research project to increase his spatial science expertise and to assess the hands-on instruction methodology employed within the Bachelor of Science in Spatial Science program at Stephen F Austin State University. The height of 30 building features…

  18. An investigation of gender and grade-level differences in middle school students' attitudes about science, in science process skills ability, and in parental expectations of their children's science performance

    NASA Astrophysics Data System (ADS)

    White, Terri Renee'

    The primary purpose of the study was to examine different variables (i.e. science process skill ability, science attitudes, and parents' levels of expectation for their children in science, which may impinge on science education differently for males and females in grades five, seven, and nine. The research question addressed by the study was: What are the differences between science process skill ability, science attitudes, and parents' levels of expectation in science on the academic success of fifth, seventh, and ninth graders in science and do effects differ according to gender and grade level? The subjects included fifth, seven, and ninth grade students ( n = 543) and their parents (n = 474) from six rural, public elementary schools and two rural, public middle schools in Southern Mississippi. A two-way (grade x gender) multivariate analysis of variance (MANOVA) was used to determine the differences in science process skill abilities of females and males in grade five, seven, and nine. An additional separate two-way multivariate analysis of variance (grade x gender) was also used to determine the differences in science attitudes of males and females in grade five, seven, and nine. A separate analysis of variance (PPSEX [parent's gender]) with the effects being parents' gender was used to determine differences in parents' levels of expectation for their childrens' performance in science. An additional separate analysis of variance (SSEX [student's gender]) with the effects being the gender of the student was also used to determine differences in parents' levels of expectation for their childrens' performance in science. Results of the analyses indicated significant main effects for grade level (p < .001) and gender (p < .001) on the TIPS II. There was no significant grade by gender interaction on the TIPS II. Results for the TOSRA also indicated a significant main effect for grade (p < .001) and the interaction of grade by sex ( p < .001). On variable ATT 5 (enjoyment of science lessons), males' attitudes toward science decreased across the grade levels; whereas, females decreased from grade five to seven, but showed a significant increase from grade seven to nine. Results from the analysis of variance with the parent's gender as the main effect showed no significant difference. The analysis of variance with student's gender as the main effect showed no significant difference.

  19. The optimum level of parent participation: A study of three intensity levels of parent involvement during three "Playtime is Science" units in three third-grade classes

    NASA Astrophysics Data System (ADS)

    Gooden, Kelly Lynn

    The study describes the experience of introducing three intensity levels of parent participation in three third-grade classes for science instruction using Playtime is Science; an equity curriculum that utilizes parent participation. The study sought to determine the optimum level of participation by ascertaining the most influential aspect of involvement on proficiency scores and the most important aspect of involvement to participants. The levels of participation intensity were distinguished by: (1) the number of parents in the classroom; (2) the responsibilities of the parents; (3) the training received; and (4) the number of students with whom the parents worked. Involvement at each level would potentially manifest aspects of role modeling, lowered student-to-adult instructional ratio, and parent expertise to varying degrees. The three levels of participation were introduced during explorations in three Playtime is Science units following a rotation schedule. Student proficiency was assessed through scores on pre- and post-tests, journals, and discourse. ANCOVA was used to identify main and interaction effects of the independent variables (class, unit and level) on student proficiency taking into account existing differences in groups. Participant attitudes were assessed through journals and interviews. Observations of explorations triangulated findings and assessed participant interactions. Field notes, transcripts and photographs were coded according to the aspects of parent involvement. The results showed level of parent intensity of involvement had no affect on proficiency scores. Therefore, no aspect of parent involvement was determined to be the most influential. Participants felt that lowered instructional ratio and role modeling were the most important aspects of involvement. The level of involvement that utilized the lowest ratio and the most role modeling was level III, small group facilitators. Level III was recognized as the optimum level of participation in science instruction for this study. Although no level of involvement was significantly influential for student scores, there was a main effect for units, supporting the finding that teacher conceptions of science are more influential on student proficiency than parent participation at any level. The influence of teacher conceptions was unanticipated but is critical to consider when implementing any program or methodology to improve science instruction.

  20. An investigation of factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe

    NASA Astrophysics Data System (ADS)

    Mlenga, Francis Howard

    The purpose of the study was to determine factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe. The study was conducted at one of the Primary School Teachers' Colleges in Zimbabwe. A sample of two hundred and thirty-eight female student teachers was used in the study. Of these one hundred and forty-two were non-science majors who had been randomly selected, forty-one were science majors and forty-five were math majors. Both science and math majors were a convenient sample because the total enrollment of the two groups was small. All the subjects completed a survey questionnaire that had sixty-eight items. Ten students from the non-science majors were selected for individual interviews and the same was done for the science majors. A further eighteen were selected from the non-science majors and divided into three groups of six each for focus group interviews. The same was done for the science majors. The interviews were audio taped and transcribed. Data from the survey questionnaires were analyzed using Binary Logistic Regression which predicted factors that affected students' choice of science as a major. The transcribed interview data were analyzed used using domain, taxonomic and componential analyses. Results of the study indicated that elementary female students' choice of science as a major at college level is affected by students' attitudes toward science, teacher behavior, out-of-school experiences, role models, gender stereotyping, parental influence, peer influence, in-school experiences, and societal expectations, namely cultural and social expectations.

  1. A Model for Teaching a Climate Change Elective Science Course at the Community College Level

    NASA Astrophysics Data System (ADS)

    Mandia, S. A.

    2012-12-01

    The impact of global climate change is far-reaching, both for humanity and for the environment. It is essential that our students be provided a strong scientific background for the role of natural and human caused climate change so that they are better prepared to become involved in the discussion. Here the author reveals a successful model designed for use with a diverse student body at the community college level. Teaching strategies beyond the traditional lecture and exam style include: web-based resources such as static websites along with dynamic blogging tools, post-lecture cooperative learning review sessions, weekly current event research projects, use of rubrics to assist students in their own project evaluation before submission, and a research paper utilizing the Skeptical Science website to examine the validity of the most common climate change myths.

  2. Using High Level Literacy Techniques to Teach Astronomy to Non-Science Majors

    NASA Astrophysics Data System (ADS)

    Garland, C. A.; Ratay, D. L.

    2005-12-01

    We present a discussion of an introductory-level college astronomy class which significantly relied on reading and writing assignments to deliver basic content knowledge and provide a basis for deeper analysis of the material. As opposed to the traditional problem-set method of homework, students were required to read popular articles from magazines and newspapers related to the content presented in class and then prepare responses. Responses ranged from methodological analysis to using the readings to create original science journalism. Other forms of assessment indicated that students benefitted from this type of course design. We propose that given the background of students in this type of course, the course design is better suited to engage students in the material and provides a better assessment of student achievement.

  3. Archival Legacy Investigation of Circumstellar Environments (ALICE). Candidates point sources and high-level science products

    NASA Astrophysics Data System (ADS)

    Choquet, Elodie; Chen, C.; Debes, J. H.; Golimowski, D. A.; Hagan, J.; Hines, D. C.; Lonsdale, S.; Marois, C.; Mawet, D.; Mittal, T.; Moerchen, M.; N'Diaye, M.; Perrin, M. D.; Pueyo, L.; Rajan, A.; Reid, I. N.; Schneider, G.; Wolff, S.; Soummer, R.

    2014-01-01

    The Archival Legacy Investigation of Circumstellar Environments (ALICE) project (HST/AR program 12652; PI Soummer) is currently conducting a comprehensive and consistent reprocessing of HST-NICMOS coronagraphic survey data to search for point sources and disks using advanced PSF subtraction. The Karhunen-Loeve Image Projection (KLIP) algorithm based on principal component analysis was developed for this project. We present the main concept for the pipeline, reduction strategy, and PSF subtraction implementation and performance. The ALICE pipeline was designed to process automatically approximately 400 targets in the NICMOS coronagraphic archive, and to deliver High-Level Science Products (HLSPs) back to the MAST archive at STScI. The HLSPs are defined in collaboration with other similar projects to define a standard format for high-contrast imaging. We present and discuss the ALICE point source candidates detected in the NICMOS archive together with a statistical analysis of the population of background objects.

  4. Exploring How Second Grade Elementary Teachers Translate Their Nature of Science Views into Classroom Practice after a Graduate Level Nature of Science Course

    ERIC Educational Resources Information Center

    Deniz, Hasan; Adibelli, Elif

    2015-01-01

    The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the…

  5. Attitudes and beliefs, about inquiry science, of middle level and secondary science teachers in northwest Arkansas and northwest Oklahoma

    NASA Astrophysics Data System (ADS)

    Dockers, Jean E.

    A This study attempted to close gaps in the literature with regards to implementation of inquiry practices in secondary science classrooms. In addition, the areas and ways in which practice ties to beliefs and experiences in the area of inquiry were examined. This study introduces an instrument that could be used to assess teachers' attitudes and beliefs about inquiry teaching practices and potential barriers to teaching science using an inquiry approach. Because the efficacy of reform efforts rests largely with teachers, their voices need to be included in the design and implementation of inquiry---based curriculum. This study helps to clarify the need for future research to examine inquiry as a pedagogical approach. If we desire pre-service teachers to teach using an inquiry approach when they have their own classrooms, they must know how to plan, implement, and assess inquiry science lessons, not just have experienced "inquiry lessons" as a student. One unique finding in this study was in the area of licensure and teaching style. Other studies found that in general traditionally licensed teachers felt better prepared to teach. This study found that participants who were alternatively certified incorporated characteristics of inquiry less often than those with traditional certification. This indicates that more research is needed in the area of certification and the affect it may have on quality of instruction for specific content areas like science.

  6. Science.

    ERIC Educational Resources Information Center

    Roach, Linda E., Ed.

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

  7. Modular Mayhem? A Case Study of the Development of the A-Level Science Curriculum in England

    ERIC Educational Resources Information Center

    Hayward, Geoff; McNicholl, Jane

    2007-01-01

    This article investigates the costs and benefits of the increased use of modular or unitized qualification designs through a case study of the GCE A-level science curriculum in England. Following a brief review of the development of modular A-levels, the various proposed advantages of modularity--short-term goals and regular feedback, flexibility…

  8. Inside the Collaborative Inter-Arts Improvisatory Process: Tertiary Music Students' Perspectives

    ERIC Educational Resources Information Center

    Blom, Diana

    2012-01-01

    While research has explored aspects of inter-arts collaboration at professional and primary level, there is little on inter-arts collaboration in the tertiary environment. This article explores aspects of the learning of tertiary music students undertaking a short-term collaborative inter-arts improvisation project with dance and theater peers,…

  9. Willing and Enabled: The Academic Outcomes of a Tertiary Enabling Program in Regional Australia

    ERIC Educational Resources Information Center

    Andrewartha, Lisa; Harvey, Andrew

    2014-01-01

    This paper examines the achievement levels of students undertaking the Tertiary Enabling Program (TEP) at La Trobe University. The TEP is an alternative pathway program that traverses multiple institutions, campuses, and disciplinary areas, and is designed to prepare a diverse student cohort for tertiary study. The Program integrates several…

  10. Widening Access to Tertiary Education for Women in Ghana through Distance Education

    ERIC Educational Resources Information Center

    Kwapong, Olivia Adwoa Tiwaah Frimpong

    2007-01-01

    Distance education (DE) is seen as a tool for widening access to education at all levels. It is an educational tool that breaks most of the divides in education--age, gender, race, income, space, time etc. For the past decades, irrespective of the extensive expansion of tertiary institutions in the country, provision of tertiary education in Ghana…

  11. The Petasis Reaction: Microscale Synthesis of a Tertiary Amine Antifungal Analog

    ERIC Educational Resources Information Center

    Koroluk, Katherine J.; Jackson, Derek A.; Dicks, Andrew P.

    2012-01-01

    Students prepare a tertiary amine antifungal analog in an upper-level undergraduate organic laboratory. A microscale Petasis reaction is performed to generate a liquid compound readily characterized via IR and proton NMR spectroscopy. The biological relevance of the product is highlighted, with the tertiary amine scaffold being an important…

  12. The Petasis Reaction: Microscale Synthesis of a Tertiary Amine Antifungal Analog

    ERIC Educational Resources Information Center

    Koroluk, Katherine J.; Jackson, Derek A.; Dicks, Andrew P.

    2012-01-01

    Students prepare a tertiary amine antifungal analog in an upper-level undergraduate organic laboratory. A microscale Petasis reaction is performed to generate a liquid compound readily characterized via IR and proton NMR spectroscopy. The biological relevance of the product is highlighted, with the tertiary amine scaffold being an important

  13. COURSE OUTLINE FOR SECOND SIX WEEKS OF SCIENCE-LEVEL III, TALENT PRESERVATION CLASSES.

    ERIC Educational Resources Information Center

    Houston Independent School District, TX.

    EACH UNIT IS OF APPROXIMATELY 6 WEEKS' DURATION. UNITS ARE ON ENERGY AND THE HUMAN BODY, HEAT, ELECTRICITY AND MACHINES, CONSUMER SCIENCE FROM A COMMUNICATION AND PHYSICAL SCIENCE APPROACH, AND CONSUMER SCIENCE FROM BIOLOGICAL AND EARTH APPROCH. IN ALL UNITS, AS MANY CONCEPTS AS POSSIBLE SHOULD BE RELATED TO THE STUDENTS' EXPERIENCES. IN…

  14. Attitudes towards the Language of Science Teaching at the Secondary Level in Jordan

    ERIC Educational Resources Information Center

    Za'Rour, George I.; Nashif, Rawdah, Z.

    1977-01-01

    This study identifies preferences regarding the medium of instruction (mother tongue/second language) in science in the secondary schools of Amman and Irbid in Jordan. It attempts to identify the preferred language of instruction in science for secondary students, secondary science teachers, and first-year university students. (Author/HP)

  15. COURSE OUTLINE FOR SECOND SIX WEEKS OF SCIENCE-LEVEL III, TALENT PRESERVATION CLASSES.

    ERIC Educational Resources Information Center

    Houston Independent School District, TX.

    EACH UNIT IS OF APPROXIMATELY 6 WEEKS' DURATION. UNITS ARE ON ENERGY AND THE HUMAN BODY, HEAT, ELECTRICITY AND MACHINES, CONSUMER SCIENCE FROM A COMMUNICATION AND PHYSICAL SCIENCE APPROACH, AND CONSUMER SCIENCE FROM BIOLOGICAL AND EARTH APPROCH. IN ALL UNITS, AS MANY CONCEPTS AS POSSIBLE SHOULD BE RELATED TO THE STUDENTS' EXPERIENCES. IN

  16. Comparing Scientists' Views of Nature of Science within and across Disciplines, and Levels of Expertise

    ERIC Educational Resources Information Center

    Tira, Praweena

    2009-01-01

    The purpose of this study was to understand how Thai scientists from four disciplines viewed nature of science (NOS). The sixteen participating scientists were chosen from the areas of chemistry, physics, biology/life sciences, and geology/earth sciences and were separated into novice and expert groups. The scientists' understandings about NOS…

  17. RADIOGUIDED PARATHYROIDECTOMY FOR TERTIARY HYPERPARATHYROIDISM

    PubMed Central

    Somnay, Yash R.; Weinlander, Eric; Alfhefdi, Amal; Schneider, David; Sippel, Rebecca S.; Chen, Herbert

    2015-01-01

    Background Tertiary hyperparathyroidism (3HPT) is defined as the persistent hyper-production of parathyroid hormone (PTH) and resulting hypercalcemia following renal transplantation. Here, we examine the utility of radioguided parathyroidectomy (RGP) in patients with 3HPT. Materials and Methods We reviewed a prospective surgery database containing 80 3HPT patients who underwent RGP from January 2001 to July 2014 at our institution. We evaluated patient demographics, operative management, radioguided neoprobe utilization and operative outcomes. Data are reported as mean ± SEM. Results The mean age of the patients was 52 ± 1 years, and 46% were male. 69 patients had hyperplasia and received subtotal parathyroidectomy, while 5 patients had double adenomas and 6 patients had single adenomas. The average calcium level among 3HPT patients was 10.8± 0.1 mg/dl preoperatively and 8.7 ± 0.1 mg/dl postoperatively. In vivo radioguided counts normalized to background counts averaged 145 ± 4%, while ex vivo counts normalized to background counts averaged 69 ± 5%. All but one ex vivo count was >20%. Ectopically located glands were successfully localized in 38 patients using the gamma probe. Ex vivo percentage did not correlate with parathyroid gland weight, preoperative PTH or preoperative calcium. Our radioguided approach achieved normocalcemia in 96% of 3HPT patients undergoing radioguided parathyroidectomy; 2 patients developed recurrent disease. Conclusions In this series, all enlarged parathyroid glands were localized and resected using the gamma probe. Thus, RGP reliably localizes adenomatous, hyperplastic and ectopically located glands in patients with 3HPT, resulting in high cure rate following resection. PMID:25770735

  18. An Investigation of Factors Affecting Elementary Female Student Teachers' Choice of Science as a Major at College Level in Zimbabwe

    NASA Astrophysics Data System (ADS)

    Mlenga, Francis

    This article focuses on factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe. In Sub-Saharan Africa, there has been an unprecedented expansion in education in the last 2 decades. This reflects the broad recognition that education contributes to national development. This expansion has not been matched with equal access and opportunity to education. The education of females still lags behind that of males in most developing countries, and in Sub-Saharan Africa in particular (Hyde, 1989). Fewer girls than boys study science at both secondary and college levels. The study took place in Zimbabwe at Mkoba Teachers' College. Two groups of elementary female student teachers participated in the study, namely science majors and nonscience majors. Ten science majors and nine nonscience majors took part in individual interviews. For focus group interviews, there were three groups of six each from science and nonscience majors. The study was conducted between May 2004 and July 2004. Out-of-school experiences, culture, and attitudes toward science emerged as factors affecting female student teachers' choice of science as a major. A number of implications have been discussed as well as suggestions for further research. Limitations of the study have been analyzed as well.

  19. Systems Science and Obesity Policy: A Novel Framework for Analyzing and Rethinking Population-Level Planning

    PubMed Central

    Matteson, Carrie L.; Finegood, Diane T.

    2014-01-01

    Objectives. We demonstrate the use of a systems-based framework to assess solutions to complex health problems such as obesity. Methods. We coded 12 documents published between 2004 and 2013 aimed at influencing obesity planning for complex systems design (9 reports from US and Canadian governmental or health authorities, 1 Cochrane review, and 2 Institute of Medicine reports). We sorted data using the intervention-level framework (ILF), a novel solutions-oriented approach to complex problems. An in-depth comparison of 3 documents provides further insight into complexity and systems design in obesity policy. Results. The majority of strategies focused mainly on changing the determinants of energy imbalance (food intake and physical activity). ILF analysis brings to the surface actions aimed at higher levels of system function and points to a need for more innovative policy design. Conclusions. Although many policymakers acknowledge obesity as a complex problem, many strategies stem from the paradigm of individual choice and are limited in scope. The ILF provides a template to encourage natural systems thinking and more strategic policy design grounded in complexity science. PMID:24832406

  20. Beyond The Prime Directive: The MAST Discovery Portal and High Level Science Products

    NASA Astrophysics Data System (ADS)

    Fleming, Scott W.; Abney, Faith; Donaldson, Tom; Dower, Theresa; Fraquelli, Dorothy A.; Koekemoer, Anton M.; Levay, Karen; Matuskey, Jacob; McLean, Brian; Quick, Lee; Rogers, Anthony; Shiao, Bernie; Thompson, Randy; Tseng, Shui-Ay; Wallace, Geoff; White, Richard L.

    2015-01-01

    The Mikulski Archive for Space Telescopes (MAST) is a NASA-funded archive for a wide range of astronomical missions, primarily supporting space-based UV and optical telescopes. What is less well-known is that MAST provides much more than just a final resting place for primary data products and documentation from these missions. The MAST Discovery Portal is our new search interface that integrates all the missions that MAST supports into a single interface, allowing users to discover (and retrieve) data from other missions that overlap with your targets of interest. In addition to searching MAST, the Portal allows users to search the Virtual Observatory, granting access to data from thousands of collections registered with the VO, including large missions spanning the electromagnetic spectrum (e.g., Chandra, SDSS, Spitzer, 2MASS, WISE). The Portal features table import/export, coordinate-based cross-matching, dynamic chart plotting, and the AstroView sky viewer with footprint overlays. We highlight some of these capabilities with science-driven examples. MAST also accepts High Level Science Products (HLSPs) from the community. These HLSPs are user-generated data products that can be related to a MAST-supported mission. MAST provides a permanent archive for these data with linked references, and integrates it within MAST infrastructure and services. We highlight some of the most recent HLSPs MAST has released, including the HST Frontier Fields, GALEX All-Sky Diffuse Radiation Mapping, a survey of the intergalactic medium with HST-COS, and one of the most complete line lists ever derived for a white dwarf using FUSE AND HST-STIS. These HLSPs generate substantial interest from the community, and are an excellent way to increase visibility and ensure the longevity of your data.

  1. Effect of using repurposed science-rich feature films with varying levels of student activity in middle grades science instruction

    NASA Astrophysics Data System (ADS)

    Cavanaugh, Terence William

    This study provided an initial investigation into the use of repurposed content-rich entertainment videos (versus traditional educational videos) presented in either an active or passive educational setting. Eight classes of seventh grade general science students (n = 361) were randomly assigned to one of four video treatment groups: (1) repurposed content-rich entertainment video in a passive setting, (2) repurposed content-rich entertainment video in an active setting, (3) traditional educational video in a passive setting, and (4) traditional educational video in an active setting. The subject matter of the videos focused on basic chemistry, scientific method, and the nature of life. The repurposed content-rich entertainment groups watched a StarTrek the Next Generation episode, and the traditional educational video groups watched videos from NASA and the Understanding Science Corporation. Students completed a knowledge-based pretest and an initial attitude survey prior to the treatment. During the treatment, all participants watched the videos, discussed the science content, and answered directed questions. Active setting groups discussed and answered questions during the video, while the passive setting groups discussed and answered questions after the video. The treatment period lasted approximately 135 minutes. Immediately following treatment, participants received a knowledge-based posttest and an attitude survey. Three weeks after treatment, retention tests and follow-up surveys were administered. Test and survey data were analyzed using single factor and repeated measures ANOVA followed by post hoc tests. Significant gains (p < 0.05) in test scores were found for repurposed content-rich entertainment video over traditional educational video groups. No significant differences were found in test scores between the active and passive setting groups. When the variables were combined, additional effects were noted. Specifically, significant differences were noted over time with the passive educational group performing lower than the passive repurposed group on mean test scores. No significant differences were noted for attitude change toward science in comparing repurposed content-rich entertainment video group and traditional educational video group. A significant difference was found in how the subjects' attitudes changed for the active (increasing then decreasing) versus the passive watching groups (decreasing then increasing). The results of the study indicate that the use of content-rich entertainment video may provide an effective alternative for science education.

  2. Achievement motivation level in students of Shiraz University of Medical Sciences and its influential factors

    PubMed Central

    KAVOUSIPOUR, SOMAYEH; NOORAFSHAN, ALI; POURAHMAD, SAEEDEH; DEHGHANI-NAZHVANI, ALI

    2015-01-01

    Introduction: Many studies have investigated the relationship between motivation and educational outcomes. The present study was conducted to determine whether the students’ motivation in Shiraz University of Medical Sciences (SUMS) decreases during educational years. Methods: 770 students in SUMS were selected by multi-stage stratified random sampling from each field and entrance year. The first questionnaire contained 57 questions on the effect of economic, social, educational, geographical and personality factors on the students’ motivation. The second one was based on 50 incomplete sentences. The validity and reliability of these questionnaires were approved by the experts and Cronbach's Alpha coefficients (85% and 90%, respectively). In this cross-sectional study, ANOVA, t-test and Chi-square tests were applied for data analysis at the 0.05 significance level. Results: Six factors with the most effect on academic motivation were "family attitudes", "getting good jobs in future", "respect for themselves", " the ability to learn", "believing their role in victory and defeat" and "the tendency toward optimism about themselves". In addition, comparing professional doctorate and basic sciences’ results revealed no significant relationship between academic motivation and educational years (F=0.819, p=0.397). But comparing field by field showed that Dentistry and Hospital Management and Medical Information (HMMI) had a significant decrease in motivation score by increase in educational years (F=3.991, p=0.015). Conclusion: Achievement motivation level in SUMS students was higher than average and did not decrease during educational years. Also, the results showed that personal, social and educational related factors affected motivation level more than economic and environmental factors. PMID:25587552

  3. Research in Science Education, 1994. Selected Refereed Papers from the Annual Conference of the Australasian Science Education Research Association (25th, Hobart, Tasmania, Australia, July 10-13, 1994).

    ERIC Educational Resources Information Center

    Gardner, Paul L., Ed.

    1994-01-01

    This volume contains 41 papers, 10 abstracts/research notes, and an after-dinner speech "The Book of Genesis and the Chronicles of the People of ASERA (Australasian Science Education Research Association). Paper titles include: "Improving students' understanding of carbohydrate metabolism in first-year Biochemistry at tertiary level"; "Students'…

  4. Buckets and Fire: Metaphors in Tertiary Teaching

    ERIC Educational Resources Information Center

    Emerson, Lisa; Mansvelt, Juliana

    2015-01-01

    This paper examines New Zealand tertiary teachers' use of metaphor and their attitudes to the consumer metaphor in relation to teaching. Based on interviews with 16 tertiary teachers, this study shows that although teachers believe the consumer metaphor is accepted by students, tertiary institutions and policy makers, and that it has affected…

  5. Life Science Teachers' Discourse on Assessment: A Valuable Insight into the Variable Conceptions of Assessment in Higher Education

    ERIC Educational Resources Information Center

    Halinen, Katrianna; Ruohoniemi, Mirja; Katajavuori, Nina; Virtanen, Viivi

    2014-01-01

    Teachers' conceptions of teaching, including assessment practices, are substantial in directing student learning. Our article refers to assessment at tertiary level biological education. We studied life science (more specifically microbiology-related) teachers' assessment discourse describing how they understood assessment as part of

  6. Life Science Teachers' Discourse on Assessment: A Valuable Insight into the Variable Conceptions of Assessment in Higher Education

    ERIC Educational Resources Information Center

    Halinen, Katrianna; Ruohoniemi, Mirja; Katajavuori, Nina; Virtanen, Viivi

    2014-01-01

    Teachers' conceptions of teaching, including assessment practices, are substantial in directing student learning. Our article refers to assessment at tertiary level biological education. We studied life science (more specifically microbiology-related) teachers' assessment discourse describing how they understood assessment as part of…

  7. Perceptions of teaching and learning automata theory in a college-level computer science course

    NASA Astrophysics Data System (ADS)

    Weidmann, Phoebe Kay

    This dissertation identifies and describes student and instructor perceptions that contribute to effective teaching and learning of Automata Theory in a competitive college-level Computer Science program. Effective teaching is the ability to create an appropriate learning environment in order to provide effective learning. We define effective learning as the ability of a student to meet instructor set learning objectives, demonstrating this by passing the course, while reporting a good learning experience. We conducted our investigation through a detailed qualitative case study of two sections (118 students) of Automata Theory (CS 341) at The University of Texas at Austin taught by Dr. Lily Quilt. Because Automata Theory has a fixed curriculum in the sense that many curricula and textbooks agree on what Automata Theory contains, differences being depth and amount of material to cover in a single course, a case study would allow for generalizable findings. Automata Theory is especially problematic in a Computer Science curriculum since students are not experienced in abstract thinking before taking this course, fail to understand the relevance of the theory, and prefer classes with more concrete activities such as programming. This creates a special challenge for any instructor of Automata Theory as motivation becomes critical for student learning. Through the use of student surveys, instructor interviews, classroom observation, material and course grade analysis we sought to understand what students perceived, what instructors expected of students, and how those perceptions played out in the classroom in terms of structure and instruction. Our goal was to create suggestions that would lead to a better designed course and thus a higher student success rate in Automata Theory. We created a unique theoretical basis, pedagogical positivism, on which to study college-level courses. Pedagogical positivism states that through examining instructor and student perceptions of teaching and learning, improvements to a course are possible. These improvements can eventually develop a "best practice" instructional environment. This view is not possible under a strictly constructivist learning theory as there is no way to teach a group of individuals in a "best" way. Using this theoretical basis, we examined the gathered data from CS 341. (Abstract shortened by UMI.)

  8. Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

    NASA Astrophysics Data System (ADS)

    Roberts, Patrice Helen

    This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual-preference effect. Furthermore, the students indicated significantly more positive attitudes when instructed with a multisensory approach on either grade-level or above-grade level science content (p < 0.0001). The findings supported using a multisensory approach when teaching science concepts that are new to and difficult for students (Martini, 1986).

  9. Resistance of spiders to Cretaceous-Tertiary extinction events.

    PubMed

    Penney, David; Wheater, C Philip; Selden, Paul A

    2003-11-01

    Throughout Earth history a small number of global catastrophic events leading to biotic crises have caused mass extinctions. Here, using a technique that combines taxonomic and numerical data, we consider the effects of the Cenomanian-Turonian and Cretaceous-Tertiary mass extinctions on the terrestrial spider fauna in the light of new fossil data. We provide the first evidence that spiders suffered no decline at the family level during these mass extinction events. On the contrary, we show that they increased in relative numbers through the Cretaceous and beyond the Cretaceous-Tertiary extinction event. PMID:14686534

  10. Analysis of Student Beliefs in a Tertiary Preparatory Mathematics Course

    ERIC Educational Resources Information Center

    Carmichael, C.; Taylor, J. A.

    2005-01-01

    Every year approximately 800 students enrol in the tertiary preparatory course TPP7181 at the University of Southern Queensland. Successful completion of this course will allow students to enrol in either further preparatory level mathematics courses or undergraduate study. For many of the students enrolled in this course, the study of mathematics…

  11. An Examination of Tertiary Students' Desire to Found an Enterprise

    ERIC Educational Resources Information Center

    Birdthistle, Naomi

    2008-01-01

    Purpose: The purpose of this paper is twofold. First, the paper aims to identify and explain the behaviour and intentions of students in their decision to start entrepreneurial activities and establish an enterprise. Second, the paper aims to identify whether students in tertiary level institutions in Ireland display the personality traits of an…

  12. An Examination of Tertiary Students' Desire to Found an Enterprise

    ERIC Educational Resources Information Center

    Birdthistle, Naomi

    2008-01-01

    Purpose: The purpose of this paper is twofold. First, the paper aims to identify and explain the behaviour and intentions of students in their decision to start entrepreneurial activities and establish an enterprise. Second, the paper aims to identify whether students in tertiary level institutions in Ireland display the personality traits of an

  13. Tertiary Institutions, Entrepreneurship Education and Youth Empowerment in Nigeria

    ERIC Educational Resources Information Center

    Olasunkanmi, Abari Ayodeji; Olufunke, Oyetola Idowu; Adetayo, Okunuga Adedapo

    2013-01-01

    Entrepreneurship Education has recently become a global phenomenon in the development of world youths for self employment and self-reliance. The Nigerian nation cannot afford to be left out and left behind in this new trend in education both at the secondary and tertiary levels. However, while the Universal Basic Education (UBE) curriculum has…

  14. Tertiary Institutions, Entrepreneurship Education and Youth Empowerment in Nigeria

    ERIC Educational Resources Information Center

    Olasunkanmi, Abari Ayodeji; Olufunke, Oyetola Idowu; Adetayo, Okunuga Adedapo

    2013-01-01

    Entrepreneurship Education has recently become a global phenomenon in the development of world youths for self employment and self-reliance. The Nigerian nation cannot afford to be left out and left behind in this new trend in education both at the secondary and tertiary levels. However, while the Universal Basic Education (UBE) curriculum has

  15. Self-Assessment in Professional Programmes within Tertiary Institutions

    ERIC Educational Resources Information Center

    Bourke, Roseanna

    2014-01-01

    Self-assessment at tertiary level is a critical pedagogical and assessment tool to support students in their transition to professional careers where on-going learning and assessment is required. Beyond the safety-net of course content, external assessment and pre-determined criteria, novice professionals need to find ways to self-assess their…

  16. Unified Science Approach K-12, Proficiency Levels 13-21 and Semester Courses.

    ERIC Educational Resources Information Center

    Oickle, Eileen M., Ed.

    Presented is the third part of the K-12 unified science materials used in the public schools of Anne Arundel County, Maryland. Detailed descriptions are presented for the roles of students and teachers, purposes of bibliography, major concepts in unified science, processes of inquiry, scheme and model for scientific literacy, and program…

  17. Powerful Partnerships: The Worth of Embedding Masters Level Library Science Students in Undergraduate Classes

    ERIC Educational Resources Information Center

    Becnel, Kim; Moeller, Robin A.; Pope, Jon C.

    2016-01-01

    While experiential learning is recognized as an important pedagogical approach in Library and Information Science education, logistical hurdles can make implementing meaningful experiential projects challenging, especially in online courses. This paper will describe a project in which Library Science instructors were able to overcome common…

  18. Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level

    ERIC Educational Resources Information Center

    Parveen, Qaisara; Batool, Sadia

    2012-01-01

    The aim of the study was to explore the effects of cooperative learning on General Science achievement among 9th class students. Based upon previous research literature it was hypothesized that significant difference existed between the mean posttest scores of General Science achievement of experimental group and control group. The pretest…

  19. Country, School and Students Factors Associated with Extreme Levels of Science Literacy across 25 Countries

    ERIC Educational Resources Information Center

    Alivernini, F.; Manganelli, S.

    2015-01-01

    A huge gap in science literacy is between students who do not show the competencies that are necessary to participate effectively in life situations related to science and technology and students who have the skills which would give them the potential to create new technology. The objective of this paper is to identify, for 25 countries, distinct

  20. Country, School and Students Factors Associated with Extreme Levels of Science Literacy across 25 Countries

    ERIC Educational Resources Information Center

    Alivernini, F.; Manganelli, S.

    2015-01-01

    A huge gap in science literacy is between students who do not show the competencies that are necessary to participate effectively in life situations related to science and technology and students who have the skills which would give them the potential to create new technology. The objective of this paper is to identify, for 25 countries, distinct…

  1. Correlated Curriculum Program: An Experimental Program. Science Level 1 (9A, 9B, 10A).

    ERIC Educational Resources Information Center

    Loebl, Stanley, Ed.; And Others

    The unit plans in Correlated Science 1 are intended to be of use to the teacher in both lesson and team planning. The course in science was designed for optimum correlation with the work done in business, health, and industrial careers. Behavioral objectives, class routines, time allotments, student evaluation, and the design of the manual are…

  2. Deep-Level Comprehension of Science Texts: The Role of the Reader and the Text

    ERIC Educational Resources Information Center

    Best, Rachel M.; Rowe, Michael; Ozuru, Yasuhiro; McNamara, Danielle S.

    2005-01-01

    Many students from elementary school through college encounter difficulty understanding their science textbooks, regardless of whether they have language disorders. This article discusses some of the particular difficulties associated with science text comprehension and possible remedies for facilitating and enhancing comprehension of challenging…

  3. Science Seeker: A New Model for Teaching Information Literacy to Entry-Level Biology Undergraduates

    ERIC Educational Resources Information Center

    Petzold, Jacquelyn; Winterman, Brian; Montooth, Kristi

    2010-01-01

    In order to integrate library instruction seamlessly into an introductory biology course, two librarians collaborated with a biology faculty member to create a three-part series of instruction sessions known as the Science Seeker. The Science Seeker taught students about the structure of scientific information by tracing the path that discoveries…

  4. The Development of a Proposed Model for Secondary School Level Physical Science Content Structure.

    ERIC Educational Resources Information Center

    Day, Gary Dean

    Developed was a diagrammatic model of basic physical science content structure which included substantive components common to physics and chemistry selected from the Physical Science Study Committee (PSSC) physics and the Chemical Education Materials Study (CHEMS) chemistry texts. A descriptive rationale for the model was written which gave a…

  5. Plant Science Alumni Rate Their Education Based upon Entry-Level Professional Experience.

    ERIC Educational Resources Information Center

    Long, G. A.; And Others

    1992-01-01

    The relevance of plant science curriculum at Utah State University was evaluated by students graduating in 1976 through 1986 using a modified Borich Model. Oral and written communication and interpersonal skills were rated as most important. Respondents recommended including business, computer, science, oral and written communications classes, and…

  6. Powerful Partnerships: The Worth of Embedding Masters Level Library Science Students in Undergraduate Classes

    ERIC Educational Resources Information Center

    Becnel, Kim; Moeller, Robin A.; Pope, Jon C.

    2016-01-01

    While experiential learning is recognized as an important pedagogical approach in Library and Information Science education, logistical hurdles can make implementing meaningful experiential projects challenging, especially in online courses. This paper will describe a project in which Library Science instructors were able to overcome common

  7. Classroom management at the university level: lessons from a former high school earth science teacher

    NASA Astrophysics Data System (ADS)

    Lazar, C.

    2009-12-01

    Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment, and standard procedures. Central to all of these suggestions is the basic concept of planning activities for students beyond passive absorption of lecture material and fitting them smoothly within the typical time constraints of a class period. Well-managed students learn better. I close with the observation that the most basic desires of students are independent of age; learners of all ages and levels prefer well-designed classroom experiences. In this context, books and resources intended for the professional development of secondary--and even elementary—teachers suddenly contain a wealth of techniques that, with some modification, might be useful at the university level.

  8. Engaging in Science through Astrobiology Outreach

    NASA Astrophysics Data System (ADS)

    Fergusson, J.; Oliver, C.; Walter, M.

    2011-12-01

    There has been a steady decline in the number of Australian students studying science at the senior high school level. By the time students reach this point in their education, when they can choose whether or not to continue to study science, many have already decided that science is not for them. It is possible that students in the junior high school years may be gaining a false view of the world of science due to the disparity between the way that science is portrayed in schools and "real" science. A study is being undertaken to explore whether engaging in real science through outreach activities may increase students' understanding of the nature and processes of science, and whether such activities may heighten students' interest in science and potentially lead to an increase in the number of students studying science at the tertiary level. The study examines three astrobiology-related outreach programs, two in Australia and one in the US. The features of the programs are described and results from the Australian research carried out to date are presented.

  9. An analysis of integrated science and language arts themes in software at the elementary school level

    NASA Astrophysics Data System (ADS)

    Libidinsky, Lisa Jill

    2002-09-01

    There are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can enable students to learn real-life connections. In addition, with the onset of technology and the increased usage of technological programs in the schools, teachers can use technology to support an integrated curriculum. When teachers use a combined instructional focus of science, language arts, and technology to produce lessons, students are able to gain knowledge of concepts and skills necessary for appropriate academic growth and development. Given that there are many software programs available to teachers for classroom use, it is imperative that quality software is used for instruction. Using criteria based upon an intensive literature review of integrated instruction in the areas of science and language arts, this study examines science and language arts software programs to determine whether there are science and language arts integrated themes in the software analyzed. Also, this study examines whether more science and language arts integrated themes are present in science or language arts software programs. Overall, this study finds a significant difference between language arts software and science software when looking at integrated themes. This study shows that science software shows integrated themes with language arts more often than does language arts software with science. The findings in this study can serve as a reference point for educators when selecting software that is meaningful and effective in the elementary classroom. Based on this study, it is apparent that there is a need to evaluate software for appropriate use in the classroom in order to promote effective education.

  10. A Study on Prospective Science Teachers' Knowledge and Achievement Levels in Mathematical Logic in Electricity-Related Subjects

    ERIC Educational Resources Information Center

    Yilmaz, Ismail

    2012-01-01

    The purpose of this case study is to reveal prospective science teachers' knowledge and achievement levels in electricity-related subjects. The data for the study were collected from 44 prospective teachers using three measurement tools. The data were then analyzed using software developed for the Probability and Possibility Calculation Statistics

  11. Comparing Levels of Anti-Fat Bias between American and Mexican Athletes and Undergraduate Physical Education and Exercise Science Students

    ERIC Educational Resources Information Center

    Alameda, Miriam Wood; Whitehead, James R.

    2015-01-01

    Stigmatization consequent to anti-fat bias (AFB) may affect the services people who are obese receive from health professionals, including physical education and exercise science (PEX) professionals. In this study, we compared AFB levels of American and Mexican PEX students and Mexican athletes. We also investigated if socially desirable (SD)

  12. Increasing Higher Level Thinking Skills in Science of Gifted Students in Grades 1-4 through "Hands-On" Activities.

    ERIC Educational Resources Information Center

    Dindial, Myrna J.

    This practicum was designed to increase higher level thinking skills of gifted students in primary school. The project sought to retrain students from recalling science information from the textbook to a more challenging and active form of learning through individual projects and small group and large group activities. Students were given…

  13. Linguistic Resources Used in Grade 8 Students' Submicro Level Explanations--Science Items from TIMSS 2007

    ERIC Educational Resources Information Center

    Frndberg, Birgitta; Lincoln, Per; Wallin, Anita

    2013-01-01

    Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students' written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale test. This is done in order to understand

  14. A Study of the Level of Math Preparedness of Manufacturing Sciences Students in the Fall Semester of 2005

    ERIC Educational Resources Information Center

    Henning, Mark C.

    2007-01-01

    The main objective of this study was to gauge preparedness in math with achievement in first semester math for the fall 2005 intake of Manufacturing Sciences Division post-secondary program students. The data used to measure this level of preparedness was gleaned from students' high school Grade 12 (new and old curriculum) or Ontario Academic…

  15. A Study on Prospective Science Teachers' Knowledge and Achievement Levels in Mathematical Logic in Electricity-Related Subjects

    ERIC Educational Resources Information Center

    Yilmaz, Ismail

    2012-01-01

    The purpose of this case study is to reveal prospective science teachers' knowledge and achievement levels in electricity-related subjects. The data for the study were collected from 44 prospective teachers using three measurement tools. The data were then analyzed using software developed for the Probability and Possibility Calculation Statistics…

  16. Linguistic Resources Used in Grade 8 Students' Submicro Level Explanations--Science Items from TIMSS 2007

    ERIC Educational Resources Information Center

    Frändberg, Birgitta; Lincoln, Per; Wallin, Anita

    2013-01-01

    Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students' written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale test. This is done in order to understand…

  17. Probing the Natural World, Level III, Teacher's Edition: Why You're You. Intermediate Science Curriculum Study.

    ERIC Educational Resources Information Center

    Bonar, John R., Ed.; Hathway, James A., Ed.

    This is the teacher's edition of one of the eight units of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). The chapters include basic information about heredity, activities, and optional "excursions." The answers to all activities are included. An introduction describes the work of Gregor Mendel and his…

  18. New and Upper Level Political Science Course Preparations: A Discussion of Challenges and Opportunities at the Teaching-Oriented Institution

    ERIC Educational Resources Information Center

    Richburg, Kimberly M.

    2012-01-01

    Designing and executing a new upper level political science course preparation can be a daunting task, especially when dealing with some of the challenges in the context of teaching-oriented institutions of higher learning. In this paper, I conduct an examination of both the challenges and the opportunities that can be afforded by environmental…

  19. Comparing Levels of Anti-Fat Bias between American and Mexican Athletes and Undergraduate Physical Education and Exercise Science Students

    ERIC Educational Resources Information Center

    Alameda, Miriam Wood; Whitehead, James R.

    2015-01-01

    Stigmatization consequent to anti-fat bias (AFB) may affect the services people who are obese receive from health professionals, including physical education and exercise science (PEX) professionals. In this study, we compared AFB levels of American and Mexican PEX students and Mexican athletes. We also investigated if socially desirable (SD)…

  20. Status of Teaching Pre-Vocational Subjects in the Junior Secondary School Level (Agricultural Science and Home Economics)

    ERIC Educational Resources Information Center

    Ndem, J. U.; Akubue, B. N.

    2016-01-01

    This work assessed the status of teaching pre-vocational subjects in junior secondary school level. The study adopted descriptive survey method. The population of the study was 2,916, while the sample for the study was 215 pre-vocational teachers and agricultural science and home economics students. The study was carried out in Afikpo Education…

  1. Should applicants to Nottingham University Medical School study a non-science A-level? A cohort study

    PubMed Central

    Yates, Janet; Smith, Jennifer; James, David; Ferguson, Eamonn

    2009-01-01

    Background It has been suggested that studying non-science subjects at A-level should be compulsory for medical students. Our admissions criteria specify only Biology, Chemistry and one or more additional subjects. This study aimed to determine whether studying a non-science subject for A-level is an independent predictor of achievement on the undergraduate medical course. Methods The subjects of this retrospective cohort study were 164 students from one entry-year group (October 2000), who progressed normally on the 5-year undergraduate medical course at Nottingham. Pre-admission academic and socio-demographic data and undergraduate course marks were obtained. T-test and hierarchical multiple linear regression analyses were undertaken to identify independent predictors of five course outcomes at different stages throughout the course. Results There was no evidence that the choice of science or non-science as the third or fourth A-level subject had any influence on course performance. Demographic variables (age group, sex, and fee status) had some predictive value but ethnicity did not. Pre-clinical course performance was the strongest predictor in the clinical phases (pre-clinical Themes A&B (knowledge) predicted Clinical Knowledge, p < 0.001, and pre-clinical Themes C&D (skills) predicted Clinical Skills, p = < 0.01). Conclusion This study of one year group at Nottingham Medical School provided no evidence that the admissions policy on A-level requirements should specify the choice of third or fourth subject. PMID:19159444

  2. Evolution of Tertiary Mammals of North America

    NASA Astrophysics Data System (ADS)

    Janis, Christine M.; Scott, Kathleen M.; Jacobs, Louis L.

    2005-03-01

    This book is a unique compendium and synthesis of the cumulative knowledge of more than 100 years of discovery and study of North American tertiary mammals. The potentially most valuable contribution of this book is the detailed information of the distribution in time and space of each species at fossil localities, recorded in a uniform scheme, so that each chapter provides the same level of information. Thirty six chapters are devoted to a particular family or order, written by leading North American authorities, including discussion of anatomical features, systematics, and paleobiology. Three introductory chapters summarize information on the geological time scale, Tertiary vegetation, and Pleistocene events, and four summary chapters integrate systematic and biogeographic information for higher taxa. This book will serve as a unique data base for continuing studies in faunal diversification and change, and for questions such as how changing biogeography and climates influenced the evolution of mammalian communities. It will be an invaluable addition to the libraries of paleontologists and zoologists.

  3. Tertiary carbonate reservoirs in Indonesia

    SciTech Connect

    Nayoan, G.A.S.; Arpandi; Siregar, M.

    1981-01-01

    Hydrocarbon production from Tertiary carbonate reservoirs accounted for ca. 10% of daily Indonesian production at the beginning of 1978. Environmentally, the reservoirs appear as parts of reef complexes and high-energy carbonate deposits within basinal areas situated mainly in the back arc of the archipelago. Good porosities of the reservoirs are represented by vugular/moldic and intergranular porosity types. The reservoirs are capable of producing prolific amounts of hydrocarbons: production tests in Salawati-Irian Jaya reaches maximum values of 32,000 bpd, and in Arun-North Sumatra tests recorded 200 MMCF gas/day. Significant hydrocarbon accumulations are related to good reservoir rocks in carbonates deposited as patch reefs, pinnacle reefs, and platform complexes. Exploration efforts expand continuously within carbonate formations which are extensive horizontally as well as vertically in the Tertiary stratigraphic column.

  4. Developing partnerships for implementing continental-scale citizen science programs at the local-level

    NASA Astrophysics Data System (ADS)

    Newman, S. J.; Henderson, S.; Ward, D.

    2012-12-01

    Project BudBurst is a citizen science project focused on monitoring plant phenology that resides at the National Ecological Observatory Network (NEON, Inc). A central question for Project BudBurst and other national outreach programs is: what are the most effective means of engaging and connecting with diverse communities throughout the country? How can continental scale programs like NEON's Project BudBurst engage audiences in such a way as to be relevant at both the local and continental scales? Staff with Project BudBurst pursued partnerships with several continental scale organizations: the National Wildlife Refuge System, the National Park Service, and botanic gardens to address these questions. The distributed nature of wildlife refuges, national parks, and botanic gardens around the country provided the opportunity to connect with participants locally while working with leadership at multiple scales. Project BudBurst staff talked with hundreds of staff and volunteers prior to setting a goal of obtaining and developing resources for several Refuge Partners, a pilot National Park partner, and an existing botanic garden partner during 2011. We were especially interested in learning best practices for future partnerships. The partnership efforts resulted in resource development for 12 Refuge partners, a pilot National Park partner, and 2 botanic garden partners. Early on, the importance of working with national level leaders to develop ownership of the partner program and input about resource needs became apparent. Once a framework for the partnership program was laid out, it became critical to work closely with staff and volunteers on the ground to ensure needs were met. In 2012 we began to develop an online assessment to allow our current and potential partners to provide feedback about whether or not the partnership program was meeting their needs and how the program could be improved. As the year progressed, the timeline for resource development became more of a suggestion than a set schedule. Maintaining flexibility was critical to the success of the partnerships. Unanticipated fieldwork, new priorities within organizations, and differing levels of involvement from partner staff, advisory boards, or Friends groups, led to varying resource development timelines. The distributed nature of and the willingness of partner staff and volunteers to implement Project BudBurst at their facilities have broadened the participation of the public in this program more than could have been accomplished alone. The new partners benefit from the free and customized education and outreach materials provided by Project BudBurst, while Project BudBurst benefits from the local knowledge and contacts with the public from the partner organizations.

  5. Mapping the level of scientific reasoning skills to instructional methodologies among Malaysian science-mathematics-engineering undergraduates

    NASA Astrophysics Data System (ADS)

    Tajudin, Nor'ain Mohd.; Saad, Noor Shah; Rahman, Nurulhuda Abd; Yahaya, Asmayati; Alimon, Hasimah; Dollah, Mohd. Uzi; Abd Karim, Mohd. Mustaman

    2012-05-01

    The objectives of this quantitative survey research were (1) to establish the level of scientific reasoning (SR) skills among science, mathematics and engineering (SME) undergraduates in Malaysian Institute of Higher Learning (IHL); (b) to identify the types of instructional methods in teaching SME at universities; and (c) to map instructional methods employed to the level of SR skills among the undergraduates. There were six universities according to zone involved in this study using the stratification random sampling technique. For each university, the faculties that involved were faculties which have degree students in science, mathematics and engineering programme. A total of 975 students were participated in this study. There were two instruments used in this study namely, the Lawson Scientific Reasoning Skills Test and the Lecturers' Teaching Style Survey. The descriptive statistics and the inferential statistics such as mean, t-test and Pearson correlation were used to analyze the data. Findings of the study showed that most students had concrete level of scientific reasoning skills where the overall mean was 3.23. The expert and delegator were dominant lecturers' teaching styles according to students' perception. In addition, there was no correlation between lecturers' teaching style and the level of scientific reasoning skills. Thus, this study cannot map the dominant lecturers' teaching style to the level of scientific reasoning skills of Science, Mathematics and Engineering undergraduates in Malaysian Public Institute of Higher Learning. Nevertheless, this study gave some indications that the expert and delegator teaching styles were not contributed to the development of students' scientific reasoning skills. This study can be used as a baseline for Science, Mathematics and Engineering undergraduates' level of scientific reasoning skills in Malaysian Public Institute of Higher Learning. Overall, this study also opens an endless source of other researchers to investigate more areas on scientific reasoning skills so that the potential instructional model can be developed to enhance students' level of scientific reasoning skills in Malaysian Public Institute of Higher Learning.

  6. Testing the Waters in Teaching: A Qualitative Study on Graduate-Level Intern Science Teachers' Motivations for Entry into Teaching in Taiwan

    ERIC Educational Resources Information Center

    Wang, Hsiou-Huai

    2011-01-01

    The teaching profession has difficulties in recruiting high-quality science teachers in many countries and many beginning science teachers would leave after their first year of teaching. As Taiwan has recently been able to recruit many graduate-level science students into teachers' training programs, it is important to investigate if these…

  7. A Mixed Methods Study of the Relationship between Student Perceptions of Teacher-Student Interactions and Motivation in Middle Level Science

    ERIC Educational Resources Information Center

    Smart, Julie B.

    2014-01-01

    This mixed-methods study examined the relationship between middle level science students' perceptions of teacher-student interactions and students' science motivation, particulary their efficacy, value, and goal orientation for learning science. In this sequential explanatory design, quantitative and qualitative data were collected in two phases,…

  8. "Actually, I 'May' Be Clever Enough to Do It". Using Identity as a Lens to Investigate Students' Trajectories towards Science and University

    ERIC Educational Resources Information Center

    Krogh, Lars Brian; Andersen, Hanne Moeller

    2013-01-01

    We have followed a group of students in the potential pipeline for science through their last years of upper secondary school and in the context of a university mentorship program. The student group is defined by their choice of Mathematics at A-level which is mandatory for admission to tertiary STEM education in Denmark. Rich data (repeated…

  9. Artisticc: An Art and Science Integration Project to Enquire into Community Level Adaptation to Climate Change

    NASA Astrophysics Data System (ADS)

    Vanderlinden, J. P.; Baztan, J.

    2014-12-01

    The prupose of this paper is to present the "Adaptation Research a Transdisciplinary community and policy centered appoach" (ARTisticc) project. ARTisticc's goal is to apply innovative standardized transdisciplinary art and science integrative approaches to foster robust, socially, culturally and scientifically, community centred adaptation to climate change. The approach used in the project is based on the strong understanding that adaptation is: (a) still "a concept of uncertain form"; (b) a concept dealing with uncertainty; (c) a concept that calls for an analysis that goes beyond the traditional disciplinary organization of science, and; (d) an unconventional process in the realm of science and policy integration. The project is centered on case studies in France, Greenland, Russia, India, Canada, Alaska, and Senegal. In every site we jointly develop artwork while we analyzing how natural science, essentially geosciences can be used in order to better adapt in the future, how society adapt to current changes and how memories of past adaptations frames current and future processes. Artforms are mobilized in order to share scientific results with local communities and policy makers, this in a way that respects cultural specificities while empowering stakeholders, ARTISTICC translates these "real life experiments" into stories and artwork that are meaningful to those affected by climate change. The scientific results and the culturally mediated productions will thereafter be used in order to co-construct, with NGOs and policy makers, policy briefs, i.e. robust and scientifically legitimate policy recommendations regarding coastal adaptation. This co-construction process will be in itself analysed with the goal of increasing arts and science's performative functions in the universe of evidence-based policy making. The project involves scientists from natural sciences, the social sciences and the humanities, as well as artitis from the performing arts (playwriters, film directors) as well as the visual arts (photographs, designers, sculptor) working in France, Senegal, India, Russia, Greenland, Alaska, and Canada

  10. High Level Community Perspective of VxOs and Their Science Expectations (Invited)

    NASA Astrophysics Data System (ADS)

    Strangeway, R. J.

    2009-12-01

    In recent years NASA has initiated a program to develop a set of Virtual Observatories (VxOs, where the “x” represents a discipline, such as the Virtual Magnetospheric Observatory, or VMO). From a high level perspective the VxOs fulfill an important, if not essential, role in fulfilling NASA’s open data policy. VxOs are envisaged as being portals for access to many different types and sources of data, thereby removing the need for an individual to access separate data sources, with different query and data transfer mechanisms. New missions are expected to develop Project Data Management Plans that adhere to NASA’s open data policy, and the VxOs are clearly a mechanism to ensure that data are disseminated to as large a community as possible. That being said, there are some concerns. First, a mission cannot rely on a VxO being present, as a VxO’s existence depends on programmatic decisions separate from mission-specific programmatic decisions. Second, since early in a mission, much of the expertise needed to interpret the data resides within the mission science team, the VxO may not have enough resources to disseminate the necessary knowledge. Independent scientists may consequently find themselves using the primary mission data source, rather than going through the VxO. This leads to a secondary concern with VxOs, which is the need for extensive metadata to characterize and catalog the data. Early in a mission, while all parties may have the best of intentions, there will in all likelihood be insufficient time and resources to develop the necessary metadata for the VxOs. This can be partially mitigated through the adoption of an incremental approach to metadata development for the VxO. But, since many of the properties of the mission, its instruments, and the data they provide will not be fully understood until well into the mission, it is likely that VxOs will have greatest utility for mature missions. One last aspect of VxOs comes from the user perspective. It is important that VxOs make extensive use of “beta testers.” What is important for a VxO is not that it have a clever interface, but that it provide quick access to datasets by constructing the appropriate queries, and that it is flexible enough to handle both large and small data requests.

  11. Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

    NASA Astrophysics Data System (ADS)

    Williams, Richard L.; Yore, Larry D.

    Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

  12. Status of energy education at the secondary school level in the State of Alabama. [249 science teachers queried

    SciTech Connect

    McCarley, J.W.

    1983-01-01

    The purpose of this study was to assess and evaluate the status of energy education in the State of Alabama. Specifically, the study dealt with personal characteristics of the secondary school science teachers along with school characteristics and whether or not these characteristics related to teaching energy education, topics, methods, and procedures used in existing energy education programs. The sample consisted of 400 randomly selected secondary school science teachers in the State of Alabama; 249 questionnaires were returned. This instrument requested demographic information and information on the status of energy education as taught in the secondary school science classes in the State of Alabama. Nonparametric techniques were employed throughout the analysis procedure. Chi square was the statistical test used. The major findings were: (1) the sex, age, number of years of teaching experience, level of certification, and current enrollment in an advanced degree program were not related to the teaching of energy education; (2) the academic major of the teacher and the subject taught related to the teaching of energy education; (3) junior-high science teachers used more-varied teaching strategies than the senior-high science teachers; (4) the primary method of instruction was by integration into appropriate units; and (5) energy education was taught from one to ninety-nine days. The mean number of days was sixteen.

  13. Adjust the labour force structure and energetically develop the tertiary industry.

    PubMed

    Feng, R; Wang, J

    1987-01-01

    In 1984 approximately 12.1% of the employed population in Zhejiang Province were in the tertiary industry, which is an increase over 1978's 8.1%. However, the province's level lags behind the national level. Changes in the province's labor force in the tertiary industry can be divided into 4 periods: 1) 1952-1957, a period of rather rapid development; 2) 1958-1962, marked by many great fluctuations (the percent of tertiary labor force rose from 7.1% to 12.6% and fell to 7.1%); 3) 1963-1978, a period of fluctuation between 8.1% and less than 7%; and 4) 1979-1984, a period of recovery and rather rapid development, when the percent of tertiary labor force rose from 9.1% in 1980 to 12.1% in 1984. The slow development of the tertiary industry resulted in the following: 1) an irrational urban-rural structure of the tertiary industry, 2) a growing tension in the transportation and telecommunication industries because of their insufficient development, 3) reduction of commerce and service trade, 4) a small proportion of industries aimed at raising the knowledge level (2.6% of the province's total employed versus 3.7% of the nation's), 5) poorly systematized living installations and public utilities, and 6) an increasing problem of disposition of the labor force. Favorable conditions for the development of Zhejiang Province's tertiary industry include 1) both the Party Central and the State Council give priority to the tertiary industry; 2) in recent years, industrial and agricultural productions have developed rapidly and the labor productivities of primary and secondary industries have been raised;) 3) there have been improved living standards and changes in consumption structure, and 4) light industry and agriculture, favorable for the development of the tertiary industry, are the major components of the province's economy. Some suggestions for developing the tertiary industry are 1) increase understanding and plan comprehensively, 2) provide comprehensive service with priority given to some key industries (such as transportation, communication, and catering), 3) make the policy more flexible to support and encourage the tertiary industry, 4) increase the proportion of investment in the tertiary industry, and 5) study and resolve certain theoretical and practical issues ( such as making tertiary industry an important component of the rational economic structure). PMID:12315241

  14. Using a dynamic, introductory-level volcanoes class as a means to introduce non-science majors to the geosciences

    NASA Astrophysics Data System (ADS)

    Cook, G. W.

    2012-12-01

    At the University of California, San Diego, I teach a quarter-long, introductory Earth Science class titled "Volcanoes," which is, in essence, a functional class in volcanology designed specifically for non-majors. This large-format (enrollment ~ 85), lecture-based class provides students from an assortment of backgrounds an opportunity to acquire much-needed (and sometimes dreaded) area credits in science, while also serving as an introduction to the Earth Science major at UCSD (offered through Scripps Institution of Oceanography). The overall goal of the course is to provide students with a stimulating and exciting general science option that, using an inherently interesting topic, introduces them to the fundamentals of geoscience. A secondary goal is to promote general science and geoscience literacy among the general population of UCSD. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material. The majority of students in the class (>80%) are non-science majors and very few students (<3%) are Earth science degree-seeking students. In addition, only a handful of students have typically had any form of geology class beyond high school level Earth Science. Consequently, there are challenges associated with teaching the class. Perhaps most significantly, students have very little background—background that is necessary for understanding the processes involved in volcanic eruptions. Second, many non-science students have built-in anxieties with respect to math and science, anxieties that must be considered when designing curriculum and syllabi. It is essential to provide the right balance of technical information while remaining in touch with the audience. My approach to the class involves a dynamic lecture format that incorporates a wide array of multimedia, analogue demonstrations of volcanic processes, and small-group discussions of topics and concepts. In addition to teaching about volcanoes—a fascinating subject in and of itself—I take the opportunity in the first two weeks to introduce students to basic geology, including tectonics, earth materials, surface processes, and geologic time. In fact, this is a vital segment of the class, as the students need this background for the latter portions of the class. A side benefit is that students are provided with a "mini" education in geology whether they know it or not and take this knowledge with them into other classes, and ultimately, their futures. Student satisfaction is uniformly very high with this class. 100% of students agreed that the course material was intellectually stimulating; 95% of students agreed that they learned a great deal from the course; 100% of students stated that they would recommend the class to other students. Overall, the class highlights the role that non-major introductory-level geoscience classes, in particular ones with interesting topics, can serve in educating college-level students about Earth Science. They may also serve as a gateway into the Earth Sciences for students who previously had no such inclination.

  15. Cretaceous-Tertiary findings, paradigms and problems

    NASA Technical Reports Server (NTRS)

    Officer, C. B.; Drake, C. L.

    1988-01-01

    The asteroid hypothesis has stimulated numerous studies of the paleontological record at Cretaceous/Tertiary time as well as of geological indicators of environmental crisis preserved in the rock record. Both extinctions and geological anomalies often occur at times that do not appear to be synchronous or instantaneous. The record includes paleontological indicators of dinosaurs, terrestrial flora, marine planktonic organisms, and shallow water marine macrofauna and geological phenomena include occurrences of iridium and other platinum metals, trace elements, clay mineralogy, shocked minerals, soot, microspherules, and isotopes of osmium, strontium and carbon. These findings are reviewed in the context of the alternate hypotheses of an exogenic cause, involving either a single asteroid impact or multiple commentary impacts, and an endogenic cause, involving intense global volcanism and major sea level regression.

  16. ED20. Crisis or Opportunity? Earth and Space Science Education at the State and National Levels

    NASA Astrophysics Data System (ADS)

    Brett, J. M.

    2011-12-01

    Scientists and researchers, those often in oversight positions and often control of the purse strings, have historically not been kind to the Earth Systems Science (ESS) discipline. This is puzzling to those of us who are ESS educators because we know that to appreciate how our planet works it is necessary to integrate and apply all the disciplines of science. With our amazing technologies and the increasing demands of a growing population we are dramatically changing our home planet. Perhaps a crisis? As the last century ended we found ESS in the same minor league position it was in when the 20th Century started. During the review period of what was to become the National Science Education Standards (NSES) draft after draft, no matter what color the cover was, seemed to ignore, omit, or severely limit ESS topics in meteorology and oceanography. Once published the NSES became the basis for the science standards in many states with what many said were critical gaps. In the years following 1996 different groups have worked to correct the omissions they found by developing guides...Ocean Literacy: Essential Principles of Ocean Science K-12 and Climate Literacy: The Essential Principals of Climate Science. An observer on the side might have considered each effort one of lobbying to get attention, funding and materials. Each effort was clearly interested in making an impact where it mattered...in the classroom. Now our Opportunity! The NAS process for developing "A Framework for K-12 Science Education" presented ESS educators with a real opportunity and we can proudly say we made our voices heard. And while there is great enthusiasm for the framework and the Chapter 7 Earth and Space we face critically important work to bring real Earth Space Science Education into the K-12 classroom. The possibility of the standards to be developed from the Framework becoming Common Core for the majority of states following the course of ELA and mathematics requires that those who previously guarded their territory collaborate.

  17. The Science ELF: Assessing the Enquiry Levels Framework as a Heuristic for Professional Development

    ERIC Educational Resources Information Center

    Wheeler, Lindsay B.; Bell, Randy L.; Whitworth, Brooke A.; Maeng, Jennifer L.

    2015-01-01

    This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants' frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structured approach to inquiry instruction, while 10

  18. Student Perception of Metacognitive Activities in Entry-Level Science Courses

    ERIC Educational Resources Information Center

    Sandall, Leah; Mamo, Martha; Speth, Carol; Lee, Don; Kettler, Timothy

    2014-01-01

    A research study investigated student perception of the use of metacognitive activities in the classroom. The courses were large enrollment (n greater than 100) introductory Plant and Soil Sciences courses taught in the fall semester. The courses implemented activities such as concept sketches or conceptual modeling to help students develop their…

  19. Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

    ERIC Educational Resources Information Center

    Heerwegh, Dirk; De Wit, Kurt; Verhoeven, Jef C.

    2016-01-01

    Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT) skills; however, it has been shown that not all students are equally proficient in this regard. Starting from…

  20. The Impact of APU Science Work at LEA and School Levels.

    ERIC Educational Resources Information Center

    Harlen, Wynne

    1984-01-01

    Questionnaires were sent to local education authorities in England to determine what the advisory/inspectorial staff and the working groups of teachers and schools know about the national assessments of science education conducted by the APU and how they were being used. (RM)

  1. Examining Equivalence of Accommodations on a Statewide Elementary-Level Science Test

    ERIC Educational Resources Information Center

    Kim, Do-Hong; Schneider, Christina; Siskind, Theresa

    2009-01-01

    This study examined the extent to which the underlying factor structure of the 2005 South Carolina Palmetto Achievement Challenge Tests (PACT) in science for grades 3, 4, and 5 was equivalent for students who were administered the test in a regular (standard) or accommodated form. Three accommodation groups were of interest: students who received…

  2. Comparing Levels of School Performance to Science Teachers' Reports on Knowledge

    ERIC Educational Resources Information Center

    Kerr, Rebecca

    2013-01-01

    The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and…

  3. Exploring Turkish Upper Primary Level Science Textbooks' Coverage of Scientific Literacy Themes

    ERIC Educational Resources Information Center

    Çakici, Yilmaz

    2012-01-01

    Problem Statement: Since the 1970s, scientific literacy has been a major goal of national educational systems throughout the world, and thus reform movements in science education call for all students to be scientifically literate. Despite some good curricular changes and developments across the globe, much remains to be achieved. Given that…

  4. Science Standard Course of Study and Grade Level Competencies, K-12. Revised

    ERIC Educational Resources Information Center

    North Carolina Department of Public Instruction, 2004

    2004-01-01

    The science component of the North Carolina Standard Course of Study (SCS) is designed to provide learning opportunities for all students to become scientifically literate. Scientific literacy implies an understanding of the scientific concepts and processes needed for personal decision-making, participation in civic affairs, and economic…

  5. The Science ELF: Assessing the Enquiry Levels Framework as a Heuristic for Professional Development

    ERIC Educational Resources Information Center

    Wheeler, Lindsay B.; Bell, Randy L.; Whitworth, Brooke A.; Maeng, Jennifer L.

    2015-01-01

    This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants' frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structured approach to inquiry instruction, while 10…

  6. Grade Level and Science Achievement: US Performance in Cross-National Perspective

    ERIC Educational Resources Information Center

    Dalton, Benjamin

    2012-01-01

    This article examines how international differences in age-grade distributions and grade effects contribute to science scores among 27 Organization for Economic Cooperation and Development countries. As shown in the 2006 Program for International Student Assessment, countries vary substantially in the grade distribution of 15-year-olds. The costs…

  7. Supply, Human Capital, and the Average Quality Level of the Science and Engineering Labor Force.

    ERIC Educational Resources Information Center

    Tuckman, Howard P.

    1988-01-01

    This paper explores how institutional and technological change affect the quality of the science and engineering labor force. Sources of imbalance between demand and supply are considered, along with the effects of institutional and technological change. A model is introduced to relate changes in market imbalance to both labor force quality and…

  8. Core Principles and Test Item Development for Advanced High School and Introductory University Level Food Science

    ERIC Educational Resources Information Center

    Laing-Kean, Claudine A. M.

    2010-01-01

    Programs supported by the Carl D. Perkins Act of 2006 are required to operate under the state or national content standards, and are expected to carry out evaluation procedures that address accountability. The Indiana high school course, "Advanced Life Science: Foods" ("ALS: Foods") operates under the auspices of the Perkins Act. However, no broad

  9. The Senses, A Series of Five Short Units, Elementary School Science, Level One, Teaching Manual.

    ERIC Educational Resources Information Center

    Hale, Helen E.

    This pilot teaching unit is one of a series developed for use in elementary school science programs and is designed to give children direct experience with sensing activities: seeing, hearing, touching, smelling, and tasting. Objectives for each activity include both those involving student values and scientific processes. Most activities require…

  10. Department-Level Representations: A New Approach to the Study of Science Teacher Cognition

    ERIC Educational Resources Information Center

    Hutner, Todd L.; Markman, Arthur B.

    2016-01-01

    Research on science teacher cognition is important as findings from this research can be used to improve teacher training, leading to improved classroom practice. Previous research has often relied on two underlying assumptions: Cognition is an individual process, and these processes are detailed and introspective. In this paper, we put forth a…

  11. Elementary School Children's Level of Attainment of Selected Classificatory Science Concepts.

    ERIC Educational Resources Information Center

    Voelker, Alan M.

    Reported is a study on the measurement of concept attainment for the purpose of developing a measuring system and a model of attainment abilities and establishing relationships between learned concepts and cognitive abilities. Thirty concepts, ten for each of the biological, earth, and physical science areas, were selected from six fourth grade…

  12. Comparing Panelists' Understanding of Standard Setting across Multiple Levels of an Alternate Science Assessment

    ERIC Educational Resources Information Center

    Hansen, Mary A.; Lyon, Steven R.; Heh, Peter; Zigmond, Naomi

    2013-01-01

    Large-scale assessment programs, including alternate assessments based on alternate achievement standards (AA-AAS), must provide evidence of technical quality and validity. This study provides information about the technical quality of one AA-AAS by evaluating the standard setting for the science component. The assessment was designed to have…

  13. Classroom Learning Centers: Animals, Levels E-I. A Supplementary Approach for Teaching Science and Art.

    ERIC Educational Resources Information Center

    Doughty, Ted G.; Richiger, Georgina M.

    This publication includes curriculum materials on animals for grades 4-6. The major purposes of this publication are to foster individualized and interdisciplinary science and art activities within elementary classrooms and to provide pupils and teachers with suggestions to encourage the use of zoos, animal parks, and natural history museums.…

  14. Comparing Panelists' Understanding of Standard Setting across Multiple Levels of an Alternate Science Assessment

    ERIC Educational Resources Information Center

    Hansen, Mary A.; Lyon, Steven R.; Heh, Peter; Zigmond, Naomi

    2013-01-01

    Large-scale assessment programs, including alternate assessments based on alternate achievement standards (AA-AAS), must provide evidence of technical quality and validity. This study provides information about the technical quality of one AA-AAS by evaluating the standard setting for the science component. The assessment was designed to have

  15. Core Principles and Test Item Development for Advanced High School and Introductory University Level Food Science

    ERIC Educational Resources Information Center

    Laing-Kean, Claudine A. M.

    2010-01-01

    Programs supported by the Carl D. Perkins Act of 2006 are required to operate under the state or national content standards, and are expected to carry out evaluation procedures that address accountability. The Indiana high school course, "Advanced Life Science: Foods" ("ALS: Foods") operates under the auspices of the Perkins Act. However, no broad…

  16. Student Perception of Metacognitive Activities in Entry-Level Science Courses

    ERIC Educational Resources Information Center

    Sandall, Leah; Mamo, Martha; Speth, Carol; Lee, Don; Kettler, Timothy

    2014-01-01

    A research study investigated student perception of the use of metacognitive activities in the classroom. The courses were large enrollment (n greater than 100) introductory Plant and Soil Sciences courses taught in the fall semester. The courses implemented activities such as concept sketches or conceptual modeling to help students develop their

  17. Investigating the Transition into Third Level Science--Identifying a Student Profile

    ERIC Educational Resources Information Center

    Lovatt, James; Finlayson, Odilla

    2013-01-01

    Research into student transition to and experience of first-year undergraduate study has been ongoing for many years. The corresponding research within the discipline of science has been less prolific and that which has been published tends to focus on using external factors such as previous grades, finances, travel time "etc." as predictors for…

  18. COURSE OUTLINE FOR THIRD SIX WEEKS OF SCIENCE-LEVEL II, TALENT PRESERVATION CLASSES.

    ERIC Educational Resources Information Center

    Houston Independent School District, TX.

    UNIT III (SIX WEEKS) CONCERNS PLANT LIFE, AND DEALS WITH THALLUS PLANTS, MOSSES, FERNS, AND SEED PLANTS. UNIT IV (SIX WEEKS) COVERS AIR AND SPACE, WITH SUBTOPICS ON ASTRONOMY AND WEATHER. "THE CHANGING EARTH," DEALING WITH GEOLOGY AND CONSERVATION, COMPRISES UNIT V (6WEEKS). THE LAST, UNIT VI (6 WEEKS), DEALS WITH CONSUMER SCIENCE--BIOLOGICAL AND…

  19. Evaluation of Science Teacher Candidates' Level of Knowledge Regarding the Use of Microscopes

    ERIC Educational Resources Information Center

    Demir, Sibel

    2015-01-01

    This evaluation was conducted with 43 second-year students, or teacher candidates, attending the science education program of an education faculty in a Turkish university. In this study, students were asked to complete a single open-ended and gap-filling questionnaire, and their answers were evaluated according to a five-point Likert-type rubric.…

  20. Endosymbiotic Gene Transfer in Tertiary Plastid-Containing Dinoflagellates

    PubMed Central

    Imanian, Behzad; Hehenberger, Elisabeth; Hirakawa, Yoshihisa; Maruyama, Shinichiro

    2014-01-01

    Plastid establishment involves the transfer of endosymbiotic genes to the host nucleus, a process known as endosymbiotic gene transfer (EGT). Large amounts of EGT have been shown in several photosynthetic lineages but also in present-day plastid-lacking organisms, supporting the notion that endosymbiotic genes leave a substantial genetic footprint in the host nucleus. Yet the extent of this genetic relocation remains debated, largely because the long period that has passed since most plastids originated has erased many of the clues to how this process unfolded. Among the dinoflagellates, however, the ancestral peridinin-containing plastid has been replaced by tertiary plastids on several more recent occasions, giving us a less ancient window to examine plastid origins. In this study, we evaluated the endosymbiotic contribution to the host genome in two dinoflagellate lineages with tertiary plastids. We generated the first nuclear transcriptome data sets for the “dinotoms,” which harbor diatom-derived plastids, and analyzed these data in combination with the available transcriptomes for kareniaceans, which harbor haptophyte-derived plastids. We found low level of detectable EGT in both dinoflagellate lineages, with only 9 genes and 90 genes of possible tertiary endosymbiotic origin in dinotoms and kareniaceans, respectively, suggesting that tertiary endosymbioses did not heavily impact the host dinoflagellate genomes. PMID:24297445

  1. Pre-Service Science Teachers' Written Argumentation Qualities: From the Perspectives of Socio- Scientific Issues, Epistemic Belief Levels and Online Discussion Environment

    ERIC Educational Resources Information Center

    Isbilir, Erdinc; Cakiroglu, Jale; Ertepinar, Hamide

    2014-01-01

    This study investigated the relationship between pre-service science teachers' written argumentation levels about socio-scientific issues and epistemic belief levels in an online discussion environment. A mixed-methods approach was used: 30 Turkish pre-service science teachers contributed with their written argumentations to four

  2. Pre-Service Science Teachers' Written Argumentation Qualities: From the Perspectives of Socio- Scientific Issues, Epistemic Belief Levels and Online Discussion Environment

    ERIC Educational Resources Information Center

    Isbilir, Erdinc; Cakiroglu, Jale; Ertepinar, Hamide

    2014-01-01

    This study investigated the relationship between pre-service science teachers' written argumentation levels about socio-scientific issues and epistemic belief levels in an online discussion environment. A mixed-methods approach was used: 30 Turkish pre-service science teachers contributed with their written argumentations to four…

  3. School Emphasis on Academic Success: Exploring Changes in Science Performance in Norway between 2007 and 2011 Employing Two-Level SEM

    ERIC Educational Resources Information Center

    Nilsen, Trude; Gustafsson, Jan-Eric

    2014-01-01

    We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science

  4. Multi-Level Models of Internalizing Disorders and Translational Developmental Science: Seeking Etiological Insights that can Inform Early Intervention Strategies.

    PubMed

    Allen, Nicholas B; Dahl, Ronald E

    2015-07-01

    This commentary discusses the articles in this special section with an emphasis on the specific utility of multivariate, multi-level models in developmental psychopathology for ultimately contributing to both etiologic insights and translational advances. These issues are considered not only in terms of the specific papers, but also within a larger set of questions regarding the opportunities (and challenges) currently facing the field. We describe why we believe this an exciting time for integrative team-science approaches to tackle these challenges--a time that holds great promise for rapid advances in integrative developmental science that includes a biological level of mechanistic understanding. In order to facilitate this, we outline a range of approaches within both translational neuroscience and translational developmental science that can be used as frameworks for understanding how such research can provide etiologic insights regarding real-world targets at the level of social, behavioral, and affective processes that can be modified during key developmental windows of opportunity. We conclude that a "construct validity" framework, where biological data form a critical, but not privileged, component of key etiological mechanisms, combined with a developmental perspective on key period of sensitivity to intervention effects, is most likely to provide significant translational outcomes. PMID:25947071

  5. Exploring How Second Grade Elementary Teachers Translate Their Nature of Science Views into Classroom Practice After a Graduate Level Nature of Science Course

    NASA Astrophysics Data System (ADS)

    Deniz, Hasan; Adibelli, Elif

    2015-12-01

    The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the course of this study. The primary data sources were (a) assessment of the elementary teachers' NOS views before and after the graduate level NOS course using the Views of Nature of Science Questionnaire Version B (VNOS-B) (Lederman et al., 2002) coupled with interviews, and (b) a classroom observation and videotaped recording of the elementary teachers' best NOS lessons coupled with interview. We identified three distinct but related factors that mediated the translation of NOS views into classroom practice: the teachers' perspectives about the developmental appropriateness of the NOS aspect, the teachers' selection of target NOS aspects, and the relative importance placed by teachers on each NOS aspect.

  6. Level-2 Milestone 3244: Deploy Dawn ID Machine for Initial Science Runs

    SciTech Connect

    Fox, D

    2009-09-21

    This report documents the delivery, installation, integration, testing, and acceptance of the Dawn system, ASC L2 milestone 3244: Deploy Dawn ID Machine for Initial Science Runs, due September 30, 2009. The full text of the milestone is included in Attachment 1. The description of the milestone is: This milestone will be a result of work started three years ago with the planning for a multi-petaFLOPS UQ-focused platform (Sequoia) and will be satisfied when a smaller ID version of the final system is delivered, installed, integrated, tested, accepted, and deployed at LLNL for initial science runs in support of SSP mission. The deliverable for this milestone will be a LA petascale computing system (named Dawn) usable for code development and scaling necessary to ensure effective use of a final Sequoia platform (expected in 2011-2012), and for urgent SSP program needs. Allocation and scheduling of Dawn as an LA system will likely be performed informally, similar to what has been used for BlueGene/L. However, provision will be made to allow for dedicated access times for application scaling studies across the entire Dawn resource. The milestone was completed on April 1, 2009, when science runs began running on the Dawn system. The following sections describe the Dawn system architecture, current status, installation and integration time line, and testing and acceptance process. A project plan is included as Attachment 2. Attachment 3 is a letter certifying the handoff of the system to a nuclear weapons stockpile customer. Attachment 4 presents the results of science runs completed on the system.

  7. Multi-Level Modeling of Dyadic Data in Sport Sciences: Conceptual, Statistical, and Practical Issues

    ERIC Educational Resources Information Center

    Gaudreau, Patrick; Fecteau, Marie-Claude; Perreault, Stephane

    2010-01-01

    The goal of this article is to present a series of conceptual, statistical, and practical issues in the modeling of multi-level dyadic data. Distinctions are made between distinguishable and undistinguishable dyads and several types of independent variables modeled at the dyadic level of analysis. Multi-level modeling equations are explained in a…

  8. Antenatal Depression in a Tertiary Care Hospital

    PubMed Central

    Bavle, Amar D.; Chandahalli, Asha S.; Phatak, Akshay S.; Rangaiah, Nagarathnamma; Kuthandahalli, Shashikala M.; Nagendra, Prasad N.

    2016-01-01

    Context: Antenatal depression is not easily visible, though the prevalence is high. The idea of conducting this study was conceived from this fact. Aims and Objectives: The aim of this study was to estimate the prevalence of antenatal depression and identify the risk factors, for early diagnosis and intervention. Settings and Design: The study conducted in a Tertiary Care Hospital was prospective and cross-sectional. Materials and Methods: Pregnant women between 18 and 40 years of age were studied. The sample size comprised 318 women. They were assessed using Edinburgh Postnatal Depression Scale (EPDS) score, Structured Clinical Interview for Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition Axis I Disorders, Life Event Stress Scale (LESS), and Life Distress Inventory (LDI). Statistical Analysis Used: The Statistical Package for Social Sciences (SPSS) Version 15 software was used to measure percentages, mean, correlation, and P < 0.05 were considered significant. Results: Prevalence of antenatal depression in the study was 12.3%. Correlation of the sociodemographic factors, obstetric factors, LDI, and LESS with EPDS scores showed statistical significance for unplanned pregnancy, distress associated with relationships, physical health, financial situation, social life, presence of personality disorder, being a homemaker, and higher educational status. Conclusion: The study showed a high prevalence rate of depression and identified risk factors. PMID:27011399

  9. Tertiary Education in Australia: A Bibliography.

    ERIC Educational Resources Information Center

    Lundberg, Kristine, Comp.

    A bibliography on tertiary education in Australia is presented. The following topics are included: tertiary education of aborigines; academic salaries; colleges of advanced education; community colleges; the constitutional and legal basis of education; courses and awards; educational policy and the politics of education; entrance requirements;…

  10. Adapting Cooperative Learning in Tertiary ELT

    ERIC Educational Resources Information Center

    Ning, Huiping

    2011-01-01

    An updated guideline for tertiary ELT in China has shifted the emphasis to the development of learners' ability to communicate in English. Using group work and getting learners actively involved in the actual use of English are highlighted more than before. This article focuses on adapting cooperative learning methods for ELT with tertiary

  11. Mixed-Sector Tertiary Education. Research Overview

    ERIC Educational Resources Information Center

    Moodie, Gavin

    2012-01-01

    This research overview provides the key messages arising from two related projects investigating tertiary education institutions that have recently begun to offer tertiary programs outside the sector of their initial establishment and the sector of the majority of their enrolments. These are TAFE institutes offering higher education programs,…

  12. Understanding Secondary-Tertiary Transition in Mathematics

    ERIC Educational Resources Information Center

    Clark, Megan; Lovric, Miroslav

    2009-01-01

    In Clark and Lovric ("Suggestion for a theoretical model for secondary-tertiary transition in mathematics", "Math. Educ. Res. J." 20(2) (2008), pp. 25-37) we began developing a model for the secondary-tertiary transition in mathematics, based on the anthropological notion of a rite of passage. We articulated several reasons why we believe that the…

  13. Tertiary Education and Training in Australia, 2010

    ERIC Educational Resources Information Center

    National Centre for Vocational Education Research (NCVER), 2012

    2012-01-01

    This publication presents information on tertiary education and training during 2010, including statistics on participation and outcomes. The definition of tertiary education and training adopted for this publication is formal study in vocational education and training (VET) and higher education, including enrolments in Australian Qualifications…

  14. A Comparative Study of the Quality of Teaching Learning Process at Post Graduate Level in the Faculty of Science and Social Science

    ERIC Educational Resources Information Center

    Shahzadi, Uzma; Shaheen, Gulnaz; Shah, Ashfaque Ahmed

    2012-01-01

    The study was intended to compare the quality of teaching learning process in the faculty of social science and science at University of Sargodha. This study was descriptive and quantitative in nature. The objectives of the study were to compare the quality of teaching learning process in the faculty of social science and science at University of…

  15. How Shall We Tell Our People? The Art and Science of Communicating Sea-Level Rise to Coastal Audiences (Invited)

    NASA Astrophysics Data System (ADS)

    Moser, S. C.

    2010-12-01

    Improved sea-level rise projections and translation into decision-relevant information (e.g., changed flood frequencies and elevations, increased rates in coastal erosion, salinity changes in coastal aquifers) are critical for coastal managers, planners, and local elected officials to feel more confident in bringing climate change and its related coastal impacts to the attention of their communities. Those who have done so or are considering doing so, however, are not just concerned with “getting the science right” or getting the most credible and relevant information. They immediately, and sometimes primarily, are concerned with the reactions of coastal residents, developers, and business interests to the prospects of potentially difficult and substantial changes in coastal land use, their property rights, and the potential loss of their homes and establishments. How to engage the public constructively in developing adaptation strategies is a largely unmet challenge for most coastal managers. Similarly, they have not been trained in how to effectively communicate an issue that is ripe with the potential for loss, danger, and social and legal conflict - more so than they already face. Better physical science on sea-level rise alone will not meet these needs. Meanwhile, the social sciences have only begun to study public attitudes toward local impacts and adaptation responses. This paper will summarize key insights available at this time and point to important research and education/training needs to better assist practitioners faced with developing and implementing coastal adaptation strategies.

  16. Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers

    NASA Astrophysics Data System (ADS)

    Kerr, Rebecca

    The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.

  17. Examination of Factors Predicting Secondary Students' Interest in Tertiary STEM Education

    ERIC Educational Resources Information Center

    Chachashvili-Bolotin, Svetlana; Milner-Bolotin, Marina; Lissitsa, Sabina

    2016-01-01

    Based on the Social Cognitive Career Theory (SCCT), the study aims to investigate factors that predict students' interest in pursuing science, technology, engineering, and mathematics (STEM) fields in tertiary education both in general and in relation to their gender and socio-economic background. The results of the analysis of survey responses of…

  18. Preparedness for Tertiary Chemistry: Issues of Placement and Performance of Academic Development Programmes

    ERIC Educational Resources Information Center

    Potgieter, M.; Davidowitz, B.; Mathabatha, S. S.

    2008-01-01

    The introduction of an outcomes-based curriculum in South Africa together with a new syllabus for physical sciences for grades 10-12, prompted the development of an instrument to monitor conceptual understanding in chemistry at the secondary-tertiary interface. This instrument was used to evaluate placement within different programmes at tertiary…

  19. Using Institutional Research Data on Tertiary Performance to Inform Departmental Advice to Secondary Students

    ERIC Educational Resources Information Center

    Brogt, Erik; Sampson, Kaylene A.; Comer, Keith; Turnbull, Matthew H; McIntosh, Angus R.

    2011-01-01

    This article examines the use of institutional research data on tertiary academic success of students in the first-year Biology program at the University of Canterbury in relation to their secondary school performance in English, Mathematics with Statistics, Biology and Chemistry. This study was commissioned by the School of Biological Sciences to…

  20. Context, accuracy, and level of inclusion of nature of science concepts in current high school physics textbooks

    NASA Astrophysics Data System (ADS)

    Alshamrani, Saeed Mohammed

    To improve K-12 students' images of the nature of science (NOS) through science textbooks, two issues must be addressed: (a) the level of NOS that ought to be included in science textbooks and (b) the treatment of this level in those textbooks. Science educators achieved a consensus level of agreement regarding what NOS aspects should be taught for K-12 science learners; however, there is a need for more clarification regarding the actual treatment of NOS in science textbooks. The purpose of this study is to investigate the NOS inclusion in high school physics textbooks. To be specific, this study examines the included NOS aspects, the frequency of NOS inclusion, the contexts exist for NOS inclusion, and the accuracy of NOS inclusion. This study utilized 12 science education studies to develop the Master Aspects of Nature of Science [MA-NOS] which includes 12 NOS aspects that ought to be included in K-12 science curriculum. The analyzed textbooks in this study are seven textbooks identified by The American Institute of Physics as the most widely used high school physics textbooks in the United States in 2005. These textbooks were used in teaching five academic levels: (a) Regular First-Year Physics, (b) Physics for Non-Science Students, (c) Honors Physics, (d) AP-B Physics, and (e) AP-C Physics. The researcher selected exclusively physics textbooks because physics is his main interest. To facilitate the content analysis of the selected textbooks, the study developed The Collection Data Coding Guide which includes six parts describing the MA-NOS aspects and the process of identifying and collecting data. For each NOS aspect, a description and one or more selected ideal indicators were provided to facilitate data collecting and judging the accuracy of NOS inclusion. This coding guide was reviewed for its content validity by two science educators who specialize in NOS. However, two types of reliability were conducted to identify the consistency of selecting NOS units, classifying contexts existing for NOS inclusion, identifying NOS elements, and judging NOS inclusion accuracy. The agreements over time "rate-rerate reliability" were 100%, 96.97%, 79.36%, and 100% respectively. However, the agreements among analysts "inter-rate reliability" were 100%, 92.3%, 66.7%, and 96.2% respectively. This study permitted eliminating, adding, or modifying NOS indicators through textbook analysis. At the end of this study, three indicators were eliminated, one was added, and one was modified. The final version of the coding guide includes 36 indicators representing the meaning of the ML-NOS. The findings of the first research question indicate that all NOS aspects are included in the textbooks except "there is a distinction between observations and inferences." However, the textbooks vary in their inclusion of NOS aspects; each textbook includes between five to 11 different NOS aspects. The results of the second question indicate that the frequencies of NOS inclusion range between 41 to 174 instances in the textbooks. The textbooks seem to include more NOS elements related to "scientific knowledge is tentative," "there is a distinction between scientific laws and theories," "scientific knowledge is empirically based," "the absence of a universal step-wise scientific method," "cooperation and collaboration in development of scientific knowledge," and "the role of experiment in science." The findings of the third research question indicate that 84.5% of the total included NOS elements in the textbooks are included through the main texts. 15.5% of the elements are included through figures, lab activities, boxed-in sections, and glossary sections; however, no elements are included through tables or charts. The results also indicate that more utilization of types of contexts beside the main text associates with more NOS inclusion. The results of the fourth question indicate that 14 NOS elements, with 2.3% of the total elements, are inaccurately included in the textbooks. These elements are related to only two aspects which are "scientific knowledge is tentative" and "the absence of a universal step-wise scientific method." The only two textbooks that do not include any inaccurate NOS elements are Physics (Giancoli) and Physics (Cutnell & Johnson). All other textbooks include between one to four inaccurate NOS elements, with 1.4% to 9.8% of their included NOS elements. Several strengths and limitations of the study are introduced in chapter five. Then, the findings are discussed under five main conclusions. Implications related to science education preparation programs and science textbooks and recommendations for future research are introduced at the end of this chapter.

  1. Graduate student involvement with designing inquiry-based Earth science field projects for the secondary-level classroom

    NASA Astrophysics Data System (ADS)

    McDermott, J. M.; Scherf, L.; Ward, S.; Cady, P.; Bromley, J.; Varner, R. K.; Froburg, E.

    2008-12-01

    In a secondary-level Earth System Science (ESS) curriculum, the most authentic learning is achieved through the inquiry-based application of real-world research methods in the context of modern understanding of the interconnected components of the Earth System (e.g. lithosphere, hydrosphere, atmosphere, and biosphere). Following the intensive ESST-1 summer institute at UNH, during which teachers enhance their ESS content knowledge via interactions with UNH faculty, staff, and graduate students, each participating teacher is paired with one graduate student fellow for the duration of the school year. This graduate fellow provides a continuing link between the secondary-level school teaching environment and university resources, facilitating the implementation of new content knowledge and current scientific research methodology into the classroom setting. According to the National Science Education Standards (1), scientific inquiry is the central strategy for teaching science. "In successful science classrooms, teachers and students collaborate in the pursuit of ideas... Students formulate questions and devise ways to answer them, they collect data and decide how to represent it, they organize data to generate knowledge, and they test the reliability of the knowledge they have generated. As they proceed, students explain and justify their work to themselves and to one another, learn to cope with problems such as the limitations of equipment, and react to challenges posed by the teacher and by classmates." To speak to these goals, an ongoing local wetland field study has been conceptualized and implemented in three example classrooms (seventh grade general science, ninth grade physical science and tenth grade biology) in two school systems (Oyster River Middle School in Durham, NH and Berlin High School in Berlin, NH). These field studies were conducted using authentic scientific equipment to collect data, including a Li-Cor 840 infrared CO2 analyzer and handmade sediment coring devices. Students utilized GPS and Google Earth technology both to facilitate the generation of research questions and for accurate geographic location during their field studies. An emphasis was placed on maintaining organized records of observations and data using field notebooks. Every site visit was followed by teacher-guided data analyses, and students communicated their results through a variety of formats, including posters, written reports, and oral presentations. These authentic research experiences create an initial data set which may be referenced in future classroom studies, while effectively engaging students in ESS topics that meet national and state educational standards. (1) National Research Council, 1996.

  2. The photophysics of tertiary aliphatic amines

    NASA Astrophysics Data System (ADS)

    Cureton, Clifford G.; Hara, Kiyoaki; O'Connor, Desmond V.; Phillips, David

    1981-12-01

    The fluorescence properties of the three simple tertiary amines, trimethylamine (TMA), triethylamine (TEA), and tri- n-propylamine (TPA) have been investigated in the vapour phase with particular reference to the effect of varying the excitation energy. For excitation into the lowest energy absorption band, attributed to an n → 3s Rydberg excitation, single exponential decay characteristics were observed, whereas at higher energies simultaneous excitation of n → 3s and n → 3p excitations resulted in dual exponential decay. This is explained on the basis of different distributions of emitting vibronic levels of the lower Rydberg state being produced by internal conversion from the n → 3p upper state from those produced upon direct excitation of the lower state followed by partial redistribution. As would be expected form this analysis, rate constants for radiative decay of both sets of levels are found to be identical in TMA and TEA, whereas the rate constants for non-radiative decay, assumed to be decomposition, are not identical for the two sets of levels. The analysis permits separation of the overlapping absorptions of the n → 3s and n → 3p Rydberg transitions in TMA and TEA.

  3. [A proposal for a nursing sciences curriculum in the general nurse 1st level degree in Italy].

    PubMed

    Ausili, Davide; Baccin, Giliola; Talamona, Adele; Sironi, Cecilia

    2009-01-01

    This article describes a proposal for a nursing curriculum in general, clinical and paediatric nursing sciences (this scientific area is named MED/45 in Italian legislation) at the first cycle of higher education for general nurses in Italy (level 6 according to the European Qualifications Framework). Future change in university syllabus, need to revise nursing curriculum starting from specific competences acquisition, lack of professional national nursing standards, and uncertain evolution of a scientific academic sector for nurses in Italy, led to this work. It consists in evaluation and revision of what has been implemented in a nursing pre-registration degree at University of Insubria. Key principles orienting nursing sciences educational activities revision of this degree course has been the following: centrality of the person in the curing process, choice of a conceptual nursing model to guide personalisation of care, development of therapeutic relationship skills, and adherence to professional principles and values. Aims, educational objectives, and educational activities planned to teach nursing discipline in the three year course, are presented in this paper. Nursing discipline has been articulated into four knowledge areas: general nursing, nursing methodology, clinical nursing (general and applied), advanced nursing practice. Evaluation of this curriculum, implemented since 2000 and modified in 2008, helped the students to acquire a clear professional identity. Further comments are added in the conclusion on matching educational objectives to didactic units, identification of four knowledge areas for nursing sciences, and choice to deal with advanced nursing practice during the third year of the degree course. PMID:19356324

  4. The impact of an introductory college-level biology class on biology self-efficacy and attitude towards science

    NASA Astrophysics Data System (ADS)

    Thomas, Megan Elizabeth

    Self-efficacy theory was first introduced in a seminal article by Albert Bandura in 1977 entitled "Self-efficacy: Toward a unifying theory of behavioral change". Since its original introduction, self-efficacy has been a major focus of academic performance, anxiety, career development, and teacher retention research. Self-efficacy can be defined as the belief an individual possesses about their ability to perform a given task. Bandura proposed that self-efficacy should be measured at the highest level of specificity due to the fact that different people are efficacious in different areas. Interested in students' efficacy toward biology, Ebert-May, Baldwin, & Allred (1997) created and validated a survey to measure students' biology self-efficacy. Their survey was modeled after the guidelines for science literacy, and loaded to three sub-factors; methods of biology, generalization to other science courses, and application of the concepts. As self-efficacy theory has been related to effort expenditure and persistence (Bandura, 1977; 1997), one might think it would have some effect on students' attitudes toward the topic at hand. The current research investigated what changes in biology self-efficacy occurred after an introductory biology course with an inquiry based laboratory learning environment. In addition, changes in students' attitudes towards science were explored and how self-efficacy might affect them.

  5. Tertiary Lymphoid Organs in Lymphatic Malformations

    PubMed Central

    Kirsh, Andrew L.; Cushing, Sharon L.; Chen, Eunice Y.; Schwartz, Stephen M.

    2011-01-01

    Abstract Background Examine lymphatic malformation lymphoid aggregates for the expression of tertiary lymphoid organ markers. Determine how lymphoid aggregate density relates to lymphatic malformation clinical features. Methods and Results Retrospective cohort study. Tissue and clinical data were reviewed from 29 patients in the Vascular Anomaly Database who represented the spectrum of head and neck lymphatic malformations and had >5 years of follow-up. Archived formalin-fixed, paraffin-embedded lymphatic malformation tissue was immunohistochemically stained with antibodies for tertiary lymphoid organ markers, which included follicular and mature myeloid dendritic cells, high endothelial venules, segregated B and T-cells, lymphatic endothelial cells, and lymphoid homing chemokines (CXCL13, CCL21). Lymphoid aggregate density (count/mm2) was quantified by 2 independent, blinded reviewers. Lymphoid aggregate density and lymphatic malformation clinical features were characterized using analysis of variance. Larger lymphatic malformation tissue lymphoid aggregates stained consistently for tertiary lymphoid organ markers. In oral cavity and neck specimens from the same patients (n = 9), there were more tertiary lymphoid organ in oral cavity than in neck specimens (p = 0.0235). In lymphatic malformation neck tissue, de Serres stage 4 lymphatic malformations displayed the highest tertiary lymphoid organ density. No significant association was seen between tertiary lymphoid organ density and other clinical features. Conclusion This study demonstrates that some lymphoid aggregates within lymphatic malformations represent tertiary lymphoid organs. There was an association between tertiary lymphoid organ density and lymphatic malformation location. Further study is required to define the role of lymphoid neogenesis and tertiary lymphoid organ formation in lymphatic malformation pathogenesis. PMID:21688977

  6. MO-C-18C-01: Radiation Risks at Level of Few CT Scans: How Real?- Science to Practice

    SciTech Connect

    Rehani, M; Samei, E; Morgan, W; Goske, M; Shore, R

    2014-06-15

    There are controversies surrounding radiation effects in human population in the range of radiation doses encountered by patients resulting from one to several CT scans. While it is understandable why the effects from low levels of diagnostic radiation are controversial, the situation is complicated by the media which may distort the known facts. There is need to understand the state of science regarding low-level radiation effects and also to understand how to communicate the potential risk with patients, the public and media. This session will seek to come to a consensus in order to speak with one voice to the media and the public. This session will review radiation effects known so far from a variety of exposed groups since the nuclear holocaust, provide clarification where effects are certain and where they are not, at what level extrapolation is the only way and at what level there is weak but agreeable acceptance. We will depict where and why there is agreement among organizations responsible for studying radiation effects, and how to deal with situations where effects are uncertain. Specific focus on radiation effects in children will be provided.Finally, the session will attempt to bridge the communication gap from the science to how to be an effective communicator with patients, parents, and media about ionizing radiation. Learning Objectives: To have a clear understanding about certainties and uncertainties of radiation effects at the level of a few CT scans To understand the results and limitations from 3 major pediatric CT scientific studies on childhood exposures published recently. To understand successful strategies used in risk communication.

  7. Change in science teaching behaviors: Evaluating the impact of a collaborative learning network at the level of practice

    NASA Astrophysics Data System (ADS)

    Carroll, Teresa Mae

    This study reports the results of research designed to explore the impact of a science and technology collaborative network called the Kansas Collaborative Research Network (KanCRN) on the teaching practices of Kansas City, Kansas elementary and middle school science teachers. Research questions were developed around the theory that collaborative networks provide teachers the kind of support they need to create contexts conducive to change. Hence, research questions first dealt with determining whether teachers, who had participated in the network for two years, reported changes in their teaching practices. Subsequent questions asked teachers to describe these changes and to describe the role KanCRN played in the change process. Analysis, during the first phase of the investigation, was based on the KanCRN Teacher Practice Survey Data. Data analysis revealed that change in teacher practice had occurred. The second phase of the investigation sought to build a descriptive picture of the role KanCRN played in the change process. Interview data revealed that teachers described changes in their teaching practices concurrent with those specified by science education reform documents. KanCRN teachers also noted personal changes in pedagogical skill, and science content knowledge. These changes served as a catalyst for the behavioral changes cited. Moreover, teachers expressed changes in their views of the nature of science that also transferred to the types of classroom teaching behaviors now employed. Teachers credited network participation as the force behind the change. Teachers cited (a) challenging pedagogical and technological training, (b) interactive real world experiences with science content, (c) progressive technological tools and materials, and (d) personal guidance from mentors who respected and valued teachers as knowledgeable professionals critical for promoting change. One conclusion drawn from this study is that collaborative networks are capable on influencing the types of teaching behaviors used by elementary and middle school teachers. However, network offerings must employ a combination of adaptable features that meet the individual learning needs of the teachers as well as the individual contextual they serve. Another major conclusion drawn from this study is that to be successful agents of change, collaborative networks must allow teachers to behave in ways atypical of most change efforts. First, participation in collaborative networks must be participatory. Moreover, teachers must be able to participate as they deem fit. There can be no predetermined prescription for level of participation. Second, network facilitators or activities should not be intent on bringing a teacher to a particular standard of behavior. Finally, teachers must be allowed to construct the network elements intended to change their practice. (Abstract shortened by UMI.)

  8. Extraterrestrial cause for the Cretaceous-Tertiary extinction

    NASA Technical Reports Server (NTRS)

    Alvarez, L. W.; Alvarez, W.; Asaro, F.; Michel, H. V.

    1980-01-01

    Direct physical evidence is presented for an unusual event at exactly the time of extinctions in the planktonic realm. Deep-sea limestones exposed in Italy, Denmark, and New Zealand indicate iridium increases of about 30, 160, and 20 times, respectively, above the background level at precisely the time of the Cretaceous-Tertiary extinctions, 65 million years ago. Reasons are given that this iridium is of extraterrestrial origin, but did not come from a nearby supernova. A hypothesis is set forth which accounts for the extinctions and the iridium observations. One prediction of this hypothesis is verified, that the chemical composition of the boundary clay, which is thought to come from the stratospheric dust, is markedly different from that of clay mixed with the chemically similar Cretaceous and Tertiary limestones.

  9. The Effectiveness of Predict-Observe-Explain Tasks in Diagnosing Students' Understanding of Science and in Identifying Their Levels of Achievement.

    ERIC Educational Resources Information Center

    Liew, Chong-Wah; Treagust, David F.

    This study involves action research to explore the effectiveness of the Predict-Observe-Explain (POE) technique in diagnosing students' understanding of science and identifying their levels of achievement. A multidimensional interpretive framework is used to interpret students' understanding of science. The research methodology incorporated…

  10. The Effects of Using Problem-Based Learning in Science and Technology Teaching upon Students' Academic Achievement and Levels of Structuring Concepts

    ERIC Educational Resources Information Center

    Inel, Didem; Balim, Ali Gunay

    2010-01-01

    The present study aimed to investigate the impact of the problem-based learning method used in science and technology teaching upon elementary school students' construction levels for the concepts concerning the "Systems in Our Body" unit in the science and technology course and their academic achievement. To this end, during the four-week…

  11. Low-Cost Science and Technology Materials at Kindergarten Level (Examples of National Institutions of Democratic People's Republic of Korea, People's Republic of China and Brasilia).

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Primary Educ., Literacy & Adult Educ., Educ. in Rural Areas

    Increasing attention is being paid today to the place of science in general education at the preprimary, primary, and secondary levels. Educational authorities and specialists in many countries throughout the world agree about the important role that science should and can play in the context of education, but specific aims and objectives must be…

  12. Low-Cost Science and Technology Materials at Kindergarten Level (Examples of National Institutions of Democratic People's Republic of Korea, People's Republic of China and Brasilia).

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Primary Educ., Literacy & Adult Educ., Educ. in Rural Areas

    Increasing attention is being paid today to the place of science in general education at the preprimary, primary, and secondary levels. Educational authorities and specialists in many countries throughout the world agree about the important role that science should and can play in the context of education, but specific aims and objectives must be

  13. How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

    ERIC Educational Resources Information Center

    Kingir, Sevgi; Geban, Omer; Gunel, Murat

    2012-01-01

    This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…

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

    ERIC Educational Resources Information Center

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

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

  15. Using seismology to raise science awareness in kindergarten and elementary levels, with the help of high school students

    NASA Astrophysics Data System (ADS)

    Rocha, F. L.; Silveira, G. M.; Moreira, G.; Afonso, I. P.; Maciel, B. A. P. C.; Melo, M. O.; Neto, R. P.; Gonçalves, M.; Marques, G.; Hartmann, R. P.

    2014-12-01

    Teaching students, aged from 4 up to 18 years old, is a challenging task. It continuously implies new strategies and new subjects adapted to all of them. This is even more evident, when we have to teach natural-hazards scientific aspects and safe attitudes toward risk. We often see that most of the high-school students (16 -18 years old) are not motivated for extra-curricular activities implying science and/or behaviours changes. But, they have a very positive response when we give them some responsibility. On top of that, we also realised that young children are quite receptive to the involvement of older students in the school environment Taking this into consideration, our project use the k12 students to prepare scientific activities and subjects, based in questions, which they need to answer themselves. The students need to answer those questions and, only then, adapt and teach the right answers to the different school-levels. With this approach, we challenged the students to solve three questions: How to use a SEP seismometer at school, and its data? How to set up a shaking table? How to introduce waves and vibrations contents to all ages of students? During the project they developed many science skills, and worked in straight cooperation with teachers, the parents association and the seismology research group at Instituto Dom Luíz. As a result, it was possible to reach all school students with the help of the k-12 ones. This is an outcome of the project W-Shake, a Parents-in-Science Initiative to promote the study of seismology and related subjects. This project, supported by the Portuguese "Ciência Viva" program, results from a direct cooperation between the parents association, science school-teachers and the seismology research group at Instituto Dom Luíz.

  16. Taking Social Media Science Myth Debunking to a Presidential Level (Invited)

    NASA Astrophysics Data System (ADS)

    Nuccitelli, D. A.; Cook, J.

    2013-12-01

    Climate science myths are often effective and pervasive because they are "sticky" - simple, concrete, and seemingly credible. For example, "there's no consensus" and "global warming stopped in 1998" are appealing myths because they present a simple alternative narrative to the threat posed by anthropogenic global warming. In order to effectively debunk these types of myths, sticky ideas must be replaced with even stickier and accurate alternative explanations. The seeming limitations of social media may actually be considered an asset, requiring that our messaging be simple, brief, and sticky. Here some examples of successful debunkings of scientific myths using social media are presented and examined. The 'no consensus' myth was effectively debunked through simple messaging of Cook et al. (2013), which found 97% consensus among papers taking a position in the peer-reviewed literature on human-caused global warming. This simple and sticky '97% consensus' has been communicated widely through social media, including twice by President Obama's Twitter account. The 'global warming stopped' myth has been frequently and effectively debunked by a simple animated graphic titled 'The Escalator', which has been used on the floor of the US Senate and in a PBS documentary. Here we examine how these debunkings via social media were successful, and how scientists can replicate their success. President Obama tweet of the 97% consensus message The Escalator

  17. System-Level Verification of Science Instruments Prior to Installation at TMT

    NASA Astrophysics Data System (ADS)

    Ebbets, Dennis; Lystrup, Makenzie

    2014-07-01

    Science instruments for TMT will share many similarities with those built for large space observatories such as HST and JWST. They will be physically large, scientifically sophisticated and technologically complex. They will represent very significant investments of time and money by PI-led teams with common scientific interests, but from many academic institutions, industry partners and even nations. These teams will verify the basic functionality and performance of their instruments, but may not each have facilities to test the many complex interfaces to and interactions with the observatory. Once installed on the telescope and commissioned, the instruments will be expected to function for many years with very limited opportunities for servicing. These and other considerations argue that a common facility that provides reasonably high fidelity simulation of the TMT mechanical and optical environments, AO system interfaces, operations and data management systems and other critical functions would enable a confidence-building final step in the Integration and Test process. This poster illustrates how high-quality Ground Support Equipment was used to prepare seven instruments for Hubble, develop and validate wave-front sensing and control algorithms for James Webb, simulate the optical characteristics of JWST, conduct vibration and modal surveys, and produce performance data that were compared with predictions of integrated models. Analogous capabilities could be developed to support TMT, ensuring delivery of fully qualified instruments to the observatory.

  18. Examining Learning Approaches of Science Student Teachers According to the Class Level and Gender

    ERIC Educational Resources Information Center

    Tural Dincer, Guner; Akdeniz, Ali Riza

    2008-01-01

    There are many factors influence the level of students' achievement in education. Studies show that one of these factors is "learning approach of a student". Research findings generally have identified two approaches of learning: deep and surface. When a student uses the deep approach, he/she has an intrinsic interest in subject matter and is…

  19. Glass science tutorial: Lecture No. 8, introduction cementitious systems for Low-Level Waste immobilization

    SciTech Connect

    Young, J.F.; Kirkpatrick, R.J.; Mason, T.O.; Brough, A.

    1995-07-01

    This report presents details about cementitious systems for low-level waste immobilization. Topics discussed include: composition and properties of portland cement; hydration properties; microstructure of concrete; pozzolans; slags; zeolites; transport properties; and geological aspects of long-term durability of concrete.

  20. Science and Practice of Coaching a Strength Training Program for Novice and Intermediate-Level Athletes.

    ERIC Educational Resources Information Center

    Baker, Daniel

    2001-01-01

    Addresses various aspects of the athletic coaching process in strength training, including: teaching and coaching exercises to novice and intermediate level athletes (typical high school and younger college aged athletes); technical analysis and modification of student technique; student motivation; goal setting; reinforcement; and the overall…

  1. Science and Practice of Coaching a Strength Training Program for Novice and Intermediate-Level Athletes.

    ERIC Educational Resources Information Center

    Baker, Daniel

    2001-01-01

    Addresses various aspects of the athletic coaching process in strength training, including: teaching and coaching exercises to novice and intermediate level athletes (typical high school and younger college aged athletes); technical analysis and modification of student technique; student motivation; goal setting; reinforcement; and the overall

  2. An Action Science Research Approach to Reducing Student Tardiness at the High School Level

    ERIC Educational Resources Information Center

    Gile, Curtis S.

    2013-01-01

    The purpose of this action research study was to design, implement, analyze, and evaluate a series of interventions to reduce student tardiness at the high school level. Another purpose of the study was to determine the underlying values, beliefs, and behaviors associated with student tardiness from a faculty and staff perspective. The study…

  3. An Action Science Research Approach to Reducing Student Tardiness at the High School Level

    ERIC Educational Resources Information Center

    Gile, Curtis S.

    2013-01-01

    The purpose of this action research study was to design, implement, analyze, and evaluate a series of interventions to reduce student tardiness at the high school level. Another purpose of the study was to determine the underlying values, beliefs, and behaviors associated with student tardiness from a faculty and staff perspective. The study

  4. Diagnostic Assessment of Preparedness of Level One Sports Science Students for Biomechanics Modules

    ERIC Educational Resources Information Center

    Dixon, Sharon J.

    2005-01-01

    The primary objective of this study was to investigate the use of a diagnostic test to assess the preparedness of level one students for a sports biomechanics module. During their first week at university, a cohort of 108 students completed a diagnostic test at the end of their first lecture in sports biomechanics, with no prior notice. Upon…

  5. Using RoboCup in University-Level Computer Science Education

    ERIC Educational Resources Information Center

    Sklar, Elizabeth; Parsons, Simon; Stone, Peter

    2004-01-01

    In the education literature, team-based projects have proven to be an effective pedagogical methodology. We have been using "RoboCup" challenges as the basis for class projects in undergraduate and masters level courses. This article discusses several independent efforts in this direction and presents our work in the development of shared…

  6. Alternative Scheduling Models and Their Effect on Science Achievement at the High School Level

    ERIC Educational Resources Information Center

    Dostal, Jay Roland

    2010-01-01

    This study will evaluate alternative scheduling methods implemented in secondary level schools. Students were selected based on parent selection of programs. Traditional scheduling involves numerous academic subjects with small increments of time in each class and block scheduling focuses on fewer academic subjects and more instructional time.…

  7. The effects of cooperative learning in a physical science course for elementary/middle level preservice teachers

    NASA Astrophysics Data System (ADS)

    Burron, Bruce; James, M. Lynn; Ambrosio, Anthony L.

    Although many studies have shown the effectiveness of cooperative learning in a variety of settings in grades K-12, relatively few have focused on higher education. This study compared two physical science laboratory sections in a course for elementary/middle level preservice teachers. One section was taught in the traditional method, and the other was instructed using the Learning Together technique of cooperative learning. Comparisons between the two laboratory sections assessed any differences in student achievement and collaborative skills. In addition, the cooperative learning group completed a questionnaire that assessed their perception of the effectiveness of cooperative learning compared to more traditional methods of instruction, and their attitudes toward the laboratory section. Although no significant differences were observed in achievement, the cooperative learning group exhibited significant gains in collaborative skills. By the end of the course, cooperative learning students indicated a high comfort level for the laboratory.

  8. Efficient management of high level XMM-Newton science data products

    NASA Astrophysics Data System (ADS)

    Zolotukhin, Ivan

    2015-12-01

    Like it is the case for many large projects, XMM-Newton data have been used by the community to produce many valuable higher level data products. However, even after 15 years of the successful mission operation, the potential of these data is not yet fully uncovered, mostly due to the logistical and data management issues. We present a web application, http://xmm-catalog.irap.omp.eu, to highlight an idea that existing public high level data collections generate significant added research value when organized and exposed properly. Several application features such as access to the all-time XMM-Newton photon database and online fitting of extracted sources spectra were never available before. In this talk we share best practices we worked out during the development of this website and discuss their potential use for other large projects generating astrophysical data.

  9. The Cretaceous/Tertiary Extinction Controversy Reconsidered.

    ERIC Educational Resources Information Center

    McCartney, Kevin; Nienstedt, Jeffrey

    1986-01-01

    Reviews varying positions taken in the Cretaceous/Tertiary (K/Y) extinction controversy. Analyzes and contests the meteoritic impact theory known as the Alvarez Model. Presents an alternative working hypothesis explaining the K/T transition. (ML)

  10. Science PhD Career Preferences: Levels, Changes, and Advisor Encouragement

    PubMed Central

    Sauermann, Henry; Roach, Michael

    2012-01-01

    Even though academic research is often viewed as the preferred career path for PhD trained scientists, most U.S. graduates enter careers in industry, government, or “alternative careers.” There has been a growing concern that these career patterns reflect fundamental imbalances between the supply of scientists seeking academic positions and the availability of such positions. However, while government statistics provide insights into realized career transitions, there is little systematic data on scientists' career preferences and thus on the degree to which there is a mismatch between observed career paths and scientists' preferences. Moreover, we lack systematic evidence whether career preferences adjust over the course of the PhD training and to what extent advisors exacerbate imbalances by encouraging their students to pursue academic positions. Based on a national survey of PhD students at tier-one U.S. institutions, we provide insights into the career preferences of junior scientists across the life sciences, physics, and chemistry. We also show that the attractiveness of academic careers decreases significantly over the course of the PhD program, despite the fact that advisors strongly encourage academic careers over non-academic careers. Our data provide an empirical basis for common concerns regarding labor market imbalances. Our results also suggest the need for mechanisms that provide PhD applicants with information that allows them to carefully weigh the costs and benefits of pursuing a PhD, as well as for mechanisms that complement the job market advice advisors give to their current students. PMID:22567149

  11. Science PhD career preferences: levels, changes, and advisor encouragement.

    PubMed

    Sauermann, Henry; Roach, Michael

    2012-01-01

    Even though academic research is often viewed as the preferred career path for PhD trained scientists, most U.S. graduates enter careers in industry, government, or "alternative careers." There has been a growing concern that these career patterns reflect fundamental imbalances between the supply of scientists seeking academic positions and the availability of such positions. However, while government statistics provide insights into realized career transitions, there is little systematic data on scientists' career preferences and thus on the degree to which there is a mismatch between observed career paths and scientists' preferences. Moreover, we lack systematic evidence whether career preferences adjust over the course of the PhD training and to what extent advisors exacerbate imbalances by encouraging their students to pursue academic positions. Based on a national survey of PhD students at tier-one U.S. institutions, we provide insights into the career preferences of junior scientists across the life sciences, physics, and chemistry. We also show that the attractiveness of academic careers decreases significantly over the course of the PhD program, despite the fact that advisors strongly encourage academic careers over non-academic careers. Our data provide an empirical basis for common concerns regarding labor market imbalances. Our results also suggest the need for mechanisms that provide PhD applicants with information that allows them to carefully weigh the costs and benefits of pursuing a PhD, as well as for mechanisms that complement the job market advice advisors give to their current students. PMID:22567149

  12. The Science and Communication Needed to Help Communities Plan for Sea Level Rise

    NASA Astrophysics Data System (ADS)

    Uhlenbrock, Kristan

    2013-08-01

    From the shores of Bangladesh to the bayous of Louisiana, sea level rise will affect communities across the globe and will likely be exacerbated by other threats such as severe weather. Local and national decision makers face a myriad of challenges as they prepare for or adapt to changing coastal conditions while trying to manage increasing population and development along the coasts. In the United States alone, approximately 39% of the population lives in a coastal county.

  13. Music and science meet at the micro level: Time-frequency methods and granular synthesis

    NASA Astrophysics Data System (ADS)

    Truax, Barry

    2005-04-01

    Musical research over the last century has become increasingly entwined with the areas of acoustics, psychoacoustics, and electroacoustics. One of the most striking results has been to push the frontiers of models of sound and music to the micro level, what is generally termed microsound. At this level, concepts of frequency and time are conjoined by a quantum relationship, with an uncertainty principle relating them that is precisely analogous to the more famous uncertainty principle of quantum physics. A class of methods of sound synthesis and signal processing known as time-frequency models have their basis at this quantum level such that changes in a signal's time domain result in spectral alterations and vice versa. One such method, granular synthesis and the granulation of sampled sound, produces results by the generation of high densities of acoustical quanta called grains. Such a radical shift has profound implications for not only our models of sound design, but also for the compositional methods that emerge as well as the role of the composer in guiding complex processes. The paper will argue that these models are examples of a class of complex systems exhibiting emergent form that create a new form of virtual music instrument.

  14. Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study.

    PubMed

    Nuhfer, Edward B; Cogan, Christopher B; Kloock, Carl; Wood, Gregory G; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W

    2016-03-01

    After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science's way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions' higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders. PMID:27047612

  15. Communicating Climate Change Science to Stakeholders for Assessments of Impact and Adaptation: Experiences at the Municipal Level in Canada

    NASA Astrophysics Data System (ADS)

    Hill, P. R.; Mate, D.; Tansey, J. D.

    2004-12-01

    The assessment of climate change impacts and the identification of adaptation strategies require understandable communication of climate change science and its uncertainties to a diverse group of stakeholders. This paper will report on the experience being gained from a set of municipal case studies conducted in Canada, where climate change impacts such as water resource depletion, permafrost melting and coastal sea level rise are being addressed. Two aspects will be discussed: the local process of stakeholder interaction and the effort to bring the local experiences to a national level through development of municipal best practice guides. Ideally, stakeholders are engaged at the local level through a structured process. This is to avoid the common problem that pre-existing tensions between stakeholders tend to dominate unstructured discussions and distract attention from the target issue. One-on-one interviews with the stakeholders and research into the socio-economic history of the communities provide background on the issues that may arise before group workshops are attempted. When workshops involving stakeholders are held, they are professionally facilitated and the science delivery is carefully rationed into digestible portions that enable informed discussion of specific climate change scenarios. Municipalities can be engaged at political, practitioner and public levels not only as major stakeholders, but also as key partners in the communication process. We have used presentations to council, direct involvement of city planning departments and public events such as Science and Technology Week to nurture two-way communication. We have also put considerable thought into the effort to communicate these experiences to the over one thousand communities across the country that will not benefit from a case study. Our initial approach was to develop best practice guides on climate change topics based on the successes and lessons learned in the case studies. While the idea has been generally welcomed by organizations representing Canadian municipalities and professional planners, the large matrix of user groups and climate change issues makes the development of generic climate change best practice guides extremely challenging. An alternate approach would be to contribute climate change sections to existing and future best practice guides developed by the professional organizations concerned with municipal infrastructure, environment and land use. We are presently organizing a national workshop to canvas user groups on the best form for the guides.

  16. Older Australian's Motivation for University Enrollment and Their Perception of the Role of Tertiary Education in Promoting Healthy Aging: A National Cross-Sectional Study

    ERIC Educational Resources Information Center

    Brownie, Sonya

    2014-01-01

    The aims of this study were to describe the characteristics of older Australian university students (aged 60+ years); to identify the factors that motivate late-life, tertiary-level learning; and to capture older students' views about the role of tertiary-level learning in promoting healthy aging. In 2012, an invitation to participate in the…

  17. Teach Me to Write; but Respec' Meh Right: A Critical Exploration of Vernacular Accommodation in Tertiary Education for All in Trinidad and Tobago

    ERIC Educational Resources Information Center

    Figuera, Renée; Ferreira, Leiba-Ann

    2014-01-01

    Since the introduction of the Education for All policy of the Government Assistance for Tuition Expenses (GATE) in Trinidad and Tobago, more tertiary level classrooms have been furnished with mixed linguistic and academic abilities and have accommodated more non-traditional tertiary-level entrants into the educational system. The expansion of the…

  18. Older Australian's Motivation for University Enrollment and Their Perception of the Role of Tertiary Education in Promoting Healthy Aging: A National Cross-Sectional Study

    ERIC Educational Resources Information Center

    Brownie, Sonya

    2014-01-01

    The aims of this study were to describe the characteristics of older Australian university students (aged 60+ years); to identify the factors that motivate late-life, tertiary-level learning; and to capture older students' views about the role of tertiary-level learning in promoting healthy aging. In 2012, an invitation to participate in the

  19. A multi-level differential item functioning analysis of trends in international mathematics and science study: Potential sources of gender and minority difference among U.S. eighth graders' science achievement

    NASA Astrophysics Data System (ADS)

    Qian, Xiaoyu

    Science is an area where a large achievement gap has been observed between White and minority, and between male and female students. The science minority gap has continued as indicated by the National Assessment of Educational Progress and the Trends in International Mathematics and Science Studies (TIMSS). TIMSS also shows a gender gap favoring males emerging at the eighth grade. Both gaps continue to be wider in the number of doctoral degrees and full professorships awarded (NSF, 2008). The current study investigated both minority and gender achievement gaps in science utilizing a multi-level differential item functioning (DIF) methodology (Kamata, 2001) within fully Bayesian framework. All dichotomously coded items from TIMSS 2007 science assessment at eighth grade were analyzed. Both gender DIF and minority DIF were studied. Multi-level models were employed to identify DIF items and sources of DIF at both student and teacher levels. The study found that several student variables were potential sources of achievement gaps. It was also found that gender DIF favoring male students was more noticeable in the content areas of physics and earth science than biology and chemistry. In terms of item type, the majority of these gender DIF items were multiple choice than constructed response items. Female students also performed less well on items requiring visual-spatial ability. Minority students performed significantly worse on physics and earth science items as well. A higher percentage of minority DIF items in earth science and biology were constructed response than multiple choice items, indicating that literacy may be the cause of minority DIF. Three-level model results suggested that some teacher variables may be the cause of DIF variations from teacher to teacher. It is essential for both middle school science teachers and science educators to find instructional methods that work more effectively to improve science achievement of both female and minority students. Physics and earth science are two areas to be improved for both groups. Curriculum and instruction need to enhance female students' learning interests and give them opportunities to improve their visual perception skills. Science instruction should address improving minority students' literacy skills while teaching science.

  20. Is Tertiary care Treatment Affordable to All? – Explore Alternative (s) for Healthcare Financing

    PubMed Central

    Chandra, H; Pahari, S; Kandulna, J; Srivastava, A; Masih, L; Jamaluddin, K; Barthwal, C P

    2009-01-01

    Background: Health indicators such as life expectancy at birth, infant mortality rate etc. are some of the tools to measure the social development of that country. Due to advancement in technology, disease profile etc. expenditure on health care, especially tertiary care treatment is increasing day by day, and is beyond the reach of common people. This is one of the hindrances in the social development. India is a developing country and approx. 35% population is below poverty line. Since many people now are below poverty line or in a lower income group, people do not have any feeling to save or cannot save the money for future expenditure on health; therefore the tertiary care facility is inaccessible to a major fraction of the society. Methods: A study was conducted at Sanjay Gandhi Postgraduate Institute of Medical Sciences (SGPGIMS) Lucknow in the month of May–June 2007 with objectives to find out the level of awareness about hospital care financing, analyze the mode and mechanism of Health care financing and to assess the affordability of the tertiary care treatment by the patients undergoing treatment at this centre. A prospective study of 154 patients by floating the structured questionnaire containing 17 questions, covering various issues of HCF was carried out. Results: While observing the HCF pattern of High cost treatment diseases related to ICU, kidney transplant, cardiovascular surgery, Haematology, Surgical Gastroenterology etc. (expenditure limit more than Rupees (Rs) 75000 so far incurred in one patient), the study revealed that the average size of family is 6 members with an income of approx. Rs. 10185 per month per family. Average expenditure so far incurred by one shows that majority 115 (75%) patients bear the expenses themselves (out of pocket) It was also observed that approx. 50% out of pocket expenditure was met by taking loan from the bank, relatives, selling of assets and mortgaging the assets. approx. 34 (22%) reported that their expenditure will be reimbursed or got advance payment. Only 40 patients out of pocket had received some sort of assistance from some of the of the sources like CM, PM Fund and other types of donation. The study further highlights that average treatment expenditure already incurred in one patient i.e. Rupees 219376/- has exceeded the per capita expenditure on health care of individual (Rs. 1500/-), & total expenditure on whole family (Rs. 9000/-) and even total estimated annual income of one member (Rs.20370/) and whole family (approx. 122220/-). Only 2 (1.2%) respondents had health insurance policy. Conclusion: The present study findings reflect that the tertiary & high cost treatment is beyond the reach of majority and will have great impact on the economy and health profile of society. In view of above, it is the need of the hour to strengthen the mechanism of the HCF by mass awareness with great emphasis is to be given to meet the “out of pocket expenditure” and encourage the “health insurance” mechanism. This may help in providing the tertiary care treatment to many people; otherwise the treatment cost is unaffordable. PMID:21475537

  1. “Elegant Tool” Delivers Genome-Level Science for Electrolytes

    SciTech Connect

    Keith Arterburn

    2014-06-01

    Now, a ‘disruptive, virtual scientific simulation tool’ delivers a new, genome-level investigation for electrolytes to develop better, more efficient batteries. Dr. Kevin Gering, an Idaho National Laboratory researcher, has developed the Advanced Electrolyte Model (AEM), a copyrighted molecular-based simulation tool that has been scientifically proven and validated using at least a dozen ‘real-world’ physical metrics. Nominated for the 2014 international R&D 100 Award, AEM revolutionizes electrolyte materials selection, optimizing combinations and key design elements to make battery design and experimentation quick, accurate and responsive to specific needs.

  2. Latitudinal gradients in tertiary molluscan faunas of the Pacific coast

    USGS Publications Warehouse

    Addicott, W.O.

    1970-01-01

    Tertiary molluscan faunas of the middle latitudes of the marginal eastern North Pacific are characterized by warm-water taxa whose descendants now live in more southerly latitudes. A series of profiles in which cumulative percentages of warm-water faunal elements are plotted against latitude show progressive northward decreases in the percentage of these elements in the faunas of Pacific coast Tertiary stages. Systematic changes in the relative position of these latitudinal gradients during the Middle and Late Tertiary are related to climatic change in the Pacific Basin. Widespread tropical marine climate in the middle latitudes of the eastern North Pacific during the Eocene is indicated by widespread faunal units characterized by high levels of taxonomic diversity. Succeeding Early Oligocene faunas are less diverse, suggesting cooler climatic conditions. Unusually low representations of warm-water genera characterize the molluscan faunas of the Acila shumardi Zone in central California (latitude 34??-37??N). The anomalously cool-water aspect of these faunas may record the occurrence of upwelling along a bold linear segment of the Pacific coast. During the Late Oligocene or the Early Miocene, they are replaced by faunas of unusually warm-water aspect resulting in positive anomalies in Miocene latitudinal faunal gradients in central California. The Miocene anomalies seem to result from the development of an irregular Neogene coastline with extensive, newly established shallow-water embayments. ?? 1970.

  3. Job Stress, Satisfaction, and Coping Strategies Among Medical Interns in a South Indian Tertiary Hospital

    PubMed Central

    Chandramouleeswaran, Susmita; Edwin, Natasha C; Braganza, Deepa

    2014-01-01

    Background: It has previously been demonstrated that there is a significant drop in all domains of quality of life among interns during internship. Aims: A modified version of the health consultant's job stress and satisfaction questionnaire (HCJSSQ) was used to assess and quantify aspects of internship that were perceived as stressful and satisfying. Methods used to cope with work place stress were explored. Settings and Design: A prospective cohort study was undertaken among 93 medical interns doing a rotating internship at the Christian Medical College and Hospital, a tertiary-care hospital in southern India. Materials and Methods: After completion of 6 months of internship, the modified version of the HCJSSQ was administered to all participants. Statistical Analysis: The data were entered into Statistical Package for the Social Sciences (SPSS) Version 9 by double data entry technique. Percentages of interns reporting high levels of stress, satisfaction were calculated. Results: While 63.4% of interns reported high levels of satisfaction, 45.2% of the interns experienced high levels of stress, 17.6% coped with work stress by using alcohol and nicotine, and 37% coped through unhealthy eating habits. Conclusion: More people found internship satisfying than stressful. However, a high proportion found it stressful, and many reported unhealthy coping mechanisms. PMID:25035558

  4. Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study†

    PubMed Central

    Nuhfer, Edward B.; Cogan, Christopher B.; Kloock, Carl; Wood, Gregory G.; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W.

    2016-01-01

    After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders. PMID:27047612

  5. Assessing Science Pathways: Tracking Science Education and Careers from Precollege through Professional Levels. Undergraduate Program Directors Meeting (Chevy Chase, MD, September 30-October 2, 1996).

    ERIC Educational Resources Information Center

    Howard Hughes Medical Inst., Chevy Chase, MD. Office of Grants and Special Programs.

    This document presents the results of a meeting of undergraduate biology departments that receive funding from the Howard Hughes Medical Institute. The focus of this meeting was the assessment of science pathways. Discussion focused on assessment, predictors of student success in science, the importance of undergraduate research, career choices,…

  6. Students' Perspectives on Worldwide ``Greening'' of Tertiary Education Curricula

    NASA Astrophysics Data System (ADS)

    Aighewi, Isoken T.; Osaigbovo, Ulamen A.

    2010-11-01

    Several scholars have suggested the introduction of an environmental literacy requirement into the curricula of Non-Environmental Science disciplines in tertiary institutions of the world as a “greening” strategy for fostering global environmental stewardship necessary for enhancing understanding and collaboration in tackling the major environmental risks facing our global village today. However, there is no study on students’ opinion on this issue. This study was therefore initiated to 1) evaluate the opinion of undergraduate students on the introduction of a worldwide environmental literacy into the curricula of Non-Environmental science majors as a graduation requirement; and 2) identify any possible demographic differences in opinions among the student subjects polled. We sought the opinion of 800 undergraduates from African, North American and European universities on the subject and 99% responded. The result showed that a majority (67%) of them supported the worldwide environmental literacy requirement and those already trained were significantly ( P < 0.0001) more likely to support it than those untrained. Students from developing countries were significantly ( P < 0.0001) more likely to support it than those from developed countries; similarly students in the Arts’ disciplines were more likely to support it than Non-Arts’ students as a group. However, no significant differences were observed between students from Francophone versus Anglophone countries; Social Sciences versus Non-Social Sciences majors and between Education versus Non-Education majors. Some similarities were observed between the opinion of university-age students in this study and 15-year old secondary school students from two major international surveys (Research on Science Education-ROSE, and Program for International Student Assessment-PISA) on science education; further studies comparing these two categories of students is suggested. The need for all professionals to be literate about the science of their surroundings was the most identified reason for supporting the literacy requirement by the students polled. The results of this study thus provide evidence of support by students in the on-going paradigm shift towards “greening” the curricula of tertiary institutions and thus reinforces its implementation by leaders of academe and policy makers worldwide.

  7. "G.P.S Matrices" programme: A method to improve the mastery level of social science students in matrices operations

    NASA Astrophysics Data System (ADS)

    Lee, Ken Voon

    2013-04-01

    The purpose of this action research was to increase the mastery level of Form Five Social Science students in Tawau II National Secondary School in the operations of addition, subtraction and multiplication of matrices in Mathematics. A total of 30 students were involved. Preliminary findings through the analysis of pre-test results and questionnaire had identified the main problem faced in which the students felt confused with the application of principles of the operations of matrices when performing these operations. Therefore, an action research was conducted using an intervention programme called "G.P.S Matrices" to overcome the problem. This programme was divided into three phases. 'Gift of Matrices' phase aimed at forming matrix teaching aids. The second and third phases were 'Positioning the Elements of Matrices' and 'Strenghtening the Concept of Matrices'. These two phases were aimed at increasing the level of understanding and memory of the students towards the principles of matrix operations. Besides, this third phase was also aimed at creating an interesting learning environment. A comparison between the results of pre-test and post-test had shown a remarkable improvement in students' performances after implementing the programme. In addition, the analysis of interview findings also indicated a positive feedback on the changes in students' attitude, particularly in the aspect of students' understanding level. Moreover, the level of students' memory also increased following the use of the concrete matrix teaching aids created in phase one. Besides, teachers felt encouraging when conducive learning environment was created through students' presentation activity held in third phase. Furthermore, students were voluntarily involved in these student-centred activities. In conclusion, this research findings showed an increase in the mastery level of students in these three matrix operations and thus the objective of the research had been achieved.

  8. Print exposure and performance on the exit level science Texas Assessment of Knowledge and Skills: A correlational study of secondary students

    NASA Astrophysics Data System (ADS)

    Radloff, Michael Everett

    The purpose of this study was to analyze the relationship between the pleasure reading habits and the science achievement of secondary students. The goal of this quantitative and non-experimental study was to examine the relationship between students' pleasure reading habits and their 11th-grade science Texas Assessment of Knowledge and Skills scores. Pleasure reading habits were measured via relative levels of exposure to print, using the Title Recognition Test and Author Recognition Test, considered valid and reliable measurements of relative exposure to print. Science achievement was measured through the spring 2007 science Texas Assessment of Knowledge and Skills. The sample population included 454 students enrolled in one large suburban high school in north Texas. Data analysis results revealed statistically significant correlations between exposure to print and science achievement.

  9. The Effect of Retesting on End-of-Semester Performance in High School Chemistry at Three Levels of Previous Science Achievement.

    ERIC Educational Resources Information Center

    Deboer, George E.

    1981-01-01

    Examines whether retesting: (1) affects achievement of students (N=95) grouped according to previous achievement in science; and (2) influences students to delay studying and perform at a low level on initial tests. Also examines whether procrastination of retested students is affected by their achievement level. (DS)

  10. A Comparison of the Readability of Community College Social Science Textbooks with Student Reading Levels and the Effect on Academic Achievement.

    ERIC Educational Resources Information Center

    Bertalan, John J.

    A determination of the reading grade placement levels (GPLs) and final course grades of community college students in relationship to the GPLs of their assigned social science textbooks was the focus of a study at Citrus Community College (Florida). Dale-Chall readability placement levels were calculated for eight textbooks used in 19 classes of

  11. School Emphasis on Academic Success: Exploring Changes in Science Performance in Norway between 2007 and 2011 Employing Two-Level SEM

    ERIC Educational Resources Information Center

    Nilsen, Trude; Gustafsson, Jan-Eric

    2014-01-01

    We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science…

  12. A Comparison of the Readability of Community College Social Science Textbooks with Student Reading Levels and the Effect on Academic Achievement.

    ERIC Educational Resources Information Center

    Bertalan, John J.

    A determination of the reading grade placement levels (GPLs) and final course grades of community college students in relationship to the GPLs of their assigned social science textbooks was the focus of a study at Citrus Community College (Florida). Dale-Chall readability placement levels were calculated for eight textbooks used in 19 classes of…

  13. Biopolitical science.

    PubMed

    Arnhart, Larry

    2010-03-01

    This article develops a theoretical framework for biopolitical science as a science of political animals. This science moves through three levels of deep political history: the universal political history of the species, the cultural political history of the group, and the individual political history of animals in the group. To illustrate the particular application of biopolitical science, this essay shows how this science would help us to understand Abraham Lincoln's Emancipation Proclamation of January 1, 1863. PMID:20812796

  14. Training Master's-Level Graduate Students to Use Inquiry Instruction to Teach Middle-Level and High-School Science Concepts

    ERIC Educational Resources Information Center

    Gilman, Sharon Larimer; Hitt, Austin M.; Gilman, Craig

    2015-01-01

    Through the GK-12 program of the National Science Foundation, graduate student fellows in a coastal marine and wetland studies program were trained to present targeted science concepts to middle- and high-school classes through their own research-based lessons. Initially, they were taught to follow the 5-E learning cycle in lesson plan

  15. Training Master's-Level Graduate Students to Use Inquiry Instruction to Teach Middle-Level and High-School Science Concepts

    ERIC Educational Resources Information Center

    Gilman, Sharon Larimer; Hitt, Austin M.; Gilman, Craig

    2015-01-01

    Through the GK-12 program of the National Science Foundation, graduate student fellows in a coastal marine and wetland studies program were trained to present targeted science concepts to middle- and high-school classes through their own research-based lessons. Initially, they were taught to follow the 5-E learning cycle in lesson plan…

  16. Science Instructors' Views of Science and Nature of Science

    ERIC Educational Resources Information Center

    Karakas, Mehmet

    2011-01-01

    This qualitative study examined how college science faculty who teach introductory level undergraduate science courses including the fields of chemistry, biology, physics, and earth science, understand and define science and nature of science (NOS). Participants were seventeen science instructors from five different institutions in the…

  17. The Design of Multi-Purpose Science Laboratories for Lower Second Level Schools in Asia. Study No. 11.

    ERIC Educational Resources Information Center

    Soderberg, B. H.

    The small size of many schools in the Asian Region would cause separate laboratories for chemistry and biology to be underutilized. In many larger schools the curricula include "general science," with contents from biology, physics, and chemistry. This paper describes multipurpose spaces for science activities sufficient for science teaching and…

  18. High School Students Learning University Level Computer Science on the Web: A Case Study of the "DASK"-Model

    ERIC Educational Resources Information Center

    Grandell, Linda

    2005-01-01

    Computer science is becoming increasingly important in our society. Meta skills, such as problem solving and logical and algorithmic thinking, are emphasized in every field, not only in the natural sciences. Still, largely due to gaps in tuition, common misunderstandings exist about the true nature of computer science. These are especially…

  19. Considerations and Recommendations for Implementing a Dual-Enrollment Program: Bridging the Gap between High School and College Level Science

    ERIC Educational Resources Information Center

    Lukes, Laura A.

    2014-01-01

    Dual-enrollment (DE) science courses offer a way to strengthen the science, technology, engineering, and mathematics pipeline between high school and college. These courses offer high school students the opportunity to experience college science in a more supported environment, allowing them to adjust to the different academic and social demands…

  20. Use of tactual materials on the achievement of content specific vocabulary and terminology acquisition within an intermediate level science curriculum

    NASA Astrophysics Data System (ADS)

    Terry, Brian H.

    In this quasi-experimental study, the researcher investigated the effectiveness of three tactual strategies and one non-tactual strategy of content specific vocabulary acquisition. Flash cards, task cards, and learning wheels served as the tactual strategies, and vocabulary review sheets served as a non-tactual strategy. The sample (n=85) consisted of all middle school students in a small high performing middle school located in the northern suburbs of New York City. All of the vocabulary words and terms came from the New York State Intermediate Level Science Core Curriculum. Pre-tests and post-tests were used to collect the data. A repeated measures ANOVA was conducted on the gain scores from each of the treatments. Multiple paired sample t-tests were conducted to analyze the results. Repeated measures ANOVAs were used to determine if there was a variance between the academic achievement levels of the students, gender, and grade level for each of the treatments. All of the treatments significantly improved the science achievement of the students, but significance was found between them. Significance was found between the achievement groups with the above average students attaining a higher mean on the pre-test and post-test for each treatment, whereas the below average students had the lowest mean on both assessments. The sixth grade students showed significant improvement over the seventh grade students while using the flash cards (p=.004) and learning wheel (p=.007). During the learning wheel treatment, the males scored significantly better (p=.021) than the females on the pre-test and post-test. During the worksheet treatment, significance (p=.034) was found between gender and achievement group. The below average male students had the greatest gain from the pre-test to the post-test, but the post-test mean was still the lowest of the groups. Limitations, implications for future research and current practice are discussed. Key words are: flash cards, task cards, learning wheel, tactual strategy, vocabulary acquisition.

  1. Correlation of tertiary formations of Alaska

    USGS Publications Warehouse

    MacNeil, F.S.; Wolfe, J.A.; Miller, D.J.; Hopkins, D.M.

    1961-01-01

    Recent stratigraphic and paleontologic studies have resulted in substantial revision of the age assignments and inter-basin correlations of the Tertiary formations of Alaska as given in both an earlier compilation by P. S. Smith (1939) and a tentative chart prepared for distribution at the First International Symposium on Arctic Geology at Calgary, Alberta (Miller, MacNeil, and Wahrhaftig, 1960). Current work in Alaska by the U. S. Geological Survey and several oil companies is furnishing new information at a rapid rate and further revisions may be expected. The correlation chart (Fig. 1), the first published chart to deal exclusively with the Tertiary of Alaska, had the benefit of a considerable amount of stratigraphic data and fossil collections from some oil companies, but recent surface mapping and drilling by other oil companies in several Tertiary basins undoubtedly must have produced much more information. Nevertheless, the extent of available data justifies the publication of a revised correlation chart at this time.

  2. Cooperative Tertiary Interaction Network Guides RNA Folding

    SciTech Connect

    Behrouzi, Reza; Roh, Joon Ho; Kilburn, Duncan; Briber, R.M.; Woodson, Sarah A.

    2013-04-08

    Noncoding RNAs form unique 3D structures, which perform many regulatory functions. To understand how RNAs fold uniquely despite a small number of tertiary interaction motifs, we mutated the major tertiary interactions in a group I ribozyme by single-base substitutions. The resulting perturbations to the folding energy landscape were measured using SAXS, ribozyme activity, hydroxyl radical footprinting, and native PAGE. Double- and triple-mutant cycles show that most tertiary interactions have a small effect on the stability of the native state. Instead, the formation of core and peripheral structural motifs is cooperatively linked in near-native folding intermediates, and this cooperativity depends on the native helix orientation. The emergence of a cooperative interaction network at an early stage of folding suppresses nonnative structures and guides the search for the native state. We suggest that cooperativity in noncoding RNAs arose from natural selection of architectures conducive to forming a unique, stable fold.

  3. Organizing Science Popularization and Teacher Training Workshops : A Nigerian Experience

    NASA Astrophysics Data System (ADS)

    Okpala, Kingsley; Okere, Bonaventure

    Funding for science popularization has become a huge challenge in recent times especially for developing countries like Nigeria. However, a change in the school system from the 6-3-3-4 system (6 years primary, 3 years Junior secondary, 3year senior secondary, and 4 years tertiary education) to the 9-3-4 system ( 9 years junior basic, 3 years secondary, and 4 tertiary education) has made it even more convenient to strategically target the students through their teachers to attain the desired quality of education since the introduction of space science into the curriculum at the primary and secondary levels. Considering the size of Nigeria, there Is need for a shift in paradigm for sourcing resources to tackle this deficiency in a sustainable manner. Recently a teacher training and science popularization workshop was organized as a first in a series of subsequent workshops geared towards having a sustainable means of popularizing Science in Nigeria. Principally, the key lies in the partnership with the colleges of education which produce the teachers for primary schools in addition to the usual governmental actions. Experiences from this workshop will be enumerated with the hope of inspiring the same success in similar societies.

  4. Lecturers' Job Satisfaction in a Public Tertiary Institution in Singapore: Ambivalent and Non-Ambivalent Relationships between Job Satisfaction and Demographic Variables

    ERIC Educational Resources Information Center

    Paul, Emily Pakivathy; Phua, Seok Kheng

    2011-01-01

    Increasing lecturer turnover rates and fewer qualified recruits choosing a career in academia threaten the integrity of the tertiary education system in Singapore. The purpose of this study was to ascertain the relationship between lecturers' job satisfaction levels in a public tertiary institution and selected demographic variables. The study…

  5. The City and County of San Francisco's Approach to Sea Level Rise Science and Adaptation Planning: Creating Infrastructure Resilience from Information Chaos

    NASA Astrophysics Data System (ADS)

    Behar, D. H.; Pfeffer, W. T.; May, K.; Mote, P.; Cayan, D. R.

    2014-12-01

    During one 17 month period ending October 2013, three major reports on sea level rise from three highly respected science providers produced three differing, in some cases wildly divergent, estimates of sea level rise through the year 2100. These reports, by the National Research Council, the IPCC, and the National Climate Assessment, collectively flummoxed the lay reader seeking direction on sea level rise projections to incorporate into adaptation planning. Guidance documents soon emerged from state entities, including regulatory agencies, which caused further confusion. The City and County of San Francisco, surrounded by water on three sides, began developing City-wide sea level rise guidance in 2013. A Sea Level Rise Committee featuring representatives of key infrastructure managers met over a nine month period, and their work included an in-depth review of the science of sea level rise. To convert divergent scientific reports into "actionable science" required not only a close reading of each but extensive expert elicitation to tease out the meaning behind each of the numbers and the associated uncertainties. In the end, sufficient consistency between the differing projections, fortified by political exigencies, allowed a "scientific consensus" with actionable science value for the City to surface. The resulting document, "Guidance for Incorporating Sea Level Rise into Capital Planning in San Francisco," begins by providing a scientific underpinning for planning, guidelines for incorporating uncertainty - particularly for accommodating multiple projections for any particular time slice - and outlines a four step process for assessment and adaptation. It also relies on new state-of-the-art inundation maps produced as part of the SFPUC's capital improvement program. Together, the Guidance and associated tools provide a road map for successful assessment and adaptation to sea level rise. We will also draw lessons from the experience that may be of value to science leaders seeking to make contributions in the decision making domain.

  6. Creating Infrastructure Resilience from Information Chaos: The City and County of San Francisco's Approach to Sea Level Rise Science and Adaptation Planning

    NASA Astrophysics Data System (ADS)

    Behar, D. H.; Pfeffer, W. T.; May, K.; Mote, P.; Cayan, D. R.

    2014-12-01

    During one 17 month period ending October 2013, three major reports on sea level rise from three highly respected science providers produced three differing, in some cases wildly divergent, estimates of sea level rise through the year 2100. These reports, by the National Research Council, the IPCC, and the National Climate Assessment, collectively flummoxed the lay reader seeking direction on sea level rise projections to incorporate into adaptation planning. Guidance documents soon emerged from state entities, including regulatory agencies, which caused further confusion. The City and County of San Francisco, surrounded by water on three sides, began developing City-wide sea level rise guidance in 2013. A Sea Level Rise Committee featuring representatives of key infrastructure managers met over a nine month period, and their work included an in-depth review of the science of sea level rise. To convert divergent scientific reports into "actionable science" required not only a close reading of each but extensive expert elicitation to tease out the meaning behind each of the numbers and the associated uncertainties. In the end, sufficient consistency between the differing projections, fortified by political exigencies, allowed a "scientific consensus" with actionable science value for the City to surface. The resulting document, "Guidance for Incorporating Sea Level Rise into Capital Planning in San Francisco," begins by providing a scientific underpinning for planning, guidelines for incorporating uncertainty - particularly for accommodating multiple projections for any particular time slice - and outlines a four step process for assessment and adaptation. It also relies on new state-of-the-art inundation maps produced as part of the SFPUC's capital improvement program. Together, the Guidance and associated tools provide a road map for successful assessment and adaptation to sea level rise. We will also draw lessons from the experience that may be of value to science leaders seeking to make contributions in the decision making domain.

  7. A Delphi study: Practitioners' perceptions of how the science curriculum is differentiated for academically gifted students at the middle school level

    NASA Astrophysics Data System (ADS)

    Kelley, Jean Mary

    The purpose of this study was to identify, analyze, and compare the perceptions of selected district science educators and teachers of middle school science students regarding the following issues: (1) Current methods of differentiating science instruction for gifted middle school students. (2) Strengths of the current methods of differentiating science instruction for gifted middle school students. (3) Weaknesses of the current methods of differentiating science instruction for gifted middle school students. (4) The types of training/experience needed to prepare teachers to effectively differentiate science instruction for gifted middle school students. (5) The steps need to develop an effective differentiated science program at the middle school level. (6) Trends for the future development of differentiated science programs at the middle school level. The panel of educators was identified using the Delphi technique and asked to participate in the study by responding to the research questions. The responses to the first round were condensed into two lists of discrete statements, and in the second round, each group of panelists was asked to rank each statement on a Likert scale. A third round was sent to each group of panel members showing the median and interquartile ranges of the second round. Panelists could adjust their responses based on the results of the second round. The analysis of the data was computed using the computer program Statistics Package for the Social Sciences. Based on the data obtained, the following results and conclusions were determined. The coordinators and the teachers both considered training of teachers, strategies for differentiation, and future trends to be the most important considerations. The areas with the most differences were those dealing with the current methods of differentiating science instruction at the middle school level. There were several limitations identified in this study. Among them were the makeup of the sample of panelists and different definitions of the same term(s). If we are to address the needs of middle school students who are academically gifted in science, teachers and coordinators need to communicate more about expectations in the classroom and what is really happening.

  8. On the importance for climate science communication - the climate office for polar regions and sea level rise

    NASA Astrophysics Data System (ADS)

    Treffeisen, Renate; Lemke, Peter; Dethloff, Klaus

    2010-05-01

    Climate change presents a major challenge for national and international action and cooperation. A wide variation in the vulnerability is to be expected across different regions, due to regional differences in local environmental conditions, preexisting stresses to ecosystems, current resource-use patterns, and the framework of factors affecting decision-making including government policies, prices, preferences, and values. Thus, considerable regional impact differences will be faced as a result of climate change. Being aware will help to prepare for these inevitable consequences in time. Climate change is nowhere more strongly expressed than in the polar regions which respond to even small changes in climate. Given the major role played by these regions within the Earth's climate system the climate office for polar regions and sea level rise is hosted by the Foundation Alfred Wegener Institute for Polar and Marine Research (AWI) which conducts research in the Arctic, the Antarctic and at temperate latitudes since 1980. The major goal of the climate office is to encourage the communication and dialogue between science and public. Primarily, this is done by the unique close contact and cooperation to the research center scientists. A continuous exchange is supported beyond the research center towards universities and authorities at state and federal level. The climate office represents polar aspects of climate related research based on the scientific expertise from the hosting research institute e.g. the understanding of the ocean-ice-atmosphere interactions, the animal and plant kingdoms of the Arctic and Antarctic, and the evolution of the polar continents and seas. The climate office translates the scientific work into English, making complex issues accessible to policymakers and the public. It compiles, evaluates, comprehensively process and transparently communicate the latest findings from polar related climate research. The paper will present different aspects of this work.

  9. Quarterly Technical Progress Report - West Hackberry Tertiary Project

    SciTech Connect

    Bruce Cerveny; Tor Kragas; Travis Gillham

    1997-07-10

    The West Hackberry Tertiary Project is a field test of the concept that air injection can generate tertiary oil recovery through the Double Displacement Process is the gas displacement of a water invaded oil column for the purpose of recovering tertiary oil through gravity discharge. The novel aspect of this project is the use of air as the injection fluid.

  10. Tertiary Education in the Czech Republic: The Pathway to Change

    ERIC Educational Resources Information Center

    Pesik, Richard; Gounko, Tatiana

    2011-01-01

    This article analyzes recent policy proposals to reform Czech tertiary education. A brief overview of the evolution of Czech tertiary education presents the background against which emerging policy trends in education are examined. We relate the changes in tertiary education to the policy framework and recommendations of the OECD, underpinned by…

  11. An Application of the Questionnaire on Teacher Interaction and College and University Classroom Environment Inventory in a Multicultural Tertiary Context

    NASA Astrophysics Data System (ADS)

    Coll, Richard K.; Taylor, Neil; Fisher, Darrell L.

    2002-02-01

    The research reported in this inquiry consisted of the application of two classroom learning environment questionnaires developed in a Western context to a culturally diverse context, namely, the Pacific Islands. The College and University Classroom Environment Inventory (CUCEI) and Questionnaire on Teacher Interaction (QTI) instruments were administered to intact classes of first- and second-year science students ( n= 257) at a regional university in the Pacific Islands, containing a total of 12 ethnicities. The data reveal that the QTI instrument holds good reliability for all scales, whereas the CUCEI holds reliability for only two scales. This may be due to the simple nature of the questions on the QTI whereas the questions on the CUCEI require more interpretation, the latter exacerbated by the fact that English is a second or third language for most participants. Surprisingly, there were few differences in perceptions of teacher student interaction based on ethnicity, but substantial differences based on gender. As reported in previous classroom environment research at the secondary school level, in this study, females perceived their environment more favourably than males. The data for the QTI reveal that the students perceive their classrooms to be highly teacher dominated, consistent with previous naturalistic studies of secondary schools and exploratory studies at the tertiary level in Fiji. Since almost all the graduates from this institution become science teachers, a cycle is completed.

  12. Understanding Australian Aboriginal Tertiary Student Needs

    ERIC Educational Resources Information Center

    Oliver, Rhonda; Rochecouste, Judith; Bennell, Debra; Anderson, Roz; Cooper, Inala; Forrest, Simon; Exell, Mike

    2013-01-01

    Drawing from a study of the experiences of Australian Aboriginal and Torres Strait Islander university students, this paper presents an overview of the specific needs of these students as they enter and progress through their tertiary education. Extracts from a set of case studies developed from both staff and student interviews and an online…

  13. The Cretaceous/Tertiary Extinction Controversy.

    ERIC Educational Resources Information Center

    McCartney, Kevin

    1984-01-01

    The cause of the Cretaceous/Tertiary extinction has become a major geologic controversy. Current evidence for the two opposing views is reviewed to provide an introduction to the controversy and to form the basis for a seminar of discussion topic. (Author/JN)

  14. Collaborating in the Transition to Tertiary Writing.

    ERIC Educational Resources Information Center

    Clerehan, Rosemary; Moore, Tim; Vance, Sheila

    The Monash University (Australia) Transition to Tertiary Writing Project seeks to produce a World Wide Web-based resource for first-year students to facilitate their transition to the kinds of thinking and writing valued at the university. The background research on which this language and academic skills (LAS) project is based centers on three…

  15. Indigenous Students in the Tertiary Education Sector

    ERIC Educational Resources Information Center

    Bandias, Susan; Fuller, Don; Larkin, Steven

    2014-01-01

    Important recent objectives of indigenous education policy in Australia have been aimed at redressing indigenous economic and social disadvantage through increasing student retention, progression and completion rates in both compulsory and post-compulsory education. The two sectors of the tertiary education system, vocational education and

  16. Indigenous Students in the Tertiary Education Sector

    ERIC Educational Resources Information Center

    Bandias, Susan; Fuller, Don; Larkin, Steven

    2014-01-01

    Important recent objectives of indigenous education policy in Australia have been aimed at redressing indigenous economic and social disadvantage through increasing student retention, progression and completion rates in both compulsory and post-compulsory education. The two sectors of the tertiary education system, vocational education and…

  17. Diversification of Tertiary Education in France.

    ERIC Educational Resources Information Center

    Didier, Paul

    Following an outline of education, particularly secondary education, the French system of tertiary education is described. The orientation of studies offered in the three two-year cycles of study is described. The differences between the national institutes and the universities are explained. The remainder of the report contains admission…

  18. Tertiary Education and Training in Australia, 2009

    ERIC Educational Resources Information Center

    National Centre for Vocational Education Research (NCVER), 2011

    2011-01-01

    Sourcing data from the National VET Provider Collection and the Higher Education Statistics Collection, this publication provides a summary of participation in tertiary education and training in Australia. It covers participation in Australian Qualifications Framework certificate I qualifications through to doctorates by research, as well as…

  19. Incorporating Online Tools in Tertiary Education

    ERIC Educational Resources Information Center

    Steenkamp, Leon P.; Rudman, Riaan J.

    2013-01-01

    Students currently studying at tertiary institutions have developed a set of attitudes and aptitudes as a result of growing up in an IT and media-rich environment. These attitudes and aptitudes influence how they learn and in order to be effective, lecturers must adapt to address their learning preferences and use the online teaching tools that…

  20. Adapting Cooperative Learning in Tertiary ELT

    ERIC Educational Resources Information Center

    Ning, Huiping

    2011-01-01

    An updated guideline for tertiary ELT in China has shifted the emphasis to the development of learners' ability to communicate in English. Using group work and getting learners actively involved in the actual use of English are highlighted more than before. This article focuses on adapting cooperative learning methods for ELT with tertiary…

  1. The Impact of Inquiry Based Instruction on Science Process Skills and Self-Efficacy Perceptions of Pre-Service Science Teachers at a University Level Biology Laboratory

    ERIC Educational Resources Information Center

    Sen, Ceylan; Sezen Vekli, Gülsah

    2016-01-01

    The aim of this study is to determine the influence of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills. The quasi experimental model with pre-test-post-test control group design was used as an experimental design in this research. The sample of this study included…

  2. Levels of Cognitive Processes in a Non-Formal Science Education Program: Scouting's Science Merit Badges and the Revised Bloom's Taxonomy

    ERIC Educational Resources Information Center

    Vick, Matthew; Garvey, Michael P.

    2011-01-01

    The United States Boy Scout merit badge program provides non-formal educational experiences for boys from ages 10-17. This study analyzes the objectives of the twenty-three science related merit badges using the lens of the revised Bloom's taxonomy. Merit badges requirements serve as objectives for this program. The verbs in the requirements were…

  3. Marine Science Teaching at the University Level. Report of the Unesco Workshop on University Curricula. Unesco Technical Papers in Marine Science No. 19.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Marine Sciences.

    A group of marine science education educators from several countries were requested to provide guidelines for the education and training of marine scientists and formulate recommended curricula in the following disciplines: marine biology (including fisheries biology), physical oceanography, and marine geology. Included in the report are: (1)…

  4. Assessing the energy and environmental performance of algae-mediated tertiary treatment of estrogenic compounds.

    PubMed

    Colosi, Lisa M; Resurreccion, Eleazer P; Zhang, Yongli

    2015-02-01

    This study uses a systems-level modeling approach to illustrate a novel synergy between municipal wastewater treatment and large-scale algaculture for production of bio-energy, whereby algae-mediated tertiary treatment provides efficient removal of unregulated, strongly estrogenic steroid hormones from the secondary effluent. Laboratory results from previously published studies suggested that algae-mediated treatment could deliver roughly 75-85% removal of a model estrogen (17β-estradiol) within typical algae pond residence times. As such, experimental results are integrated into a comprehensive life cycle assessment (LCA) framework, to assess the environmental performance of an algae-based tertiary treatment system relative to three conventional tertiary treatments: ozonation, UV irradiation, and adsorption onto granular activated carbon. Results indicate that the algae-mediated tertiary treatment is superior to the selected benchmarks on the basis of raw energy return on investment (EROI) and normalized energy use per mass of estrogenic toxicity removed. It is the only tertiary treatment system that creates more energy than it consumes, and it delivers acceptable effluent quality for nutrient and coliform concentrations while rendering a significant reduction in estrogenic toxicity. These results highlight the dual water and energy sustainability benefits that accrue from the integration of municipal wastewater treatment and large-scale algae farming. PMID:25537081

  5. Outcomes of a science teacher development program for middle-level interdisciplinary teams: Relationships among teachers' beliefs, school contexts, and implementation

    NASA Astrophysics Data System (ADS)

    Olkin, Arlene H.

    Project Alliance, a teacher development program conducted by George Mason University and the American Association for the Advancement of Science with National Science Foundation funding (ESI-9355753) from 1994 to 1998, provided professional development for interdisciplinary teaching teams to enhance middle-level science instruction. Teachers experienced the same kinds of constructivist, hands-on, inquiry-based learning environments that they were expected to create for their students. The purposes of this study of 48 participants are (a) to assess the effectiveness of Project Alliance, and (b) to investigate relationships among teachers' beliefs about teaching and learning, school contexts, and individual teachers' implementation of the program's goals. Two cohorts of interdisciplinary teams from the mid-Atlantic region volunteered for two years each. During the first of two summer institutes, teachers engaged in graduate studies of environmental science, geology, technology, pedagogical content knowledge, and team teaching methods and designed integrated environmental science curriculum units to implement in their schools during the following academic year. Quantitative and qualitative methods were used to investigate individual teachers' implementation of the curriculum units. Data sources included surveys, videotaped presentations, interviews, focus groups, and classroom observations. Quantitative analyses employed exploratory correlation and regression procedures. Qualitative analyses followed a constant comparative process. Predictor variables were (1) teachers' personal epistemologies, measured by the Attitudes about Reality Scale; (2) certainty of practice, assessed with the Expert Science Teaching Evaluation Model, Teaching Practices Assessment Inventory; (3) school organizational structure; and (4) administrator involvement. Results showed that more than half of the teachers successfully implemented their units and all implemented unit-related activities. Both school organizational structure and the level of administrator involvement predicted an individual teacher's level of implementation, while personal epistemology and certainty of practice did not. Teachers' practice gradually became more constructivist and teaming increased their confidence in inquiry-based teaching. Project Alliance enhanced environmental science instruction in schools that supported teaming.

  6. Safer Science

    ERIC Educational Resources Information Center

    Roy, Ken

    2011-01-01

    This column provides best safety practices for the science classroom and laboratory. In this month's issue, pregnancy policy in the laboratory is discussed. One can't ignore the fact that student and faculty pregnancies--and the resulting potential hazards in the science laboratory--exist at the high school level. Science teachers need to be…

  7. Safer Science

    ERIC Educational Resources Information Center

    Roy, Ken

    2011-01-01

    This column provides best safety practices for the science classroom and laboratory. In this month's issue, pregnancy policy in the laboratory is discussed. One can't ignore the fact that student and faculty pregnancies--and the resulting potential hazards in the science laboratory--exist at the high school level. Science teachers need to be

  8. Knowledge and Practice Gaps among Pediatric Nurses at a Tertiary Care Hospital Karachi Pakistan

    PubMed Central

    Roshan Essani, Rozina; Ali, Tazeen Saeed

    2011-01-01

    The advancement in medical science has created health care environments that require nursing professionals who posses specialized clinical knowledge and skills to provide care and deal with critically and acutely ill children. This study explored gaps between knowledge and practice as perceived by the registered nurses of pediatric units by further recommending the changes suggested by them. A descriptive exploratory study design under the quantitative research methodology was utilized using universal sampling of all pediatric nurses working at a tertiary care hospital in Karachi, Pakistan. The gaps between knowledge and practice, as perceived by the participants, were categorized into five major categories: (1) medication (34%), (2) skills (28.3%), (3) knowledge (13.36%), (4) handling of code blue and intubations (12.6%), and (5) operating medical devices (11.58%). As a result, anxiety and incompetency were notably seen in the participants which had great amount of impact on the level of care provided to the patients. The implications of the findings for quality patient care were also analyzed. PMID:22389778

  9. Palynological and iridium anomalies at Cretaceous-Tertiary boundary, south-central Saskatchewan

    USGS Publications Warehouse

    Nichols, D.J.; Jarzen, D.M.; Orth, C.J.; Oliver, P.Q.

    1986-01-01

    The Cretaceous-Tertiary boundary in south-central Saskatchewan is marked by coincident anomalies in abundance of iridium and fern spores at the extinction level of a suite of Cretaceous pollen taxa. Evidence of disruption of the terrestrial flora includes the fern-spore abundance anomaly and local extinction of as much as 30 percent of angiosperm species. The reorganized earliest Tertiary flora is made up largely of surviving species that assumed new roles of dominance. Persistence of climatically sensitive taxa across the boundary indicates that if paleoclimate was altered by the terminal Cretaceous event, it returned quickly to the pre-event condition.

  10. Using Science Teaching Case Narratives to Evaluate the Level of Acceptance of Scientific Inquiry Teaching in Preservice Elementary Teachers

    ERIC Educational Resources Information Center

    Wagler, Ron

    2010-01-01

    The National Science Education Standards have outlined flexible processes children perform when engaging in scientific inquiry. Cases narratives are a common component of many university science education courses but rarely are they used as a tool to evaluate the preservice teachers within these courses. This article describes the construction of…

  11. Development, Implementation, and Preliminary Evaluation of an Integrated Advanced Physical Science Laboratory Block Program at the High School Level.

    ERIC Educational Resources Information Center

    Amend, John Robert

    This study concerns the development and preliminary evaluation of a series of "laboratory blocks" of correlated laboratory investigations which integrate traditional subject areas of physical science and introduce key areas of modern science. Concurrent with the development of laboratory blocks have been the design of an inexpensive set of modular…

  12. The Relationship Between the Retention Level of Orally and Visually Presented Science Material to Selected Fifth Grade Students.

    ERIC Educational Resources Information Center

    Friedman, Robert M.

    Two groups of fifth-grade pupils were equated on reading ability, I.Q., science ability, hearing, and eyesight. The groups selected were well above average in I.Q. and reading ability. Four selections, each of 400 to 500 words, from standard fifth-grade elementary science texts were presented by allowing students to read them or by reading them to…

  13. Transforming Spatial Reasoning Skills in the Upper-Level Undergraduate Geoscience Classroom Through Curricular Materials Informed by Cognitive Science Research

    NASA Astrophysics Data System (ADS)

    Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.

    2014-12-01

    Spatial visualization is an essential skill in the STEM disciplines, including the geosciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may be unable to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. As a group of geoscience faculty members and cognitive psychologists, we have developed a set of curricular materials for Mineralogy, Sedimentology & Stratigraphy, and Structural Geology courses. These materials are designed to improve students' spatial skills, and in particular to improve students' abilities to reason about spatially complex 3D geological concepts and problems. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate STEM education by removing one significant barrier to success in the STEM disciplines. The curricular materials we have developed are based on several promising teaching strategies that have emerged from cognitive science research on spatial thinking. These strategies include predictive sketching, making visual comparisons, gesturing, and the use of analogy. We have conducted a three-year study of the efficacy of these materials in strengthening the spatial skills of students in upper-level geoscience courses at three universities. Our methodology relies on a pre- and post-test study design, with several tests of spatial thinking skills administered at the beginning and end of each semester. In 2011-2012, we used a "business as usual" approach to gather baseline data, measuring how much students' spatial thinking skills improved in response to the existing curricula. In the two subsequent years we have incorporated our new curricular materials, which can be found on the project website: http://serc.carleton.edu/spatialworkbook/activities.html Structural Geology students exposed to the new curricular materials are better able to solve some spatially challenging structural geological problems than students from the baseline year. We are continuing to analyze data from the Mineralogy and Sedimentology/Stratigraphy courses and will have completed the analysis by AGU.

  14. Alternative Conceptions of Chemical Bonding Held by Upper Secondary and Tertiary Students.

    ERIC Educational Resources Information Center

    Coll, Richard K.; Taylor, Neil

    2001-01-01

    Examination of senior secondary and tertiary level chemistry students' descriptions of their mental models for chemical bonding revealed prevalent alternative conceptions. Some 20 alternative conceptions were revealed, the most common being belief that continuous ionic or metallic lattices were molecular in nature, and confusion over ionic size…

  15. Chinese Tertiary English Educators' Perceptions of Foreign Teacher Involvement in Their Professional Development

    ERIC Educational Resources Information Center

    Bleistein, Tasha Maria

    2013-01-01

    China continues to invite expatriate tertiary-level English language educators to teach. Foreign English language teachers and local Chinese English educators who wish to develop professionally have an ever-increasing body of research regarding Chinese culture, education, professional development, and intercultural communication; however, research

  16. First Inversion: A Rationale for Implementing the "Flipped Approach" in Tertiary Music Courses

    ERIC Educational Resources Information Center

    Grant, Catherine

    2013-01-01

    For several reasons, current models of tertiary education seem unviable. A shifting educational landscape with rising student numbers, an increasingly diverse student cohort, and high levels of student disengagement have led to concerns about the continued relevance of "traditional" teaching and learning methods. At the same time, the…

  17. Adapting the Academic Motivation Scale for Use in Pre-Tertiary Mathematics Classrooms

    ERIC Educational Resources Information Center

    Lim, Siew Yee; Chapman, Elaine

    2015-01-01

    The Academic Motivation Scale (AMS) is a comprehensive and widely used instrument for assessing motivation based on the self-determination theory. Currently, no such comprehensive instrument exists to assess the different domains of motivation (stipulated by the self-determination theory) in mathematics education at the pre-tertiary level (grades

  18. What Aspects of Schooling Are Important? School Effects on Tertiary Entrance Performance

    ERIC Educational Resources Information Center

    Marks, Gary N.

    2010-01-01

    The purpose of this paper is to identify school effects on student performance for tertiary entrance in Australia, taking into account student-level predictors using longitudinal data from the 2003 Programme for International Student Assessment (PISA) study. It finds that aspects of schooling, such as positive attitudes to school and disciplinary…

  19. Adapting the Academic Motivation Scale for Use in Pre-Tertiary Mathematics Classrooms

    ERIC Educational Resources Information Center

    Lim, Siew Yee; Chapman, Elaine

    2015-01-01

    The Academic Motivation Scale (AMS) is a comprehensive and widely used instrument for assessing motivation based on the self-determination theory. Currently, no such comprehensive instrument exists to assess the different domains of motivation (stipulated by the self-determination theory) in mathematics education at the pre-tertiary level (grades…

  20. Chinese Tertiary English Educators' Perceptions of Foreign Teacher Involvement in Their Professional Development

    ERIC Educational Resources Information Center

    Bleistein, Tasha Maria

    2013-01-01

    China continues to invite expatriate tertiary-level English language educators to teach. Foreign English language teachers and local Chinese English educators who wish to develop professionally have an ever-increasing body of research regarding Chinese culture, education, professional development, and intercultural communication; however, research…