Science.gov

Sample records for 4th grade science

  1. Science Content Courses: Workshop in Food Chemistry for 4th Grade School Teachers

    ERIC Educational Resources Information Center

    Chaiyapechara, S.; Dong, F. M.

    2004-01-01

    A science content course in food chemistry was offered as a 4-day summer workshop from 1999 to 2001 to 4th grade school teachers in the Seattle School District. The objectives of the workshop were to increase the teachers' knowledge of food science, to perform simple experiments that could be used in the 4th grade classroom, and to help the…

  2. Comparing Science Learning among 4th-, 5th-, and 6th-Grade Students: STS versus Textbook-Based Instruction

    ERIC Educational Resources Information Center

    Yager, Robert E.; Choi, AeRan; Yager, Stuart O.; Akcay, Hakan

    2009-01-01

    Fifteen 4th-, 5th-, and 6th-grade teachers from five school districts each taught two sections of science--one with a Science-Technology-Society (STS) approach and the other with a more traditional textbook approach in which basic science concepts were the major organizers. Local, current, and personally relevant issues provided the context and…

  3. The Leap into 4th Grade

    ERIC Educational Resources Information Center

    Anderson, Mike

    2011-01-01

    Fourth grade is a pivotal year, in which students commonly face increased academic demands. According to Anderson, teachers can help students make a smooth transition to 4th grade by introducing these new challenges in ways that are in line with 4th graders' common developmental characteristics: incredible energy and emotion, industriousness and…

  4. The Effect of Constructivist Science Teaching on 4th Grade Students' Understanding of Matter

    ERIC Educational Resources Information Center

    Cakici, Yilmaz; Yavuz, Gulben

    2010-01-01

    In the last three decades, the constructivist approach has been the dominant ideology in the field of educational research. The aim of this study is to explore the effect of constructivist science teaching on the students' understanding about matter, and to compare the effectiveness of a constructivist approach over traditional teaching methods.…

  5. A Kinesthetic Learning Approach to Earth Science for 3rd and 4th Grade Students on the Pajarito Plateau, Los Alamos, NM

    NASA Astrophysics Data System (ADS)

    Wershow, H. N.; Green, M.; Stocker, A.; Staires, D.

    2010-12-01

    Current efforts towards Earth Science literacy in New Mexico are guided by the New Mexico Science Benchmarks [1]. We are geoscience professionals in Los Alamos, NM who believe there is an important role for non-traditional educators utilizing innovative teaching methods. We propose to further Earth Science literacy for local 3rd and 4th grade students using a kinesthetic learning approach, with the goal of fostering an interactive relationship between the students and their geologic environment. We will be working in partnership with the Pajarito Environmental Education Center (PEEC), which teaches the natural heritage of the Pajarito Plateau to 3rd and 4th grade students from the surrounding area, as well as the Family YMCA’s Adventure Programs Director. The Pajarito Plateau provides a remarkable geologic classroom because minimal structural features complicate the stratigraphy and dramatic volcanic and erosional processes are plainly on display and easily accessible. Our methodology consists of two approaches. First, we will build an interpretive display of the local geology at PEEC that will highlight prominent rock formations and geologic processes seen on a daily basis. It will include a simplified stratigraphic section with field specimens and a map linked to each specimen’s location to encourage further exploration. Second, we will develop and implement a kinesthetic curriculum for an exploratory field class. Active engagement with geologic phenomena will take place in many forms, such as a scavenger hunt for precipitated crystals in the vesicles of basalt flows and a search for progressively smaller rhyodacite clasts scattered along an actively eroding canyon. We believe students will be more receptive to origin explanations when they possess a piece of the story. Students will be provided with field books to make drawings of geologic features. This will encourage independent assessment of phenomena and introduce the skill of scientific observation. We

  6. Assessment of an Engineering Technology Outreach Program for 4th-7th Grade Girls

    ERIC Educational Resources Information Center

    Dell, Elizabeth M.; Christman, Jeanne; Garrick, Robert D.

    2011-01-01

    This paper describes a workshop led by female Engineering Technology students, with support from female faculty, to provide an introduction to Engineering Technology to 4th-7th grade girls through a series of interactive laboratory experiments. This outreach program was developed to improve attitudes towards science and engineering in middle…

  7. Academic writing in a corpus of 4th grade science notebooks: An analysis of student language use and adult expectations of the genres of school science

    NASA Astrophysics Data System (ADS)

    Esquinca, Alberto

    This is a study of language use in the context of an inquiry-based science curriculum in which conceptual understanding ratings are used split texts into groups of "successful" and "unsuccessful" texts. "Successful" texts could include known features of science language. 420 texts generated by students in 14 classrooms from three school districts, culled from a prior study on the effectiveness of science notebooks to assess understanding, in addition to the aforementioned ratings are the data sources. In science notebooks, students write in the process of learning (here, a unit on electricity). The analytical framework is systemic functional linguistics (Halliday and Matthiessen, 2004; Eggins, 2004), specifically the concepts of genre, register and nominalization. Genre classification involves an analysis of the purpose and register features in the text (Schleppegrell, 2004). The use of features of the scientific academic register, namely the use relational processes and nominalization (Halliday and Martin, 1993), requires transitivity analysis and noun analysis. Transitivity analysis, consisting of the identification of the process type, is conducted on 4737 ranking clauses. A manual count of each noun used in the corpus allows for a typology of nouns. Four school science genres, procedures, procedural recounts reports and explanations, are found. Most texts (85.4%) are factual, and 14.1% are classified as explanations, the analytical genre. Logistic regression analysis indicates that there is no significant probability that the texts classified as explanation are placed in the group of "successful" texts. In addition, material process clauses predominate in the corpus, followed by relational process clauses. Results of a logistic regression analysis indicate that there is a significant probability (Chi square = 15.23, p < .0001) that texts with a high rate of relational processes are placed in the group of "successful" texts. In addition, 59.5% of 6511 nouns are

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  9. An Assessment of 4th-, 8th-, and 11th-Grade Students' Environmental Science Knowledge Related to Oregon's Marine Resources.

    ERIC Educational Resources Information Center

    Brody, Michael J.

    1996-01-01

    Assesses the understanding that a sample of Oregon public school students (n=159) had of geology, physical and chemical characteristics, ecology, and natural resources as related to a marine environment. Results indicate that student understanding in some areas does not progress beyond the early grades and that the interdisciplinary approach of…

  10. The school nutrition program's role in weight management of 4th grade elementary students

    Technology Transfer Automated Retrieval System (TEKTRAN)

    We are attempting to uncover the school nutrition program's role in weight management of 4th grade elementary students. Data was collected within a time frame for the food frequency questionnaire (FFQ) set at two months at the WT Cheney Elementary School and South Wood Elementary for 4th grade stud...

  11. The Effects of Cooperative Learning Strategies on Vocabulary Skills of 4th Grade Students

    ERIC Educational Resources Information Center

    Bilen, Didem; Tavil, Zekiye Müge

    2015-01-01

    This study was carried out to investigate the effects of cooperative learning strategies on the vocabulary skills of 4th grade students. The study was also designed to ascertain the attitudes of the students in the experimental group towards cooperative learning. Out of 96 4th grade students enrolled in the private school where the study took…

  12. Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

    ERIC Educational Resources Information Center

    LaRusso, Maria; Jones, Stephanie M.; Kim, Ha Yeon; Kim, James; Donovan, Suzanne; Snow, Catherine

    2016-01-01

    This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and…

  13. Environmental Studies Center Teacher Books. 4th Grade - Mangrove Communities.

    ERIC Educational Resources Information Center

    Martin County Schools, Jensen Beach, FL. Environmental Studies Center.

    This teacher's guide, one of nine teacher packages developed for use in the sequential, hands-on, field-oriented, K-8 environmental education program of the Martin County Schools in Florida, was developed for use with elementary children in grade four prior to and after a visit to an environmental studies center located near an estuarine area. The…

  14. Food-based Science Curriculum Increases 4(th) Graders Multidisciplinary Science Knowledge.

    PubMed

    Hovland, Jana A; Carraway-Stage, Virginia G; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R; Collins, Angelo; Duffrin, Melani W

    2013-10-01

    Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students' understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4(th) graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009-2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4(th) grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students' multidisciplinary science knowledge related to food. PMID:25152539

  15. Food-based Science Curriculum Increases 4(th) Graders Multidisciplinary Science Knowledge.

    PubMed

    Hovland, Jana A; Carraway-Stage, Virginia G; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R; Collins, Angelo; Duffrin, Melani W

    2013-10-01

    Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students' understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4(th) graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009-2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4(th) grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students' multidisciplinary science knowledge related to food.

  16. Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

    PubMed Central

    Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.

    2013-01-01

    Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4th graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. PMID:25152539

  17. A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

    NASA Astrophysics Data System (ADS)

    Yang, Hsiu-Ting; Wang, Kuo-Hua

    2014-08-01

    Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

  18. Reading Development and Achievement of 4th-Grade Hmong Students

    ERIC Educational Resources Information Center

    Mahowald, Megan; Loughnane, Megan

    2016-01-01

    Researchers and practitioners alike have noted that Hmong students in the United States do not achieve as well as their monolingual peers and other bilingual students. The current mixed-methods study is designed to describe reading development and achievement of 4th-grade Hmong students in one large, urban school district. This study explores the…

  19. Improving Social Interaction among 4th Grade Students through Social Skills Instruction.

    ERIC Educational Resources Information Center

    Dunleavy, Shannon; Karwowski, Sandra; Shudes-Eitel, Jennifer

    This action research project implemented a program for improving social skills in order to establish positive interaction among 4th grade students at a northern Chicago suburban school. Social skills deficiency was documented through behavior checklists and referrals, teacher observations and student reflection. Teachers reported that low incomes,…

  20. The Effect of the Conceptual Change Oriented Instruction through Cooperative Learning on 4th Grade Students' Understanding of Earth and Sky Concepts

    ERIC Educational Resources Information Center

    Celikten, Oksan; Ipekcioglu, Sevgi; Ertepinar, Hamide; Geban, Omer

    2012-01-01

    The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction through cooperative learning (CCICL) and traditional science instruction (TI) on 4th grade students' understanding of earth and sky concepts and their attitudes toward earth and sky concepts. In this study, 56 fourth grade students from the…

  1. Project ASTRO: Local Coalitions for Bringing Astronomers to 4th - 9th Grade Classrooms

    NASA Astrophysics Data System (ADS)

    Fraknoi, Andrew

    1998-05-01

    We report on Project ASTRO, an NSF and NASA funded program that now links professional and amateur astronomers with local 4th through 9th grade teachers in 10 sites around the country. Each site matches and trains about 20-25 astronomer-teacher partnerships per year, focusing on hands-on, age-appropriate activities, demonstrations of the scientific method, as well as family and community outreach. Over 10,000 copies of the project's 813-page UNIVERSE AT YOUR FINGERTIPS resource and activity notebook (published by the A.S.P) are now in use in educational institututions around the world. The project's HOW-TO-MANUAL is being used as a practical guide to establishing astronomer-teacher partnerships where no formal ASTRO site exists, and a 12-minute video explaining and demonstrating the project is also available. In each of the ten sites, a coalition of educational and scientific institutions is assisting the project with in-kind donations, publicity, personnel, training, materials, etc. We are conducting an experiment (at the behest of NSF) to see to what degree the sites can become self-supporting over time. (One site, in Salt Lake City, has already received full funding from a local foundation.) We will discuss the progress of the project and will have a variety of sample materials available, including our annotated catalog of national astronomy and space science education projects (see associated URL).

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

    NASA Astrophysics Data System (ADS)

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

    2016-04-01

    Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers and 10 parents were conducted. Participants identified a wide range of SIS, including TV, magazines, newspapers, internet, peers, teachers, families, science centers/museums, science exhibitions, textbooks, science books, and science camps. Students reported using various SIS in school-based and non-school contexts to satisfy their cognitive, affective, personal, and social integrative needs. SIS were used for science courses, homework/project assignments, examination/test preparations, and individual science-related research. Students assessed SIS in terms of the perceived accessibility of the sources, the quality of the content, and the content presentation. In particular, some sources such as teachers, families, TV, science magazines, textbooks, and science centers/museums ("directive sources") predictably led students to other sources such as teachers, families, internet, and science books ("directed sources"). A small number of sources crossed context boundaries, being useful in both school and out. Results shed light on the connection between science education and science communication in terms of promoting science learning.

  3. An Ecological Study of Food Desert Prevalence and 4th Grade Academic Achievement in New York State School Districts

    PubMed Central

    Frndak, Seth E.

    2014-01-01

    Background This ecological study examines the relationship between food desert prevalence and academic achievement at the school district level. Design and methods Sample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors. Results The proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math. Conclusions Food deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level. Significance for public health The prevalence of food deserts in the United States is of national concern. As poor nutrition in United States children continues to spark debate, food deserts are being evaluated as potential sources of low fruit and vegetable intake and high obesity rates. Cognitive development and IQ have been linked to nutrition patterns, suggesting that children in food desert regions may have a disadvantage academically. This research evaluates if an ecological relationship between food desert prevalence and academic achievement at the school district level can be demonstrated. Results suggest that food desert prevalence may relate to poor academic performance at

  4. Impact of a Health and Media Literacy Curriculum on 4th-Grade Girls: A Qualitative Study

    ERIC Educational Resources Information Center

    Fuller, Heidi A.; Damico, Amy M.; Rodgers, Shannon

    2004-01-01

    Recent research indicates that young girls are preoccupied with their body size and that the media may be a contributing factor. This study aimed to discover the impact of an interdisciplinary media literacy intervention curriculum on 4th-grade girls in an urban elementary school. The authors developed and implemented a series of lessons that…

  5. Assessment of Physical Activity Levels of 3rd and 4th Grade Children Using Pedometers during Physical Education Class

    ERIC Educational Resources Information Center

    Smith, John; Nichols, David; Biggerstaff, Kyle; DiMarco, Nancy

    2009-01-01

    The purpose of this study was to determine the amount of physical activity in which children engage during physical education classes and factors that mediate their participation. Third and 4th grade students wore pedometers during each 30-min physical education class for one school year. Steps per class were collected daily during structured and…

  6. Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

    2015-01-01

    The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population--adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to…

  7. Native American Students' Understanding of Geologic Time Scale: 4th-8th Grade Ojibwe Students' Understanding of Earth's Geologic History

    ERIC Educational Resources Information Center

    Nam, Younkyeong; Karahan, Engin; Roehrig, Gillian

    2016-01-01

    Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American--particularly Ojibwe tribe--students' understanding of relative ordering and absolute time of Earth's significant geological and biological events. This study also…

  8. The Influence of Neighborhood Density and Word Frequency on Phoneme Awareness in 2nd and 4th Grades

    ERIC Educational Resources Information Center

    Hogan, Tiffany P.; Bowles, Ryan P.; Catts, Hugh W.; Storkel, Holly L.

    2011-01-01

    Purpose: The purpose of this study was to test the hypothesis that two lexical characteristics--neighborhood density and word frequency--interact to influence performance on phoneme awareness tasks. Methods: Phoneme awareness was examined in a large, longitudinal dataset of 2nd and 4th grade children. Using linear logistic test model, the relation…

  9. Neurobehavioral Evaluation System (NES): comparative performance of 2nd-, 4th-, and 8th-grade Czech children.

    PubMed

    Otto, D A; Skalik, I; House, D E; Hudnell, H K

    1996-01-01

    The Neurobehavioral Evaluation System was designed for field studies of workers, but many NES tests can be performed satisfactorily by children as young as 7 or 8 years old and a few tests, such as simple reaction time, can be performed by preschool children. However, little comparative data from children of different ages or grade levels are available. Studies of school children in the Czech Republic indicate that 2nd-grade children could perform the following NES tests satisfactorily: Finger Tapping, Visual Digit Span. Continuous Performance, Symbol-Digit Substitution, Pattern Comparison, and simpler conditions of Switching Attention. Comparative scores of boys and girls from the 2nd, 4th, and 8th grades and power analyses to estimate appropriate sample size were presented. Performance varied systematically with grade level and gender. Larger samples were needed with younger children to achieve comparable levels of statistical power. Gender comparisons indicated that boys responded faster, but made more errors than girls. PMID:8866533

  10. PREFACE: 4th International Conference on Mathematical Modeling in Physical Sciences (IC-MSquare2015)

    NASA Astrophysics Data System (ADS)

    Vlachos, Dimitrios; Vagenas, Elias C.

    2015-09-01

    The 4th International Conference on Mathematical Modeling in Physical Sciences (IC-MSQUARE) took place in Mykonos, Greece, from Friday 5th June to Monday 8th June 2015. The Conference was attended by more than 150 participants and hosted about 200 oral, poster, and virtual presentations. There were more than 600 pre-registered authors. The 4th IC-MSQUARE consisted of different and diverging workshops and thus covered various research fields where Mathematical Modeling is used, such as Theoretical/Mathematical Physics, Neutrino Physics, Non-Integrable Systems, Dynamical Systems, Computational Nanoscience, Biological Physics, Computational Biomechanics, Complex Networks, Stochastic Modeling, Fractional Statistics, DNA Dynamics, Macroeconomics etc. The scientific program was rather intense as after the Keynote and Invited Talks in the morning, three parallel oral and one poster session were running every day. However, according to all attendees, the program was excellent with a high quality of talks creating an innovative and productive scientific environment for all attendees. We would like to thank the Keynote Speaker and the Invited Speakers for their significant contribution to IC-MSQUARE. We also would like to thank the Members of the International Advisory and Scientific Committees as well as the Members of the Organizing Committee.

  11. PREFACE: 4th International Symposium on Instrumentation Science and Technology (ISIST'2006)

    NASA Astrophysics Data System (ADS)

    Jiubin, Tan

    2006-10-01

    On behalf of the International Program Committee of ISIST'2006 and the symposium coordinators, I would like to thank all the participants for their presence at the 4th International Symposium on Instrumentation Science and Technology (ISIST'2006), a platform for scientists, researchers and experts from different parts of the world to present their achievements and to exchange their views on ways and means to further develop modern instrumentation science and technology. In the present information age, instrumentation science and technology is playing a more and more important role, not only in the acquisition and conversion of information at the very beginning of the information transformation chain, but also in the transfer, manipulation and utilization of information. It provides an analysis and test means for bioengineering, medical engineering, life science, environmental engineering and micro/nanometer technology, and integrates these disciplines to form new subdivisions of their own. The major subject of the symposium is crossover and fusion between instrumentation science and technology and other sciences and technologies. ISIST'2006 received more than 800 full papers from 12 countries and regions, from which 300 papers were finally selected by the international program committee for inclusion in the proceedings of ISIST'2006, published in 2 volumes. The major topics include instrumentation basic theory and methodology, sensors and conversion technology, signal and image processing, instruments and systems, laser and optical fiber instrumentation, advanced optical instrumentation, optoelectronics instrumentation, MEMS, nanotechnology and instrumentation, biomedical and environmental instrumentation, automatic test and control. The International Symposium on Instrumentation Science and Technology (ISIST) is sponsored by ICMI, NSFC, CSM, and CIS, and organized by ICMI, HIT and IC-CSM, and held every two years. The 1st symposium was held in LuoYang, China in

  12. [Getting Ready for Our World Journey: Africa, Australia, and the Netherlands. 4th Grade.

    ERIC Educational Resources Information Center

    Nederland Independent School District, TX.

    GRADES OR AGES: Grade 4. SUBJECT MATTER: Social Studies; including units entitled "Getting Ready for Our World Journey,""Africa,""Australia," and "The Netherlands." ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four separately bound units. Each unit is further subdivided into lessons. The units are mimeographed and staple-bound.…

  13. Analysis of 4th Grade Students' Problem Solving Skills in Terms of Several Variables

    ERIC Educational Resources Information Center

    Sungur, Gülcan; Bal, Pervin Nedim

    2016-01-01

    The aim of this study is to examine if the level of primary school students in solving problems differs according to some demographic variables. The research is descriptive type in the general survey method, it was carried out with quantitative research techniques. The sample of the study consisted of 587 primary school students in Grade 4. The…

  14. Do Animals Have Rights? Teacher's Packet (for 4th, 5th, & 6th Grades).

    ERIC Educational Resources Information Center

    Sammut-Tovar, Dorothy; Sturla, Kim

    Activities in this unit are designed to sensitize students in grades 4-6 to the needs of animals and to the injustices many species suffer. The lessons focus on inhumane acts such as the use of steel-jaw traps, dogfighting, hunting, keeping exotic pets in captivity, using animals in entertainment, habitat destruction, factory farming, and animal…

  15. The Universal House: Energy, Shelter & The California Indian. Activity Guide, 4th/5th Grade.

    ERIC Educational Resources Information Center

    California Energy Extension Service, Sacramento.

    This activity guide links energy awareness with resource management and traditional California Indian cultures for the 3rd-6th grade span. The materials combine cooperative, hands-on activities with background information and learning extensions. The interdisciplinary lessons are built upon themes, concepts, and learning processes outlined in…

  16. Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models

    NASA Astrophysics Data System (ADS)

    Dickes, Amanda Catherine; Sengupta, Pratim

    2013-06-01

    In this paper, we investigate how elementary school students develop multi-level explanations of population dynamics in a simple predator-prey ecosystem, through scaffolded interactions with a multi-agent-based computational model (MABM). The term "agent" in an MABM indicates individual computational objects or actors (e.g., cars), and these agents obey simple rules assigned or manipulated by the user (e.g., speeding up, slowing down, etc.). It is the interactions between these agents, based on the rules assigned by the user, that give rise to emergent, aggregate-level behavior (e.g., formation and movement of the traffic jam). Natural selection is such an emergent phenomenon, which has been shown to be challenging for novices (K16 students) to understand. Whereas prior research on learning evolutionary phenomena with MABMs has typically focused on high school students and beyond, we investigate how elementary students (4th graders) develop multi-level explanations of some introductory aspects of natural selection—species differentiation and population change—through scaffolded interactions with an MABM that simulates predator-prey dynamics in a simple birds-butterflies ecosystem. We conducted a semi-clinical interview based study with ten participants, in which we focused on the following: a) identifying the nature of learners' initial interpretations of salient events or elements of the represented phenomena, b) identifying the roles these interpretations play in the development of their multi-level explanations, and c) how attending to different levels of the relevant phenomena can make explicit different mechanisms to the learners. In addition, our analysis also shows that although there were differences between high- and low-performing students (in terms of being able to explain population-level behaviors) in the pre-test, these differences disappeared in the post-test.

  17. A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

    ERIC Educational Resources Information Center

    Yang, Hsiu-Ting; Wang, Kuo-Hua

    2014-01-01

    Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation…

  18. Understanding of Pollution among 4th, 8th, and 11th Grade Students.

    ERIC Educational Resources Information Center

    Brody, Michael J.

    1991-01-01

    Utilizing student interviews, this study assessed fourth, eighth, and eleventh graders (n=105) in 11 Maine schools concerning their understanding of 4 natural and social science concepts related to pollution. The results hold direct implications for teaching strategies and curriculum design within the environmental and science education domains.…

  19. Physical activity participation by parental language use in 4th, 8th, and 11th grade students in Texas, USA.

    PubMed

    Springer, Andrew E; Lewis, Kayan; Kelder, Steven H; Fernandez, Maria E; Barroso, Cristina S; Hoelscher, Deanna M

    2010-10-01

    Research on physical activity (PA) by level of acculturation in Hispanic children is limited and findings have been mixed. We examined PA participation by primary language used with parents in a representative sample of 4th, 8th, and 11th grade Texas public school students. Mixed-effects regression models were conducted using cross-sectional data from the 2004-2005 School Physical Activity and Nutrition Study (n = 22,049). Self-reported PA was compared among three language-ethnic groups: Spanish-Hispanic (SH) (referent); English-Hispanic (EH); and English-Other (EO). EH and/or EO girls were generally between 1.25 and 2.58 [OR] times more likely to participate in PA across grade levels, with the largest differences found for school sports in 8th grade girls. EH and EO 8th grade boys were 1.71 (CI: 1.40, 2.10) and 2.06 (CI: 1.68, 2.51) times, respectively, more likely to participate in school sports. Findings indicate important disparities in Spanish-speaking Hispanic children's PA participation. PMID:19365728

  20. Food-Based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

    ERIC Educational Resources Information Center

    Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.

    2013-01-01

    Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students' understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is…

  1. Teaching Middle Grades Science.

    ERIC Educational Resources Information Center

    Georgia State Dept. of Education, Atlanta. Office of Instructional Services.

    Background information and exemplary units for teaching science in Georgia's middle school grades are provided. Discussed in the first section are: (1) the rationale for including science in middle school grades, focusing on science/society/technology, science/social issues, scientific reasoning, and scientific literacy; (2) role of science…

  2. PREFACE: 4th Global Conference on Materials Science and Engineering (CMSE 2015)

    NASA Astrophysics Data System (ADS)

    Ruda, H. E.; Khotsianovsky, A.

    2015-12-01

    IOP Conference Series: Materials Science and Engineering is publishing a volume of conference proceedings that contains a selection of papers presented at the 4th Global Conference on Materials Science and Engineering (CMSE 2015), which is an annual event that started in 2012. CMSE 2015, technically supported by the Institute of Applied Physics and Materials Engineering of University of Macau, organized by Wuhan Advance Materials Society, was successfully held at the University of Macau-new campus located on Hengqin Island from August 3rd-6th, 2015. It aims to bring together leading academic scientists, researchers and scholars to exchange and share their experience and research results on all aspects of Materials Science and Engineering, and to discuss the practical challenges encountered and the solutions adopted. Macau, one of the two special administrative regions of the People's Republic of China, where East meets West, turned out to be an ideal meeting place for domestic and overseas participants of this annual international conference. The conference program included keynote presentations, special sessions, oral and poster contributions. From several hundred submissions, 52 of the most promising and mainstream, IOP-relevant, contributions were included in this volume. The submissions present original ideas or results of general significance, supported by clear reasoning, compelling evidence and methods, theories and practices relevant to the research. The authors state clearly the problems and the significance of their research to theory and practice. Being a successful conference, this event gathered more than 200 qualified and high-level researchers and experts from over 40 countries, including 10 keynote speakers from 6 countries, which created a good platform for worldwide researchers and engineers to enjoy the academic communication. Taking advantage of this opportunity, we would like to thank all participants of this conference, and particularly the

  3. I Invite You To Know the Earth I. Elementary School 2nd to 4th Grade Teacher's Guidebook [and] Text for Elementary School 2nd to 4th Grade.

    ERIC Educational Resources Information Center

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

    This student text is designed for grades 2-4 and explores various earth science topics. A cartoon character named Tommy Tsumi explains earth facts and concepts throughout the text. Activities, materials, and learning objectives for each unit in the textbook are provided in the teacher's guide. Units in both include: (1) "What Does Our Earth Look…

  4. Elementary Science: Grade 5.

    ERIC Educational Resources Information Center

    Carroll County Public Schools, Westminster, MD.

    This grade 5 science curriculum guide contains four activity units: (1) mineral identification; (2) earth science; (3) soil analysis; and (4) small friends community. Each unit contains a letter to the parents to introduce the unit, lesson plans, and word searches. The lesson plans list the science processes involved, content objectives,…

  5. Unmet Needs of Low Academic Level Adult (0-4th Grade Level) Students: A Follow-Up Study. A Special Demonstration/Teacher Training Project. Final Report.

    ERIC Educational Resources Information Center

    Portage Township Schools, IN.

    An Indiana 310 Project was conducted to determine the needs of very low level adult basic education students (0-4th grade). Specifically, the study sought to answer the following four questions: (1) What brings low academic level students into ABE programs? (2) What aspects of the ABE programs do low academic level students dislike? (3) Why do low…

  6. The Relationship of Values in Elementary School 4th Grade Social Studies Textbook with the Attainments and Their Level of Being Included in Student Workbooks

    ERIC Educational Resources Information Center

    Kilic, Abdurrahman

    2012-01-01

    In this study, the relationship of values in elementary school 4th grade Social Studies textbook with the attainments and their level of being included in student workbook are tried to be determined. Case study, which is a qualitative research method, was applied for this research. To collect data, document analysis technique, which is among the…

  7. Examining Differentiation and Utilization of iPads across Content Areas in an Independent, PreK-4th Grade Elementary School

    ERIC Educational Resources Information Center

    Milman, Natalie B.; Carlson-Bancroft, Angela; Vanden Boogart, Amy

    2014-01-01

    This mixed methods case study examined the implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, preK-4th grade elementary school in the United States. This article focuses on how teachers used iPads to differentiate instruction and across multiple content areas. Findings show the processes by which teachers employed…

  8. [Level of smoking of 3rd and 4th grade students studying health and related factors: follow-up study].

    PubMed

    Göktalay, Tuğba; Cengiz Özyurt, Beyhan; Sakar Coşkun, Ayşin; Celik, Pinar

    2011-01-01

    The levels of smoking of 1st and 2nd year students at Faculty of Medicine and Manisa School of Health at Celal Bayar University were investigated in 2006-2007. This study is carried out in order to see if there is a change in the same students' level of smoking while they are in 3rd and 4th year. In addition, the study aimed to examine the factors affecting the level of use and attitudes towards the law effectuated in July 19, 2009. This is a follow-up study with 80.42% return rate. A 26-item structured questionnaire was administered. The participants filled out the questionnaires under supervision of the researchers in their classrooms. The University Institutional Review Board approved the study. The total of participants (263) of the follow-up study included 189 female and 74 male. The rate of experimenting with smoking was 49% with the mean age of 15.7 (SD= 4.01 years). The mean age of experimenting with smoking was the earliest on male students studying at faculty of medicine. The level of smoking was found to be the most on females, studying at faculty of medicine and staying at the dormitory, with smoking parents (p< 0.05). The most important reason to begin smoking was curiosity (55.2%) while bad breath and yellowing of teeth were the reasons to quit (91.7%). 83.3% of the students thought that the law will be effective on quit smoking. The level of both experimenting and use of smoking has been increased over time. It is suggested that medical students' awareness about the danger of smoking should be raised at earlier grades. In addition, lectures should be offered to students at School of Health and they should be encouraged to unite in order to fight with smoking.

  9. [Level of smoking of 3rd and 4th grade students studying health and related factors: follow-up study].

    PubMed

    Göktalay, Tuğba; Cengiz Özyurt, Beyhan; Sakar Coşkun, Ayşin; Celik, Pinar

    2011-01-01

    The levels of smoking of 1st and 2nd year students at Faculty of Medicine and Manisa School of Health at Celal Bayar University were investigated in 2006-2007. This study is carried out in order to see if there is a change in the same students' level of smoking while they are in 3rd and 4th year. In addition, the study aimed to examine the factors affecting the level of use and attitudes towards the law effectuated in July 19, 2009. This is a follow-up study with 80.42% return rate. A 26-item structured questionnaire was administered. The participants filled out the questionnaires under supervision of the researchers in their classrooms. The University Institutional Review Board approved the study. The total of participants (263) of the follow-up study included 189 female and 74 male. The rate of experimenting with smoking was 49% with the mean age of 15.7 (SD= 4.01 years). The mean age of experimenting with smoking was the earliest on male students studying at faculty of medicine. The level of smoking was found to be the most on females, studying at faculty of medicine and staying at the dormitory, with smoking parents (p< 0.05). The most important reason to begin smoking was curiosity (55.2%) while bad breath and yellowing of teeth were the reasons to quit (91.7%). 83.3% of the students thought that the law will be effective on quit smoking. The level of both experimenting and use of smoking has been increased over time. It is suggested that medical students' awareness about the danger of smoking should be raised at earlier grades. In addition, lectures should be offered to students at School of Health and they should be encouraged to unite in order to fight with smoking. PMID:22233305

  10. 4th Annual Conference for African-American Researchers in the Mathematical Sciences (CAARMS4). Preliminary Program

    SciTech Connect

    Tapia, Richard

    1998-06-01

    In June, The Center for Research on Parallel Computation (CRPC), an NSF-funded Science and Technology Center, hosted the 4th Annual Conference for African-American Reserachers in the Mathematical Sciences (CAARMS4) at Rice University. The main goal of this conference was to highlight current work by African-American researchers and graduate students in mathematics. This conference strengthened the mathematical sciences by encouraging the increased participation of African-American and underrepresented groups into the field, facilitating working relationships between them and helping to cultivate their careers. In addition to the talks there was a graduate student poster session and tutorials on topics in mathematics and computer science. These talks, presentations, and discussions brought a broader perspective to the critical issues involving minority participation in mathematics.

  11. Using Inquiry-Based Instruction to Teach Research Methods to 4th-Grade Students in an Urban Setting

    ERIC Educational Resources Information Center

    Hamm, Ellen M.; Cullen, Rebecca; Ciaravino, Melissa

    2013-01-01

    When a college professor who teaches research methods to graduate education students was approached by a local public urban elementary school to help them teach research skills to 4th-graders, it was thought that the process would be simple--take what we did at the college level and differentiate it for the childhood classroom. This article will…

  12. 4th-International Symposium on Ultrafast Surface Science - Final Report

    SciTech Connect

    Hrvoje Petek

    2005-01-26

    The 4-th International Symposium on Ultrafast Surface Dynamics (UDS4) was held at the Telluride Summer Research Center on June 22-27, 2003. The International Organizing Committee consisting of Hrvoje Petek (USA), Xiaoyang Zhu (USA), Pedro Echenique (Spain) and Maki Kawai (Japan) brought together a total of 51 participants 16 of whom were from Europe, 10 from Japan, and 25 from the USA. The focus of the conference was on ultrafast electron or light induced processes at well-defined surfaces. Ultrafast surface dynamics concerns the transfer of charge and energy at solid surfaces on the femtosecond time scale. These processes govern rates of fundamental steps in surface reactions, interfacial electron transfer in molecular electronics, and relaxation in spin transport. Recent developments in femtosecond laser technology make it possible to measure by a variety of nonlinear optical techniques directly in the time domain the microscopic rates underlying these interfacial processes. Parallel progress in scanning probe microscopy makes it possible at a single molecular level to perform the vibrational and electronic spectroscopy measurements, to induce reactions with tunneling electrons, and to observe their outcome. There is no doubt that successful development in the field of ultrafast surface dynamics will contribute to many important disciplines.

  13. HEAVY ION FUSION SCIENCE VIRTUAL NATIONAL LABORATORY 4th QUARTER 2008 MILESTONE REPORT

    SciTech Connect

    Bieniosek, F.M.; Anders, A.; Barnard, J.J.; Dickinson, M.R.; Greenway, W.; Henestroza, E.; Katayanagi, T.; Logan, B.G.; Lee, C.W.; Leitner, M.; Lidia, S.; More, R.M.; Ni, P.; Roy, P.K.; Seidl, P.A.; Waltron, W.

    2008-09-16

    This milestone has been met. In the previous quarter (3rd quarter FY2008), the Heavy Ion Fusion Science Virtual National Laboratory (HIFS-VNL) completed the new experimental target chamber facility for future Warm Dense Matter (WDM) experiments [1]. The target chamber is operational and target experiments are now underway, using beams focused by a final focus solenoid and compressed by an improved bunching waveform. Initial experiments have demonstrated the capability of the Neutralized Drift Compression Experiment (NDCX) beam to heat bulk matter in target foils. The experiments have focused on tuning and characterizing the NDCX beam in the target chamber, implementing the target assembly, and implementing target diagnostics in the target chamber environment. We have completed a characterization and initial optimization of the compressed and uncompressed NDCX beam entering the target chamber. The neutralizing plasma has been significantly improved to increase the beam neutralization in the target chamber. Preliminary results from recent beam tests of a gold cone for concentrating beam energy on target are encouraging and indicate the potential to double beam intensity on target. Other advantages of the cone include the large amount of neutralizing secondary electrons expected from the grazing incidence at the cone walls, and the shielding of the target from the edges of the beam pulse. The first target temperature measurements with the fast optical pyrometer were made on Sep. 12, 2008. The fast optical pyrometer is a unique and significant new diagnostic. These new results demonstrate for the first time beam heating of the target to a temperature well over 2000 K. The initial experimental results are suggestive of potentially interesting physics. The rapid initial rise and subsequent decay of the target temperature during the beam pulse indicate changes in the balance of beam heating and target evaporative cooling, a behavior which may be affected by phenomena such

  14. Breakfast patterns among low-income, ethnically-diverse 4th-6th grade children in an urban area

    PubMed Central

    2014-01-01

    Background Increasing school breakfast participation has been advocated as a method to prevent childhood obesity. However, little is known about children’s breakfast patterns outside of school (e.g., home, corner store). Policies that increase school breakfast participation without an understanding of children’s breakfast habits outside of school may result in children consuming multiple breakfasts and may undermine efforts to prevent obesity. The aim of the current study was to describe morning food and drink consumption patterns among low-income, urban children and their associations with relative weight. Methods A cross-sectional analysis was conducted of data obtained from 651 4th-6th graders (51.7% female, 61.2% African American, 10.7 years) in 2012. Students completed surveys at school that included all foods eaten and their locations that morning. Height and weight were measured by trained research staff. Results On the day surveyed, 12.4% of youth reported not eating breakfast, 49.8% reported eating one breakfast, 25.5% reported eating two breakfasts, and 12.3% reported eating three or more breakfasts. The number of breakfasts consumed and BMI percentile showed a significant curvilinear relationship, with higher mean BMI percentiles observed among children who did not consume any breakfast and those who consumed ≥ 3 breakfasts. Sixth graders were significantly less likely to have consumed breakfast compared to younger children. A greater proportion of obese youth had no breakfast (18.0%) compared to healthy weight (10.1%) and overweight youth (10.7%, p = .01). Conclusions When promoting school breakfast, policies will need to be mindful of both over- and under-consumption to effectively address childhood obesity and food insecurity. Clinical trial registration NCT01924130 from http://clinicaltrials.gov/. PMID:24928474

  15. Nebraska Science Standards: Grades K-12

    ERIC Educational Resources Information Center

    Nebraska Department of Education, 2010

    2010-01-01

    This publication presents the Nebraska Science Standards for Grades K-12. The standards are presented according to the following grades: (1) Grades K-2; (2) Grades 3-5; (3) Grades 6-8; and (4) Grades 9-12.

  16. Elementary Science Curriculum, Grade 1.

    ERIC Educational Resources Information Center

    Stoneham Public Schools, MA.

    This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level, an overview of the topic, a list…

  17. Elementary Science Curriculum, Grade 6.

    ERIC Educational Resources Information Center

    Stoneham Public Schools, MA.

    This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level an overview of the topic, a list…

  18. Science Grade 7, Long Form.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    The Grade 7 Science course of study was prepared in two parallel forms. A short form designed for students who had achieved a high measure of success in previous science courses; the long form for those who have not been able to maintain the pace. Both forms contain similar content. The Grade 7 guide is the first in a three-year sequence for…

  19. Elementary Science Curriculum, Grade 3.

    ERIC Educational Resources Information Center

    Stoneham Public Schools, MA.

    This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level, an overview of the topic, a list…

  20. Elementary Science Curriculum, Grade 5.

    ERIC Educational Resources Information Center

    Stoneham Public Schools, MA.

    This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level an overview of the topic, a list…

  1. Changes in the regional prevalence of child obesity in 4th, 8th, and 11th grade students in Texas from 2000-2002 to 2004-2005.

    PubMed

    Hoelscher, Deanna M; Kelder, Steven H; Pérez, Adriana; Day, R Sue; Benoit, Julia S; Frankowski, Ralph F; Walker, Joey L; Lee, Eun S

    2010-07-01

    Although national and state estimates of child obesity are available, data at these levels are insufficient to monitor effects of local obesity prevention initiatives. The purpose of this study was to examine regional changes in the prevalence of obesity due to statewide policies and programs among children in grades 4, 8, and 11 in Texas Health Services Regions (HSRs) between 2000-2002 and 2004-2005, and nine selected counties in 2004-2005. A cross-sectional, probability-based sample of 23,190 Texas students in grades 4, 8, and 11 were weighed and measured to obtain BMI. Obesity was >95th percentile for BMI by age/sex using Centers for Disease Control and Prevention growth charts. Child obesity prevalence significantly decreased between 2000-2002 and 2004-2005 for 4th grade students in the El Paso HSR (-7.0%, P = 0.005). A leveling off in the prevalence of obesity was noted for all other regions for grades 4, 8, and 11. County-level data supported the statistically significant decreases noted in the El Paso region. The reduction of child obesity levels observed in the El Paso area is one of the few examples of effective programs and policies based on a population-wide survey: in this region, a local foundation funded extensive regional implementation of community programs for obesity prevention, including an evidence-based elementary school-based health promotion program, adult nutrition and physical activity programs, and a radio and television advertising campaign. Results emphasize the need for sustained school, community, and policy efforts, and that these efforts can result in decreases in child obesity at the population level. PMID:19798066

  2. Grade 6 Science Curriculum Specifications.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Curriculum Branch.

    This material describes curriculum specifications for grade 6 science in Alberta. Emphases recommended are: (1) process skills (50%); (2) psychomotor skills (10%); (3) attitudes (10%); and (4) subject matter (30%). Priorities within each category are identified. (YP)

  3. Science: Grade 7. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  4. Grade 3 Science Curriculum Specifications.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Curriculum Branch.

    The specific content areas and objectives from which the Alberta, Canada, Grade 3 Science Achievement Test questions were derived are outlined in this bulletin. The document contains: (1) curriculum summary (providing a general listing of the process skills, psychomotor skills, attitudes, and subject matter covered at the grade 3 level); (2) a…

  5. Science: Grade 8. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  6. Science: Grade 9. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  7. Science: Grade 5. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  8. Science: Grade 3. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  9. Science: Grade 6. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  10. Science Equity in Third Grade

    ERIC Educational Resources Information Center

    Kohlhaas, Kay; Lin, Hsin-Hui; Chu, Kwang-Lee

    2010-01-01

    The earliest national accountability tests occur at the fourth-grade level and the outcomes are aggregated. This national study exposes the depth of science education inequities a full year earlier by disaggregating third graders' demographic data with the science performance. A full 3-way ANOVA model was applied to test the 3 main effects…

  11. How Do 4th, 5th, and 6th Grade Students' Categories of Cognitive Reflections in Interviews on Derivational Morphology Compare to Their Upper Level Spelling Inventory Orthographic Knowledge?

    ERIC Educational Resources Information Center

    Smith, Darcie D.

    2012-01-01

    Eighty-seven 4th, 5th and 6th grade students were administered the "Derivational Relatedness Interview" (DRI) (Templeton, Smith, Moloney, Van Pelt, & Ives, 2009). The purpose of this instrument is to explore students' understanding of derivational morphology. During the same week, the subjects were also administered an Upper…

  12. Marine Science Activities, Grade Two.

    ERIC Educational Resources Information Center

    Kolb, James A.

    This unit, one of a series designed to develop and foster an understanding of the marine environment, presents marine science activities for second grade students. The unit, focusing on awareness of living/non-living factors shaping life of the sea, is divided into sections dealing with: physical characteristics of oceans; fish; sea anemone;…

  13. Marine Science Activities, Grade Six.

    ERIC Educational Resources Information Center

    Kolb, James A.

    This unit, one of a series designed to develop and foster an understanding of the marine environment, presents marine science activities for grade 6 students. The unit is divided into the following sections: (1) Pagoo (story of a hermit crab); (2) introduction to marine environments; (3) salt water environment; (4) sea water investigations; (5)…

  14. Science for Grades 6-9.

    ERIC Educational Resources Information Center

    Nederland Independent School District, TX.

    GRADES OR AGES: Grades 6-9. SUBJECT MATTER: General science, life science, earth science, and physical science. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into separate sections for each grade. Each section is further subdivided into units. The major portion of each unit is laid out in four columns; column headings are concepts,…

  15. The International Research Forum in Information Science Proceedings (4th, Boras, Sweden, September 14-16, 1981).

    ERIC Educational Resources Information Center

    Friberg, Ingegerd, Ed.

    The Fourth International Research Forum in Information Science (IRFIS 4) focused on two themes: user-oriented research in information science and experimental and practical investigations of the mediation and use of information. An opening speech by Bjorn Tell reviewed information research policy in the United States, France, England, Japan, the…

  16. Testing the Theory of Successful Intelligence in Teaching Grade 4 Language Arts, Mathematics, and Science

    ERIC Educational Resources Information Center

    Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L.

    2014-01-01

    This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…

  17. U.S. Dietary and Physical Activity Guideline Knowledge and Corresponding Behaviors among 4th and 5th Grade Students: A Multi-Site Pilot Study

    ERIC Educational Resources Information Center

    Bea, Jennifer W.; Martinez, Stephanie; Armstrong-Florian, Traci; Farrell, Vanessa; Martinez, Cathy; Whitmer, Evelyn; Hartz, Vern; Blake, Samuel; Nicolini, Ariana; Misner, Scottie

    2014-01-01

    Knowledge of U.S. dietary and physical activity recommendations and corresponding behaviors were surveyed among 4th and 5th graders in five Arizona counties to determine the need for related education in SNAP-Ed eligible schools. A <70% target response rate was the criterion. Participants correctly identified recommendations for: fruit, 20%;…

  18. 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…

  19. 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…

  20. 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…

  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. 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…

  3. 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…

  4. 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…

  5. 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…

  6. The Interface of Art and Science in the Museum: Disclosing a 4th Dimension of Art Preservation and Connoisseurship

    ScienceCinema

    Casadio, Franceska [Art Institute of Chicago, Chicago, Illinois, United States

    2016-07-12

    Drawing from her most recent experience at the Art Institute and past experiences in Italy, Dr. Casadio will discuss examples of applications of scientific analysis to the field of Cultural Heritage, including: 1) The use of instrumental analysis to address fundamental questions regarding artists' techniques, and as an aid to unraveling paint technology, as with the fascinating pre-Columbia pigment Maya Blue; 2) The investigation into deterioration of artifacts, the design of innovative conservation materials and the testing of their durability, expemplified with the case study of the conservation of the facade of the gothic Cathedral of Milan; 3) Development of fine-tuned conservation strategies for the cleaning of Michelangelo's David; 4) The study of the effect of environmental parameters on objects in exhibitions and storage to help design compatible display cases; 5) The role of scientific analysis in matters of authentication and dating. Future trends that increasingly see science as a tool for virtual restoration will be discussed.

  7. The Interface of Art and Science in the Museum: Disclosing a 4th Dimension of Art Preservation and Connoisseurship

    SciTech Connect

    Casadio, Franceska

    2009-11-03

    Drawing from her most recent experience at the Art Institute and past experiences in Italy, Dr. Casadio will discuss examples of applications of scientific analysis to the field of Cultural Heritage, including: 1) The use of instrumental analysis to address fundamental questions regarding artists' techniques, and as an aid to unraveling paint technology, as with the fascinating pre-Columbia pigment Maya Blue; 2) The investigation into deterioration of artifacts, the design of innovative conservation materials and the testing of their durability, expemplified with the case study of the conservation of the facade of the gothic Cathedral of Milan; 3) Development of fine-tuned conservation strategies for the cleaning of Michelangelo's David; 4) The study of the effect of environmental parameters on objects in exhibitions and storage to help design compatible display cases; 5) The role of scientific analysis in matters of authentication and dating. Future trends that increasingly see science as a tool for virtual restoration will be discussed.

  8. Graded Course of Study, Science (K-12).

    ERIC Educational Resources Information Center

    Euclid City Schools, OH.

    This course of study specifies the science skills and concepts that are to be taught in the various grades of the Euclid (Ohio) City Schools. Included are instructional objectives for the life, physical, and earth sciences for grades K to 6, suggested field trips and planetarium schedules (by elementary grade levels), and scope and sequence charts…

  9. An Environmental Approach to Eighth Grade Science.

    ERIC Educational Resources Information Center

    Sargo, Herbert J.

    This report outlines a method of teaching eighth-grade science with an environmental perspective. Areas of study normally found in junior high science curriculum are integrated with environmental concepts. This particular approach to 8th grade science is intended to be process oriented, field oriented, problem oriented, and relevant to the local…

  10. Time Is of the Essence: An Investigation of 4th and 5th Grade Teachers' Instructional Practices within the Literacy Block

    ERIC Educational Resources Information Center

    Mercurio, Harry J.

    2014-01-01

    This qualitative study examined the amount of time that fourth and fifth grade teachers devoted to literacy instruction within the time allotted to them within the daily literacy block. Prior research of the literacy block focused largely on primary grades (Allington, McGill-Franzen et a1.,2010; Cunningham & Allington, 2003; Morrow, 1992);…

  11. REORGANIZED SCIENCE CURRICULUM, 8, GRADE EIGHT SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE FOURTEENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE EIGHTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPT BRIEF SUMMARY OF SUBJECT MATTER CONTENT FOR GRADE 8, AND A CHART OF THE GRADE CONTENT FOR…

  12. Elementary Science Guide -- 5th Grade.

    ERIC Educational Resources Information Center

    Wieland, Anne; And Others

    Presented is a resource book to be used with instructional kits for elementary school science students, grade 5. The individual units at this grade level are based on curriculum which has been developed by the National Science Foundation in the 1960s and revised to meet student and teacher identified needs in Anchorage, Alaska. Six units are…

  13. Elementary Science Guide -- 1st Grade.

    ERIC Educational Resources Information Center

    Wieland, Anne; And Others

    Presented is a resource book to be used with instructional kits for elementary school science students, grade 1. The individual units at this grade level are based on curriculum which has been developed by the National Science Foundation in the 1960s and revised to meet student and teacher identified needs in Anchorage, Alaska. Four units are…

  14. Elementary Science Guide -- 2nd Grade.

    ERIC Educational Resources Information Center

    Wieland, Anne; And Others

    Presented is a resource book to be used with instructional kits for elementary school science students, grade 2. The individual units at this grade level are based on curriculum which has been developed by the National Science Foundation in the 1960s and revised to meet student and teacher identified needs in Anchorage, Alaska. Four units are…

  15. Elementary Science Guide -- 6th Grade.

    ERIC Educational Resources Information Center

    Wieland, Anne; And Others

    Presented is a resource book to be used with instructional kits for elementary school science students, grade 6. The individual units at this grade level are based on curriculum which has been developed by the National Science Foundation in the 1960s and revised to meet student and teacher identified needs in Anchorage, Alaska. Six units are…

  16. Elementary Science Guide -- 3rd Grade.

    ERIC Educational Resources Information Center

    Wieland, Anne; And Others

    Presented is a resource book to be used with instructional kits for elementary school science students, grade 3. The individual units at this grade level are based on curriculum which has been developed by the National Science Foundation in the 1960s and revised to meet student and teacher identified needs in Anchorage, Alaska. Six units are…

  17. Computer-Based Reading Technology in the Classroom: The Affective Influence of Performance Contingent Point Accumulation on 4th Grade Students

    ERIC Educational Resources Information Center

    Putman, S. Michael

    2005-01-01

    The purpose of the present study was to investigate the relationship between the number of Accelerated Reader points accumulated by students and their level of self-efficacy and value of reading. The fourteen week study examined 68 fourth grade students who attended an elementary school in a suburban location near a large Midwestern city.…

  18. Differences in Math Achievement between Boys and Girls in 4th and 8th Grade in Coeducational Orthodox Jewish Day Schools in the New York Metropolitan Area

    ERIC Educational Resources Information Center

    Witty, Emily Amie

    2012-01-01

    Gender differences in mathematics have been of particular interest over the past decades. Research has shown a disparity in mathematical proficiency between boys and girls depending on the area of mathematics tested, the age and grade of the student, and the structure of the test question (i.e., how the question is posed). Although, much of the…

  19. Eighth Grade Marine Science; Resource Units.

    ERIC Educational Resources Information Center

    Butler, Edwin B.

    A resource unit on the marine sciences is described. Designed for eighth-grade students with some basic science background, the unit can be taught in a minimum of four weeks. Content includes emphasis on the biological, chemical, and physical sciences. Each lesson contains objectives, goals, materials, and follow-up activities (often an…

  20. REORGANIZED SCIENCE CURRICULUM, 1, GRADE ONE SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE SECOND IN A SERIES OF17 VOLUMES, THIS VOLUME PROVIDES THE FIRST GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPT TO BE TAUGHT IN GRADES K-3 FOR EACH OF THE FOUR AREAS AROUND WHICH THE PROGRAM…

  1. REORGANIZED SCIENCE CURRICULUM, 3, GRADE THREE SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE FOURTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE THIRD GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPTS TO BE TAUGHT IN GRADES K-3 FOR EACH OF THE FOUR AREAS AROUND WHICH THE PROGRAM…

  2. REORGANIZED SCIENCE CURRICULUM, 2, GRADE TWO SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE THIRD IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SECOND GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPTS TO BE TAUGHT IN GRADES K-3, IN EACH OF THE FOUR AREAS AROUND WHICH THE PROGRAM…

  3. Science: Grades K-2. [Revised

    ERIC Educational Resources Information Center

    Green, Muriel; And Others

    This document was developed to provide primary level school teachers in New York City with specific materials and suggestions for organizing effective learning experiences in the science area. The program is designed to emphasize both science knowledge and science processes. An introductory section presents ideas related to the overall philosophy…

  4. Elementary Science: Grade 1. Working Copy.

    ERIC Educational Resources Information Center

    Carroll County Public Schools, Westminster, MD.

    This grade 1 science curriculum guide contains three activity units: (1) seeds; (2) patterns; and (3) magnets. Each unit contains a letter introducing the unit to parents, teacher background material, lesson plans, and activity sheets. The lesson plans list the science processes involved, content objectives, time frame, group size, vocabulary,…

  5. Marine Science Career Awareness, Grade Four. Revised.

    ERIC Educational Resources Information Center

    Kolb, James A.

    This unit, one of a series designed to develop and foster an understanding of the marine environment, presents marine science activities for fourth grade students. The unit, focusing on the various types of careers and occupations connected directly and indirectly with marine science, is divided into sections dealing with: commerce and intertidal…

  6. Earth Science Content Guidelines Grades K-12.

    ERIC Educational Resources Information Center

    American Geological Inst., Alexandria, VA.

    Teams of teachers, other science educators, and scientists selected from a national search for project writers have proposed using the following set of questions to guide the inclusion of earth science content into the kindergarten through grade 12 curriculum. The Essential Questions are organized in a K-12 sequence by six content areas: (1) Solid…

  7. Science. Grade 11. LEAP: Instructional Strategies Guide.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge.

    The Louisiana Educational Assessment Program (LEAP) Grade 11 Test is designed to measure proficiency in four subject areas including English, mathematics, social studies, and science. This guide for science is intended to provide a description of the way in which specific skill areas are assessed on the LEAP test and instructional considerations…

  8. Science Grades 3-4.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    This handbook provides the elementary school teacher with specific suggestions regarding use of materials and organization of effective learning experiences in science at this level. The book contains three sections: An introduction emphasizes both science knowledge and process while the other two sections deal with subject matter topics for…

  9. DISCUS Ninth Grade, Earth Science.

    ERIC Educational Resources Information Center

    Duval County School Board, Jacksonville, FL. Project DISCUS.

    Included are instructional materials designed for use with disadvantaged students who have a limited reading ability and poor command of English. The guide is the first volume of a two volume, one year program in earth science, and contains these four units and activities: Earth Materials, 8 activities; Weather, 10 activities; Water, 4 activities;…

  10. Does Social Background Influence Political Science Grades?

    ERIC Educational Resources Information Center

    Tiruneh, Gizachew

    2013-01-01

    This paper tests a hypothesized linear relationship between social background and final grades in several political science courses that I taught at the University of Central Arkansas. I employ a cross-sectional research design and ordinary least square (OLS) estimators to test the foregoing hypothesis. Relying on a sample of up to 204…

  11. I Find Out About Science. Grade 2.

    ERIC Educational Resources Information Center

    Center for Applied Linguistics, Arlington, VA.

    This textbook is the second in the official science series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools where there are Vietnamese students. The grade two text contains the following…

  12. Illinois Science Assessment Framework: Grade 11.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, 2005

    2005-01-01

    The Illinois Science Assessment Framework for grade 11 is designed to assist educators, test developers, policy makers and the public by clearly defining those elements of the Illinois Learning Standards that are suitable for state testing. This document employs a general organizational structure designed for ease of use. Each state goal for…

  13. I Find Out About Science. Grade 3.

    ERIC Educational Resources Information Center

    Center for Applied Linguistics, Arlington, VA.

    This textbook is the third in the official science series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools with Vietnamese students. The grade three text contains the following chapters:…

  14. Evaluation of Life Sciences and Social Sciences Course Books in Term of Societal Sexuality

    ERIC Educational Resources Information Center

    Aykac, Necdet

    2012-01-01

    This study aims to evaluate primary school Life Sciences (1st, 2nd, and 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books in terms of gender discrimination. This study is a descriptive study aiming to evaluate the primary school Life Sciences (1st, 2nd, 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books…

  15. Ohio Proficiency Tests for Grade 12. Fact Sheet. Twelfth-Grade Proficiency Test in Science.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus.

    Twelfth-grade students in Ohio who have passed all the sections of the ninth-grade proficiency tests take the twelfth-grade tests. Beginning in 1995-96, these tests will include science, although science will not become a factor in earning a diploma until the year 2000. This fact sheet provides information about the Twelfth-grade Proficiency Test…

  16. The 4th Thermodynamic Principle?

    SciTech Connect

    Montero Garcia, Jose de la Luz; Novoa Blanco, Jesus Francisco

    2007-04-28

    It should be emphasized that the 4th Principle above formulated is a thermodynamic principle and, at the same time, is mechanical-quantum and relativist, as it should inevitably be and its absence has been one of main the theoretical limitations of the physical theory until today.We show that the theoretical discovery of Dimensional Primitive Octet of Matter, the 4th Thermodynamic Principle, the Quantum Hexet of Matter, the Global Hexagonal Subsystem of Fundamental Constants of Energy and the Measurement or Connected Global Scale or Universal Existential Interval of the Matter is that it is possible to be arrived at a global formulation of the four 'forces' or fundamental interactions of nature. The Einstein's golden dream is possible.

  17. Implications of the Effects of Grade Configurations on Fifth Grade Students' Science Achievement

    ERIC Educational Resources Information Center

    Johnson, Delonda

    2011-01-01

    The purpose of this study was to determine if grade level configuration and student achievement in science, specifically fifth grade Science TAKS scores are related. This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth grade students' success on the science TAKS at the…

  18. Evaluation of Systemic Reform in Mathematics and Science: Synthesis and Proceedings of the Annual NISE Forum (4th, Arlington, VA, February 1-2, 1999). Workshop Report.

    ERIC Educational Resources Information Center

    Webb, Norman L.

    This document reports on the National Institute for Science Education (NISE) forum on the Evaluation of Systemic Reform in Mathematics and Science. The purposes of the forum were to reflect upon what to understand about the evaluation of reform in the educational system, and to encourage and support continuing efforts to learn more about how…

  19. Science Teaching Methods Preferred by Grade 9 Students in Finland

    ERIC Educational Resources Information Center

    Juuti, Kalle; Lavonen, Jari; Uitto, Anna; Byman, Reijo; Meisalo, Veijo

    2010-01-01

    Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish grade 9 students' actual experiences with science teaching methods and their preferences for how they would like to study science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys)…

  20. MSaTERs: Mathematics, Science, and Technology Educators & Researchers of The Ohio State University. Proceedings of the Annual Spring Conference (4th, Columbus, Ohio, May 6, 2000).

    ERIC Educational Resources Information Center

    Costner, Kelly M., Ed.; Herman, Marlena F., Ed.

    The Mathematics, Science, and Technology Educators and Researchers of The Ohio State University (MSaTERs-OSU) is a student organization that grew out of the former Ohio State University Council of Teachers of Mathematics (OSU-CTM). Papers from the fourth annual conference include: (1) "Technology Education Curriculum Models in Michigan Secondary…

  1. Girls and Science and Technology. Proceedings and Contributions of the GASAT Conference (4th, Ann Arbor, Michigan, July 24-29, 1987).

    ERIC Educational Resources Information Center

    Daniels, Jane Zimmer, Ed.; Kahle, Jane Butler, Ed.

    In 1979, North European researchers met informally to discuss issues regarding women in science. In addition to discovering that the issues raised crossed national boundaries and cultural differences, they found that numerous efforts were underway to address their concerns. What started as an informal meeting has evolved today into an…

  2. Nuclear Science Symposium, 4th, and Nuclear Power Systems Symposium, 9th, San Francisco, Calif., October 19-21, 1977, Proceedings

    NASA Technical Reports Server (NTRS)

    1978-01-01

    Consideration is given to the following types of high energy physics instrumentation: drift chambers, multiwire proportional chambers, calorimeters, optical detectors, ionization and scintillation detectors, solid state detectors, and electronic and digital subsystems. Attention is also paid to reactor instrumentation, nuclear medicine instrumentation, data acquisition systems for nuclear instrumentation, microprocessor applications in nuclear science, environmental instrumentation, control and instrumentation of nuclear power generating stations, and radiation monitoring. Papers are also presented on instrumentation for the High Energy Astronomy Observatory.

  3. CURRICULUM GUIDE FOR SCIENCE FOR GRADES 7 AND 8.

    ERIC Educational Resources Information Center

    GRAHAM, KATHRYN A.; AND OTHERS

    COURSE CONTENT, ACTIVITIES, AND REFERENCE INFORMATION FOR TEACHING SCIENCE IN GRADES 7 AND 8 ARE INCLUDED IN THIS VOLUME. INTRODUCTORY REMARKS RELATE TO AN APPROACH TO TEACHING SCIENCE AND THE GENERAL OBJECTIVES OF THE SCIENCE PROGRAM. SEVEN UNITS OF STUDY ARE INCLUDED FOR GRADE 7--(1) THE NATURE OF THE ATMOSPHERE, (2) SIMPLE MECHANICS OF SOLIDS,…

  4. Concept Mapping and Science Achievement of Middle Grade Students

    ERIC Educational Resources Information Center

    Snead, Donald; Snead, Wanda L.

    2004-01-01

    This study examined the effects of concept mapping on the science achievement of middle grade science students. The subjects were 182 eighth-grade students, distributed into eight intact earth science classes by ability levels. The ability level variable also was examined as a possible effect on student achievement. Two teachers were involved in…

  5. CURRICULUM GUIDE FOR SCIENCE, GRADES 4-5-6.

    ERIC Educational Resources Information Center

    GRAHAM, KATHRYN A.; AND OTHERS

    COURSE CONTENT, ACTIVITIES, AND REFERENCE INFORMATION FOR TEACHING SCIENCE IN GRADES 4, 5, AND 6 ARE INCLUDED IN THIS VOLUME. INTRODUCTORY REMARKS RELATE TO AN APPROACH TO TEACHING SCIENCE AND THE GENERAL OBJECTIVES OF THE SCIENCE PROGRAM. THE FIVE UNITS INCLUDED FOR GRADE 4 ARE (1) INSECTS AND SPIDERS, (2) LIVING THINGS OF SIMILAR AREAS, (3) THE…

  6. Science Fairs Plus: Reinventing an Old Favorite. Grades K-8.

    ERIC Educational Resources Information Center

    Cusick, Judy, Ed.; Duval, Carol, Ed.; Smith, Betty, Ed.

    This book presents a selection of articles published in "Science and Children", "Science Scope", and "The Science Teacher", all journals published by the National Science Teachers Association (NSTA), that cover all grade levels from elementary through secondary education. It describes how to organize and conduct a successful science fair. Contents…

  7. Interactive whiteboards in third grade science instruction

    NASA Astrophysics Data System (ADS)

    Rivers, Grier

    Strategies have been put into place to affect improvement in science achievement, including the use of Interactive Whiteboards (IWBs) in science instruction. IWBs enable rich resources, appropriate pacing, and multimodal presentation of content deemed as best practices. Professional development experiences, use of resources, instructional practices, and changes in professional behavior in science teachers were recorded. Also recorded were differences in the engagement and motivation of students in IWB classrooms versus IWB-free classrooms and observed differences in students' problem solving, critical thinking, and collaboration. Using a mixed-method research design quantitative data were collected to identify achievement levels of the target population on the assumption that all students, regardless of ability, will achieve greater mastery of science content in IWB classrooms. Qualitative data were collected through observations, interviews, videotapes, and a survey to identify how IWBs lead to increased achievement in third grade classrooms and to develop a record of teachers' professional practices, and students' measures of engagement and motivation. Comparative techniques determined whether science instruction is more effective in IWB classroom than in IWB-free classrooms. The qualitative findings concluded that, compared to science teachers who work in IWB-free settings, elementary science teachers who used IWBs incorporated more resources to accommodate learning objectives and the varied abilities and learning styles of their students. They assessed student understanding more frequently and perceived their classrooms as more collaborative and interactive. Furthermore, they displayed willingness to pursue professional development and employed different engagement strategies. Finally, teachers who used IWBs supported more instances of critical thinking and problem-solving. Quantitative findings concluded that students of all ability levels were more motivated

  8. Social Science Instructional Guides: High School (Grades 9-12).

    ERIC Educational Resources Information Center

    Hartman, Carl; And Others

    The guide, part of a social science learning continuum from first through twelfth grades, contains outlines for two-semester social studies courses for grades 9-12. Three components comprise each section: time allocations for units, instructional objectives, and a content outline. The Grade 9 course, Cultures of the Non-Western World, contains…

  9. Extensive Graded Reading in the Liberal Arts and Sciences

    ERIC Educational Resources Information Center

    Poulshock, Joseph

    2010-01-01

    For this research, learners did extensive graded reading (EGR) with traditional graded readers, and they also interacted with short graded stories in the liberal arts and sciences (LAS). This study describes the purpose and format of the LAS stories used by hundreds of university students and adult learners in Japan. It summarizes the results of…

  10. Science, A Teacher's Guide, Grades 4-6.

    ERIC Educational Resources Information Center

    Lett, Rosemary, Ed.

    This teacher's guide to science in grades 4, 5, and 6 in the Buffalo Public Schools, New York, lists content areas for each grade level. Concepts or understandings to be developed for each content area are listed. Appropriate text and teacher guide pages are given to the science series developed by Herman and Nina Schneider to reinforce these…

  11. Ohio Proficiency Tests for Grade 9. Fact Sheet. Ninth-Grade Proficiency Test in Science.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus.

    Beginning in the 1995-96 school year, the science test will be added to the Ninth-grade Proficiency Tests Program. Any student graduating after September 15, 2000 will be required to pass the Ninth-grade Proficiency Test in Science, as well as the other tests in reading, writing, mathematics, and citizenship. This fact sheet provides information…

  12. Impact of selected PALMS learning strategies in ninth grade science classrooms to reach NCLB science standards

    NASA Astrophysics Data System (ADS)

    Omotunde, Mojisola Bolanle

    In the past 50 years there have been concerns about the teaching and learning of science in American schools. Furthermore, recent assessments have indicated that American students in 4th, 8th, and 12th grade levels are not performing better than their counterparts in other industrialized countries. The purpose of this study was to investigate if a change in instructional methods would improve test scores and meet the standards of the No Child Left Behind Act that requires that 95%-100% of students being tested should be proficient in the subject matter by 2014. The study used learner-centered learning strategies of PALMS (Partnerships Advancing the Learning of Mathematics and Science) inquiry-based learning, cooperative learning, and brain-based learning to instruct a group of students. PALMS was an initiative of the Massachusetts Department of Education in the effort to improve student performance in the state. The sample consisted of 161 ninth grade students enrolled in 8 physical science classes. Eighty-six students were instructed by the learner-centered learning strategies of inquiry-based learning, cooperative learning, and brain-based learning, while 75 students were instructed by the teacher-centered traditional method of instruction, which consists of lectures and direct instruction. The students who received PALMS learner-centered instruction were the treatment group while the students who received teacher-centered instruction were the control group. Analysis of the data by one way ANOVA showed that there was a significant difference between the test scores (average combined scores of selected chapters of the textbook and the district's six weeks test) of students who were instructed by learner-centered instructional methods and those who were instructed by the teacher-centered instructional methods. The learner-centered group scored higher than the teacher-centered group, although they did not improve their test scores when compared to their baseline

  13. Schoolyard Science. Grades 2-4.

    ERIC Educational Resources Information Center

    Perdue, Peggy K.

    This book includes 25 science activities in the fields of environmental science, soil science, life science, and physical science. The activities are designed to be used in outdoor settings. Each activity is composed of two parts--an explanatory section for the teacher and a student lab sheet. The teacher explanatory section begins with a brief…

  14. 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…

  15. 17. 4th floor roof, view south, 4th and 5th floor ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    17. 4th floor roof, view south, 4th and 5th floor setback to left and atrium structure to right - Sheffield Farms Milk Plant, 1075 Webster Avenue (southwest corner of 166th Street), Bronx, Bronx County, NY

  16. Career Activities in Science: Grades 7, 8, 9.

    ERIC Educational Resources Information Center

    Boise City Independent School District, ID.

    The career activities guide in science, part of an Idaho State Department of Vocational Education career exploration series for grades 7, 8, and 9, is designed as supplementary material to enrich the regular curriculum. Any one activity in the guide might be used without involving any other activities. The cross-referenced index indicates grades,…

  17. REORGANIZED SCIENCE CURRICULUM, 7A, GRADE SEVEN SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE TWELFTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SEVENTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THE SEVENTH GRADE SUPPLEMENT IS IN TWO VOLUMES. VOLUME 7A CONTAINS INTRODUCTORY MATERIAL, A BRIEF…

  18. REORGANIZED SCIENCE CURRICULUM, 5A, FIFTH GRADE SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE SEVENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE FIFTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THERE IS A DETAILED OUTLINE OF SUBJECT MATTER FOR GRADE 5 FOR EACH OF THE FOLLOWING MAJOR AREAS AROUND…

  19. REORGANIZED SCIENCE CURRICULUM, 4A, FOURTH GRADE SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE FIFTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE FOURTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THERE IS A DETAILED OUTLINE OF THE CONTENT FOR GRADE 4 FOR EACH OF THE FOLLOWING MAJOR AREAS AROUND WHICH…

  20. REORGANIZED SCIENCE CURRICULUM, 6A, SIXTH GRADE SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE NINTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SIXTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THE SIXTH GRADE SUPPLEMENT IS IN THREE VOLUMES. VOLUME 6A HAS A DETAILED OUTLINE OF THE SUBJECT MATTER FOR…

  1. Newspapers in Science Education: A Study Involving Sixth Grade Students

    ERIC Educational Resources Information Center

    Lai, Ching-San; Wang, Yun-Fei

    2016-01-01

    The purpose of this study was to explore the learning performance of sixth grade elementary school students using newspapers in science teaching. A quasi-experimental design with a single group was used in this study. Thirty-three sixth grade elementary school students participated in this study. The research instruments consisted of three…

  2. Taking Science to School: Learning and Teaching Science in Grades K-8

    ERIC Educational Resources Information Center

    Duschl, Richard A., Ed.; Schweingruber, Heidi A., Ed.; Shouse, Andrew W., Ed.

    2007-01-01

    What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, "Taking Science to School" provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of…

  3. The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

    NASA Astrophysics Data System (ADS)

    Renfrow, S.; Wood, E. L.

    2011-12-01

    Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

  4. Francais de base. Programme de 9 ans, materiel didactique: 4e, 5e et 6e annees (Core French. Nine-Year Study Program, Instructional Materials: 4th, 5th and 6th Grades).

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education, Winnipeg. Bureau of French Education.

    Official instructional materials for the first three years (grades 4-6) of the Manitoba Department of Education's core French language program consist of units in geography, weather and calendars, holidays, and music designed for each of the three instructional levels. The units on geography focus on Manitoba and Canada. Units on the calendar and…

  5. Science for the Primary Grades: Questions and Answers.

    ERIC Educational Resources Information Center

    Edgar, Irvin T.

    This article, which provides answers to commonly asked questions about teaching science in the primary grades, is part of a series included in the Primary Packet of Materials compiled by the Division of Early Childhood Education of the Pennsylvania Department of Public Instruction. Questions considered are: What is science? What should students be…

  6. Parallel Curriculum Units for Science, Grades 6-12

    ERIC Educational Resources Information Center

    Leppien, Jann H.; Purcell, Jeanne H.

    2011-01-01

    Based on the best-selling book "The Parallel Curriculum", this professional development resource gives multifaceted examples of rigorous learning opportunities for science students in Grades 6-12. The four sample units revolve around genetics, the convergence of science and society, the integration of language arts and biology, and the periodic…

  7. Teaching Gifted Students Social Sciences in Grades Seven Through Nine.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento. Office of Curriculum Services.

    Intended for use by teachers, consultants and administrators, the booklet discusses social science instruction for gifted students in grades 7-9. An introductory section provides an overview of goals and parameters of the social sciences (psychology, sociology, and anthropology). The scientific research process is described in terms of five steps,…

  8. Achievement of Serbian Eighth Grade Students in Science

    ERIC Educational Resources Information Center

    Antonijevic, Radovan

    2006-01-01

    The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made…

  9. Organisms, Grade One. Teacher's Guide. Life Science for Guam.

    ERIC Educational Resources Information Center

    Shafer, Jeffrey E.

    This guide is a result of two years' piloting and revising the Science Curriculum Improvement Study (SCIS) program for the students of Guam. The life science portions of SCIS were chosen and adapted for the ecology of the area. Program flexibility is stressed and outdoor activities are encouraged. Used in grade one, the topic of organisms is…

  10. Investigating Our Environment. Science: Grade 6.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    Intended mainly for use in the intermediate grades, this document provides demonstrations, field trips and laboratory experiences designed to help students investigate the role that people play in problems associated with environmental quality, pollution, and ecology in general. The book was developed as an alternative program to the regular sixth…

  11. I Find Out About Science. Grade 5.

    ERIC Educational Resources Information Center

    Center for Applied Linguistics, Arlington, VA.

    This textbook is the fifth in the official series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools with Vietnamese students. The grade five text contains the following chapters: (1) Review…

  12. Aviation Science Activities for Elementary Grades. Revised.

    ERIC Educational Resources Information Center

    Federal Aviation Administration (DOT), Washington, DC.

    This guide contains the procedures and lists of materials needed for 105 aviation activities, demonstrations, and experiments. These activities, demonstrations, and experiments (suitable for students in all elementary grades) are organized into three sections by major topic area: (1) properties of air; (2) factors related to airplane flight; and…

  13. CURRICULUM HANDBOOK. SCIENCE, HEALTH, ARITHMETIC ELEMENTARY GRADES.

    ERIC Educational Resources Information Center

    BEVERLY, LOUISE; AND OTHERS

    THE ARITHMETIC CURRICULUM BEGINS WITH GROUPING AND MANIPULATION OF OBJECTS, CONSTRUCTING AND MEASURING THINGS, AND DRAMATIZING NUMBER SITUATIONS. THE CHILD SHOULD NOT BE ALLOWED TO REMAIN IN THE MANIPULATIVE STATE BUT SHOULD BECOME PROFICIENT IN USING NUMBERS ABSTRACTLY. THE SUBJECT MATTER IN THE FIRST GRADE INCLUDES COUNTING, WORKING WITH…

  14. Science Guide, Grades 1-6.

    ERIC Educational Resources Information Center

    North Dakota State Dept. of Public Instruction, Bismarck.

    This science guide is developed to assist North Dakota school and administrative personnel in developing coordinated programs in elementary science suitable to their own needs and resources. The guide offers sample objectives to be used in developing a list of behavioral objectives; outlines for developing a scope for the program; offers…

  15. Science Standard Articulated by Grade Level: Kindergarten.

    ERIC Educational Resources Information Center

    Arizona State Department of Education, 2004

    2004-01-01

    The goal in the development of this Arizona standard was to assure that the six strands and five unifying concepts are interwoven into a fabric of science that represents the true nature of science. Students have the opportunity to develop both the skills and content knowledge necessary to be scientifically literate members of the community.…

  16. Science Unlimited: Grades K-6 Competency Matrix.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg. Div. of Arts and Sciences.

    This competency matrix matches the primary and intermediate Science Unlimited lessons with the established competencies which appear in the Science Unlimited competency continuum. Primary lessons deal with: investigating dripping faucets; classification/sorting; smell; eyes; color; air; weather; observation and description; mystery boxes; change;…

  17. 166. GENERAL VIEW DOWN 4TH AVENUE. VIEW NORTHEAST DOWN 4TH ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    166. GENERAL VIEW DOWN 4TH AVENUE. VIEW NORTHEAST DOWN 4TH AVE. FROM BUILDING 44 SHOWING, FROM LEFT TO RIGHT, BUILDING 46, 48, 55, AND 50 (PART OF ENLISTED BARRACKS COMPLEX), AND BUILDINGS 17, 16, 484, 483, 374, AND 375 (IN THE WAREHOUSE COMPLEX). - Quonset Point Naval Air Station, Roger Williams Way, North Kingstown, Washington County, RI

  18. Environmental Science, Grade 9. Experimental Curriculum Bulletin.

    ERIC Educational Resources Information Center

    Bernstein, Leonard, Ed.

    This is the teacher's guide for the required, interdisciplinary, ninth-year environmental science course for the New York City Schools. One hundred twenty lesson plans, divided into nine units, are presented. Areas of study include the living and non-living environment, ecosystems, population, urban ecology, energy and technology, pollution, and…

  19. Third Grade Elementary Students' Perception of Science

    ERIC Educational Resources Information Center

    Demir, Metin

    2015-01-01

    The current study investigated which dimensions of scientific process are capitalized on by elementary school third graders to explain the concept of science at conceptual level. The study was conducted by using "Basic Qualitative Research", one of the qualitative research approaches with the participation of 225 elementary school third…

  20. DISCUS Ninth Grade, Earth Science, Part Two.

    ERIC Educational Resources Information Center

    Duval County School Board, Jacksonville, FL. Project DISCUS.

    Included are instructional materials designed for use with disadvantaged students who have a limited reading ability and poor command of English. The guide is the second volume of a two volume, one year program in earth science, and contains these five units and activities: Rock Cycle, 12 activities; Minerals and Crystals, 6 activities; Weathering…

  1. DISCUS Seventh Grade, Life Sciences, Part Two.

    ERIC Educational Resources Information Center

    Duval County School Board, Jacksonville, FL. Project DISCUS.

    Included are instructional materials designed for use with disadvantaged students who have a limited reading ability and poor command of English. The guide is the second volume of a two volume, one year program in life science and contains these two units and activities: Reproduction and Development, 21 activities; and Genetics, 10 activities. A…

  2. DISCUS Eighth Grade, Physical Sciences, Part 2.

    ERIC Educational Resources Information Center

    Duval County School Board, Jacksonville, FL. Project DISCUS.

    Included are instructional materials designed for use with disadvantaged students who have a limited reading ability and poor command of English. The guide is the second volume of a two volume, one year program in physical science, and contains these four units and activities: Buoyancy, nine activities; Solubility, six activities; Crystals and…

  3. DISCUS Seventh Grade, Life Sciences, Part One.

    ERIC Educational Resources Information Center

    Duval County School Board, Jacksonville, FL. Project DISCUS.

    Included are instructional materials designed for use with disadvantaged students who have a limited reading ability and poor command of English. The guide is the first volume of a two volume, one year program in life science and contains these three units and activities: Measurement, 7 activities; Ecology, 12 activities; and Energy Processes, 24…

  4. DISCUS Eighth Grade, Physical Sciences, Part I.

    ERIC Educational Resources Information Center

    Duval County School Board, Jacksonville, FL. Project DISCUS.

    Included are instructional materials designed for use with disadvantaged students who have a limited reading ability and poor command of English. The guide is the first volume of a two volume, one year program in physical science, and contains these five units and activities: First Class Levers, six activities; Inclined Plane, six activities; The…

  5. Kids & Family Reading Report™. 4th Edition

    ERIC Educational Resources Information Center

    Scholastic Inc., 2013

    2013-01-01

    This report presents the 4th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. Much has changed since the first "Kids & Family Reading Report" was issued in 2006, but literacy remains the critical skill needed for school success. Today's children are growing up in a world full of…

  6. The South Carolina Amazing Coast Program: Using Ocean Sciences to Address Next Generation Science Standards in Grades 3-5

    NASA Astrophysics Data System (ADS)

    Bell, E. V.; Thomas, C.; Weiss, B.; Bliss, A.; Spence, L.

    2013-12-01

    The Next Generation Science Standards (NGSS) are more inclusive of ocean sciences than the National Science Standards and respective state science standards. In response, the Center for Ocean Sciences Education Excellence-SouthEast (COSEE SE) is piloting the South Carolina's Amazing Coast (SCAC) program: a three-year initiative that incorporates ocean science concepts in grades 3-5 with the goals of addressing NGSS, STEM (science-technology-engineering-math) disciplines, and inquiry skills. The SCAC program targeted two Charleston County, South Carolina elementary schools that were demographically similar: Title 1 status (75% free or reduced lunch), > 90% African American student population, grade level size <55, and proximity to tidal salt marsh or barrier islands (< 2 miles). Fourteen teachers and approximately 240 students participated in the SCAC program between 2010 and 2013. The SCAC framework uses a scaffolding and multi-pronged approach for teacher professional development and student engagement. The scaffolding approach to curriculum implementation focuses on one grade level per year (Year 1 = 3rd; Year 2 = 4th, and Year 3 = 5th), thus building student and teacher literacy in ocean sciences. The coach-mentor model of teacher professional development was also used for the implementation of the program which differs from the traditional 'train the trainer' method in allowing for more frequent and consistent interaction by COSEE SE staff with the students and teachers during the school year. The coach mentor model enabled the creation of a community of practice where teachers served as both learners and practitioners of student learning. Methods for student engagement aligned with the NGSS and included hands-on classroom activities, use of 'hook' species such as loggerhead sea turtles (Caretta caretta), diamondback terrapins (Malaclemys terrapin) and smooth cord grass (Spartina alterniflora), field experiences to explore local ecosystems, interactions with

  7. Grade six students' understanding of the nature of science

    NASA Astrophysics Data System (ADS)

    Cochrane, Donald Brian

    The goal of scientific literacy requires that students develop an understanding of the nature of science to assist them in the reasoned acquisition of science concepts and in their future role as citizens in a participatory democracy. The purpose of this study was to investigate and describe the range of positions that grade six students hold with respect to the nature of science and to investigate whether gender or prior science education was related to students' views of the nature of science. Two grade six classes participated in this study. One class was from a school involved in a long-term elementary science curriculum project. The science curriculum at this school involved constructivist epistemology and pedagogy and a realist ontology. The curriculum stressed hands-on, open-ended activities and the development of science process skills. Students were frequently involved in creating and testing explanations for physical phenomena. The second class was from a matched school that had a traditional science program. Results of the study indicated that students hold a wider range of views of the nature of science than previously documented. Student positions ranged from having almost no understanding of the nature of science to those expressing positions regarding the nature of science that were more developed than previous studies had documented. Despite the range of views documented, all subjects held realist views of scientific knowledge. Contrary to the literature, some students were able to evaluate a scientific theory in light of empirical evidence that they had generated. Results also indicated that students from the project school displayed more advanced views of the nature of science than their matched peers. However, not all students benefited equally from their experiences. No gender differences were found with respect to students' understanding of the nature of science.

  8. National Reports on the State of Social Science Information and Documentation in 16 European Countries. Reports Presented to the ECSSID General Conference (European Cooperation in Social Science Information and Documentation, 4th, Athens, Greece, October 21-23, 1984).

    ERIC Educational Resources Information Center

    Saelen, Kirsti Thesen, Ed.

    Papers presented at the fourth European Cooperation in Social Science Information and Documentation (ECSSID) General Conference provide information on developments in the field in 16 European countries. According to the general outlines provided for these reports, the presentations focus on developments after 1977, thus supplementing information…

  9. Doing Science Their Way: An Ethnographic Study of Sixth Grade Girls' Engagement with School Science

    ERIC Educational Resources Information Center

    Giuriceo, Carol M.

    2011-01-01

    This study focuses on the experiences and perspectives of sixth grade girls in a moderately-sized East Coast city as they construct meaning through active engagement in a science classroom and analyzes the ways in which girls change roles and incorporate social interaction during science activities to create their own unique engagement in science.…

  10. Negotiating Discourses: Sixth-Grade Students' Use of Multiple Science Discourses during a Science Fair Presentation

    ERIC Educational Resources Information Center

    Gomez, Kimberley

    2007-01-01

    This study offers important insights into the coexistence of multiple discourses and the link between these discourses and science understanding. It offers concrete examples of students' movement between multiple discourses in sixth-grade science fair presentations, and shows how those multiple discourses in science practices illuminate students'…

  11. An Investigation of Science and Technology Teachers' Views on the 5th Grade Science Course

    ERIC Educational Resources Information Center

    Dasdemir, Ikramettin

    2014-01-01

    This study was conducted to explore the science and technology teachers' views on the implementation of 5th grade science course. Open-ended questions were used as a data collection tool. The study sample consisted of 28 science and technology teachers working in Erzurum in 2012-2013 education year. The data gathered were analysed via content…

  12. An Earth Science Program for the Primary Grades (K-3).

    ERIC Educational Resources Information Center

    Schwartz, Maurice L.; Slesnick, Irwin L.

    Noting that the interests of primary school age children (grades kindergarten through third) focus strongly on such topics as rocks, dinosaurs, volcanoes, weather, moon and stars, and further noting that the new elementary school curricula as developed for the primary level make relatively little use of earth science content, the authors have…

  13. Alaskan Animals. Grade 2. Anchorage School District Elementary Science Program.

    ERIC Educational Resources Information Center

    Herminghaus, Trisha, Ed.

    This unit of study is designed to teach the science of wild animals to students in the primary grades. Included are a list of materials for the unit, a discussion of the use of process skills, a list of unit objectives, vocabulary, teacher background information, 13 lessons, 3 quizzes, and a unit test. Lessons are oriented toward hands-on process…

  14. 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…

  15. Forest Services: World of Work Project: Fifth Grade: Science.

    ERIC Educational Resources Information Center

    Utah State Board for Vocational Education, Salt Lake City.

    The document is one of the teaching units developed by the Utah World of Work Project, designed to integrate career awareness into the regular curriculum at the elementary level. The fifth grade guide is tied to the science area and focuses on conservation as practiced by Forest Service workers; the growth cycle of forests and the management of…

  16. Space Requirements for Science Instruction Grades 9-12.

    ERIC Educational Resources Information Center

    Engelhardt, David Frederic

    Key issues in the design of science facilities used by grades nine through twelve are presented and analyzed in this extended discussion. Four basic determinants of educational specifications are given as--(1) gross activities and sub-group organization, (2) number of students in the space, (3) services required, and (4) location in relation to…

  17. Seasoning Math and Science: Fall & Winter. Second Grade Book A.

    ERIC Educational Resources Information Center

    Wiebe, Arthur, Ed.; And Others

    The activities in this booklet were designed to provide second grade children with opportunities to explore areas of natural interest to them while gaining knowledge and practice in math skills and with science processes. Seasonal activities which are appropriate for the first half of the school year are offered on the topics of: holidays, seeds…

  18. Differentiating Instruction with Menus Grades 3-5: Science

    ERIC Educational Resources Information Center

    Westphal, Laurie E.

    2007-01-01

    "Differentiating Instruction With Menus Grades 3-5" offers teachers everything they need to create a student-centered learning environment based on choice. Addressing the four main subject areas (language arts, math, science, and social studies) and the major concepts taught within these areas, these books provide a number of different types of…

  19. Course Goals in Social Science, Grades K-12. Critique Draft.

    ERIC Educational Resources Information Center

    Multnomah County Intermediate Education District, Portland, OR.

    This document on course goals in the social sciences is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to…

  20. A Science Assessment Program for Kindergarten and First Grade Students.

    ERIC Educational Resources Information Center

    Greening, Gary A.

    Presented are science units for kindergarten and first-grade classes which include one or more non-verbal test items constructed to determine whether the student has learned the material presented in the unit. Units include: light, senses, gerbils, beans and peas, animal activities, and hatching chicks. (SL)

  1. Earth Science Unit for Second Grade: A Seed Crystal Approach.

    ERIC Educational Resources Information Center

    Abernathy, Sandra

    This teacher's guide to a second-grade earth science unit provides a range of activities, suggestions for classroom discussion, and open-ended questions suitable for each of the concepts developed. One of the central purposes of the unit is to develop independence and self confidence by encouraging the student to think through a problem clearly.…

  2. Gender differences in science misconceptions in eighth grade astronomy

    NASA Astrophysics Data System (ADS)

    Gray, Pamela A.

    The intent of this study was to examine the relationship between gender and science misconceptions at the eighth grade level. This study attempted to ascertain if there are significant differences between genders in the number and types of science misconceptions eighth grade science students have. The specific misconceptions used in this investigation concern gravity, seasons, and phases of the moon. It remains a serious problem in science education that girls are being inadequately trained to question and reflect on their science understandings. It has been suggested that girls may have more problems with misconceptions than do boys. In keeping with the constructivist ideas as to what constitutes an effective way to teach science (Burke, 1995; Lorsbach & Tobin, 2000) this study explored the ability of students to understand theoretical and conceptual principles of science. The data for this study was obtained using the methodology of a multiple choice survey which contains common misconceptions and the correct answers as choices. This survey was administered to eighth grade students in a large suburban school district by their science teachers. Interviews of a randomly selected sample group of 20 (10 boys and 10 girls) were conducted by the researcher. The results of the study used a t-test to compare boys and girls to see if there was a significant difference in types and/or number of science misconceptions. A matrix of possible answers to the survey was used to analyze the results of the interviews. There was a statistically significant difference between the means for the two groups, indicating a gender difference in knowledge of astronomy concepts. The results of the interviews also showed a difference in astronomy knowledge and background information. In addition the interviews showed that girls were very unsure of their answers while boys defended their answers even when they were incorrect.

  3. Life experience of sixth-grade students in analog domains of sixth-grade science textbooks

    NASA Astrophysics Data System (ADS)

    Wagamon, Barbara J.

    This study was conducted to determine if analog domains in sixth grade science textbooks were common to the life experience of sixth grade students and if experience differed according to moderating variables. The researcher reviewed three sixth grade general science textbooks and selected analogies that were unsupported by extended text, photos, or diagrams. Analogies were limited to ones which were unsupported because the intent was to identify students who were ready by virtue of life experience to confront analogies unaided by contextual clues. The researcher designed the Life Experiences in Analog Domains (LEAD) Questionnaire to survey students in 50 analog domains. Subjects of the study were 331 sixth grade students from an urban school district. Thirty were tested with the instrument one year later. Data on age, gender, ethnicity and income were analyzed for variance. Standardized achievement test scores were correlated to the LEAD Questionnaire. Results revealed sharp contrasts of experience by analog domain. Experience in analog domains was indicated 52% of the time overall. There were significant differences in the experience of students grouped by moderating variables. Younger students reported more experience than older students. The higher income group reported more experience than the lower income group. Caucasian students reported more experience overall than African American students. Chi-square tests revealed that differences in scores by ethnicity were not controlled by income. of three skills, reading comprehension, mathematics, and science, reading comprehension was most closely correlated to questionnaire score. Results suggest that many of the sixth grade students in the study may be without experience in analog domains when they encounter analogies in a textbook. Assuming subsequent implementations of the Questionnaire confirm these results, teachers should survey life experience of students and help them develop experiences that complement

  4. 4th-Grade Readers . . . Not Too Old to Snuggle

    ERIC Educational Resources Information Center

    Gutshall, Anne

    2009-01-01

    Although parents and teachers appreciate the value of reading aloud to early elementary children, they often forget that upper elementary children can still benefit from individual attention during reading. A small pilot study in a South Carolina elementary school demonstrates the value of pairing adults and children for regular reading time.…

  5. The Relationship between Grade Configuration and Standardized Science Test Scores of Fifth-Grade Students: What School Administrators Should Know

    ERIC Educational Resources Information Center

    Johnson, Delonda; Jones, Lisa; Simieou, Felix; Matthew, Kathryn; Morgan, Bryan

    2013-01-01

    This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth-grade students' success on the Science Texas Assessment of Knowledge and Skills (TAKS) at the elementary (K-5) level in comparison to fifth-grade students' success on the science TAKS at the intermediate (5-6)…

  6. Curriculum Reform Movements and Science Textbooks: A Retrospective Examination of 6th Grade Science Textbooks

    ERIC Educational Resources Information Center

    Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen C.

    2015-01-01

    Over 50 years, two major reform efforts in science education took place. The purpose of the present study is to explore how the educational reforms were reflected in nine 6th grade science textbooks published in 1975, in 1985 and in 1997 in terms of (a) the materials used, (b) the contexts to which the electricity concept was related, (c) the type…

  7. Science: Curriculum Guide for Teaching Gifted Children Science in Grades One Through Three.

    ERIC Educational Resources Information Center

    Morrison, Charlotte

    The curriculum guide for teaching science to gifted primary grade children in California focuses on natural science, with an emphasis on ecology. Provided are a general overview of the unit, a set of behavioral objectives, a list of generalizations and concepts, a sample teaching-learning plan for the complete unit, and eight sample lesson plans.…

  8. Science, Technology, Engineering, and Mathematics (STEM) Curriculum and Seventh Grade Mathematics and Science Achievement

    ERIC Educational Resources Information Center

    James, Jamie Smith

    2014-01-01

    The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the a = 0.05 level to evaluate…

  9. Using In-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1-2

    ERIC Educational Resources Information Center

    Vitale, Michael R.; Romance, Nancy R.

    2012-01-01

    This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1-2) as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3-5 cognitive-science-based, instructional model ("Science IDEAS") that integrated science with reading and writing, this year-long…

  10. Heavy Ion Fusion Science Virtual National Laboratory 4th Quarter 2009 Milestone Report: Measure and simulate target temperature and dynamic response in optimized NDCX-I configurations with initial diagnostics suite

    SciTech Connect

    Bieniosek, F.M.; Barnard, J.J.; Henestroza, E.; Logan, B.G.; Lidia, S.; More, R.M.; Ni, P.A.; Seidl, P.A.; Vay, J.-L.; Grote, D.; Friedman, A.

    2009-09-30

    This milestone has been met. The effort contains two main components: (1) Experimental results of warm dense matter target experiments on optimized NDCX-I configurations that include measurements of target temperature and transient target behavior. (2) A theoretical model of the target response to beam heating that includes an equilibrium heating model of the target foil and a model for droplet formation in the target for comparison with experimental results. The experiments on ion-beam target heating use a 300-350-keV K{sup +} pulsed beam from the Neutralized Compression Drift Experiment (NDCX-I) accelerator at LBNL. The NDCX-I accelerator delivers an uncompressed pulse beam of several microseconds with a typical power density of >100 kW/cm{sup 2} over a final focus spot size of about 1 mm. An induction bunching module the NDCX-I compresses a portion of the beam pulse to reach a much higher power density over 2 nanoseconds. Under these conditions the free-standing foil targets are rapidly heated to temperatures to over 4000 K. We model the target thermal dynamics using the equation of heat conduction for the temperature T(x,t) as a function of time (t) and spatial dimension along the beam direction (x). The competing cooling processes release energy from the surface of the foil due to evaporation, radiation, and thermionic (Richardson) emission. A description of the experimental configuration of the target chamber and results from initial beam-target experiments are reported in our FY08 4th Quarter and FY09 2nd Quarter Milestone Reports. The WDM target diagnostics include a high-speed multichannel optical pyrometer, optical streak camera, VISAR, and high-speed gated cameras. The fast optical pyrometer is a unique and significant new diagnostic which provides valuable information on the temperature evolution of the heated target.

  11. Improving the Attitudes of 4th Graders toward Older People through a Multidimensional Intergenerational Program

    ERIC Educational Resources Information Center

    Lynott, Patricia P.; Merola, Pamela R.

    2007-01-01

    The purpose of this study was to examine the effects of an intergenerational program on children's attitudes toward older people. Four 4th grade classes, one each during the years 2002 through 2005, participated in the study. The elders and school children engaged in meaningful activities over a 5 month period, including the performance of a play…

  12. Ninth Grade Student Responses to Authentic Science Instruction

    NASA Astrophysics Data System (ADS)

    Ellison, Michael Steven

    This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher's instruction and student performance. The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher's strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher. When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on

  13. 4th Generation ECR Ion Sources

    SciTech Connect

    Lyneis, Claude M.; Leitner, D.; Todd, D.S.; Sabbi, G.; Prestemon, S.; Caspi, S.; Ferracin, P.

    2008-12-01

    The concepts and technical challenges related to developing a 4th generation ECR ion source with an RF frequency greater than 40 GHz and magnetic confinement fields greater than twice Becr will be explored in this paper. Based on the semi-empirical frequency scaling of ECR plasma density with the square of operating frequency, there should be significant gains in performance over current 3rd generation ECR ion sources, which operate at RF frequencies between 20 and 30 GHz. While the 3rd generation ECR ion sources use NbTi superconducting solenoid and sextupole coils, the new sources will need to use different superconducting materials such as Nb3Sn to reach the required magnetic confinement, which scales linearly with RF frequency. Additional technical challenges include increased bremsstrahlung production, which may increase faster than the plasma density, bremsstrahlung heating of the cold mass and the availability of high power continuous wave microwave sources at these frequencies. With each generation of ECR ion sources, there are new challenges to be mastered, but the potential for higher performance and reduced cost of the associated accelerator continue to make this a promising avenue for development.

  14. Science teaching efficacy beliefs of 5th and 8th grade science teachers

    NASA Astrophysics Data System (ADS)

    Hanson, Susan Melony

    The purpose of this study was to determine which, if any, variables had a significant relationship to personal science teaching efficacy beliefs and outcome expectancies. The independent variables tested were number of undergraduate science methods courses taken, level of teacher education, number of years as a classroom teacher, number of years as a science teacher, teacher beliefs regarding instructional strategies in science, and teacher beliefs regarding student engagement in the science classroom. Through surveys completed by 5th and 8th grade science teachers, the researcher analyzed data via multiple regressions to determine significance. Results of the data analysis showed the greatest significance was between personal science teaching efficacy beliefs and number of years as a classroom teacher, and teacher beliefs regarding instructional strategies in science and outcome expectancy and student engagement in the science classroom. Implications for current practice include a need for improved teacher education programs for pre-service science teachers, collaboration between universities and public school districts, improved methods for teacher retention in the science classroom, and the use of hands-on and minds-on instruction in the science classroom.

  15. Science Textbooks' Use of Graphical Representation: A Descriptive Analysis of Four Sixth Grade Science Texts

    ERIC Educational Resources Information Center

    Slough, Scott W.; McTigue, Erin M.; Kim, Suyeon; Jennings, Susan K.

    2010-01-01

    Middle school teachers tend to rely heavily on texts that have become increasing more visual. There is little information available about the graphical demands of general middle grades' science texts. The purpose of this study was to quantify the type and quality of the graphical representations and how they interacted with the textual material in…

  16. Emerging Frameworks and Methods. Proceedings of the International Conference on Conceptions of Library and Information Science (CoLIS4) (4th, Seattle, Washington, July 21-25, 2002).

    ERIC Educational Resources Information Center

    Bruce, Harry, Ed.; Fidel, Raya, Ed.; Ingwersen, Peter, Ed.; Vakkari, Pertti, Ed.

    These proceedings are the fourth in the series of international conferences whose general aim is to provide a broad forum for critically exploring and analyzing library and information science as a discipline and as a field of research from historical, theoretical, philosophical, and empirical perspectives. The papers in this volume cover a wide…

  17. Content Area Literacy: Individualizing Student Instruction in Second-Grade Science

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Kaya, Sibel; Luck, Melissa; Toste, Jessica R.; Canto, Angela; Rice, Diana; Tani, Novell; Underwood, Phyllis S.

    2010-01-01

    This study describes a second-grade science curriculum designed to individualize student instruction (ISI-Science) so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. ISI-Science relies on the 5-E Learning Cycle as a framework and incorporates flexible, homogeneous, literacy skills-based…

  18. A longitudinal analysis of science teaching and learning in kindergarten and first-grade

    NASA Astrophysics Data System (ADS)

    Olgan, Refika

    This study attempted to determine how often science is taught in the early grades as well as the science topics taught in these grades. A related purpose of the study was to determine the relationship between science teaching and students' science achievement. In doing so, the analyses took into consideration the influence of gender, socioeconomic status (SES), and race/ethnicity on children's academic performance in science. By using the Early Childhood Longitudinal Study-Kindergarten class of 1998-99 (ECLS-K) kindergarten and first-grade data files, children's science Item Response Theory Scores (IRT) and Academic Rating Scores (ARS) were examined to measure the relationship between children's early science experiences in schools and their achievement on the "General Knowledge Assessment Battery". According to this study's findings science teaching and learning in kindergarten level is somewhat limited. Additionally, the science content taught in kindergarten is narrow. The results of cross-sectional and longitudinal multilevel analyses revealed that several student and school level factors can influence young children's science achievement in kindergarten and first-grade. Although there were inconsistent conclusions about male and female students' science achievement as assessed by direct and indirect assessment batteries, there was no association between children's science scores and their gender and the amount or degree of science practices in school. While results of the analyses clearly showed that socioeconomic status (SES) had the most influence on both kindergarten and first-grade children's science achievement, the findings related to the effects of different science practices on science achievement were inconsistent. The results showed that science instruction effects some children's science achievement more than others. The findings have important implications for policies governing the teaching of science in the early grades. A clear demand exist for

  19. A Window on Science: Exploring the JASON Project and Student Conceptions of Science.

    ERIC Educational Resources Information Center

    Moss, David M.

    2003-01-01

    Describes how the JASON project was implemented in a self-contained 4th grade classroom and examines this project within the overall context of student-scientist partnership (SSP) models of science education reform. Examines changes in student conceptions of the nature of science as a result of participating in science. (Contains 24 references.)…

  20. Promoting Original Scientific Research and Teacher Training Through a High School Science Research Program: A Five Year Retrospective and Analysis of the Impact on Mentored 8th Grade Geoscience Students and the Mentors Themselves

    NASA Astrophysics Data System (ADS)

    Danch, J. M.

    2015-12-01

    In 2010 a group of 8th grade geoscience students participated in an extracurricular activity allowing them to conduct original scientific research while being mentored by students enrolled in a 3 - year high school Science Research program. Upon entering high school the mentored students themselves enrolled in the Science Research program and continued for 4 years, culminating with their participation in Science Research 4. This allowed them to continue conducting original scientific research, act as mentors to 8th grade geoscience students and to provide teacher training for both middle and high school teachers conducting inquiry-based science lessons. Of the 7 Science Research 4 students participating since 2010, 100% plan on majoring or minoring in a STEM - related field in college and their individual research projects have been been granted over 70 different awards and honors in science fair and symposia including a 3rd and 4th place category awards at two different international science fairs - the International Sustainable Energy Engineering and Environment Project (iSWEEP) and the International Science and Engineering Fair (ISEF). Science Research 4 students developed and conducted a Society for Science and the Public affiliated science fair for middle school students enrolled in an 8th grade honors geoscience program allowing over 100 students from 5 middle schools to present their research and be judged by STEM professionals. Students with research judged in the top 10% were nominated for participation in the National Broadcom MASTERS program which they successfully entered upon further mentoring from the Science Research 4 students. 8th grade enrollment in the Science Research program for 2015 increased by almost 50% with feedback from students, parents and teachers indicating that the mentorship and participation in the 8th grade science fair were factors in increasing interest in continuing authentic scientific research in high school.

  1. Science for Iowa Schools, Grades 4-6.

    ERIC Educational Resources Information Center

    Nice, Karl; And Others

    This guide includes four units for use in each of grades 4 through 6. The fourth grade units are entitled Measurement Systems, Classification Systems, Bio-Control Systems, and Hydrologic Systems; the fifth grade units are Chemical Systems, Force Systems, Bio-Systems, and Astro-Systems; and the sixth grade units are Equilibrium Systems,…

  2. 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…

  3. Heat Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide the first of a series of six, contains teacher and student materials for a unit on heat energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10…

  4. SCIENCE IN THE ELEMENTARY SCHOOL, GRADE 3, A GUIDE FOR TEACHERS.

    ERIC Educational Resources Information Center

    TAYLOR, MRS. JAMES L.

    A COURSE OF STUDY FOR SCIENCE IN THE THIRD GRADE IS DESCRIBED. DIVISIONS ARE (1) AN INTRODUCTION WHICH PROVIDES A RATIONALE FOR THE GUIDE AND LISTS THE MAJOR CONCEPTS, (2) A SECTION WHICH LISTS THE SPECIFIC SCIENCE CONCEPTS FOR EACH LESSON AND GIVES THE SCOPE AND SEQUENCE FOR GRADES THREE TO SIX, AND (3) A SECTION WHICH PRESENTS FOUR TEACHING…

  5. SCIENCE IN THE ELEMENTARY SCHOOLS, GRADE 6, A GUIDE FOR TEACHERS.

    ERIC Educational Resources Information Center

    TAYLOR, MRS. JAMES L.

    A COURSE OF STUDY FOR SCIENCE IN THE SIXTH GRADE IS DESCRIBED. DIVISIONS ARE (1) AN INTRODUCTION WHICH PROVIDES A RATIONALE FOR THE GUIDE AND LISTS THE MAJOR CONCEPTS, (2) A SECTION WHICH LISTS THE SPECIFIC SCIENCE CONCEPTS FOR EACH LESSON AND GIVES THE SCOPE AND SEQUENCE FOR GRADES THREE TO SIX, AND (3) A SECTION WHICH PRESENTS FOUR TEACHING…

  6. SCIENCE IN THE ELEMENTARY SCHOOL, GRADE 4, A GUIDE FOR TEACHERS.

    ERIC Educational Resources Information Center

    TAYLOR, MRS. JAMES L.

    A COURSE OF STUDY FOR SCIENCE IN THE FOURTH GRADE IS DESCRIBED. DIVISIONS ARE (1) AN INTRODUCTION WHICH PROVIDES A RATIONALE FOR THE GUIDE AND LISTS THE MAJOR CONCEPTS, (2) A SECTION WHICH LISTS THE SPECIFIC SCIENCE CONCEPTS FOR EACH LESSON AND GIVES THE SCOPE AND SEQUENCE FOR GRADES THREE TO SIX, AND (3) A SECTION WHICH PRESENTS FOUR TEACHING…

  7. SCIENCE IN THE ELEMENTARY SCHOOL, GRADE 5, A GUIDE FOR TEACHERS.

    ERIC Educational Resources Information Center

    TAYLOR, MRS. JAMES L.

    A COURSE OF STUDY FOR SCIENCE IN THE FIFTH GRADE IS DESCRIBED. DIVISIONS ARE (1) AN INTRODUCTION WHICH PROVIDES A RATIONALE FOR THE GUIDE AND LISTS THE MAJOR CONCEPTS, (2) A SECTION WHICH LISTS THE SPECIFIC SCIENCE CONCEPTS FOR EACH LESSON AND GIVES THE SCOPE AND SEQUENCE FOR GRADES THREE TO SIX, AND (3) A SECTION WHICH PRESENTS FOUR UNITS. THE…

  8. Junior High School Science: A Manual for Teachers. A Search for Structure. Grade 7.

    ERIC Educational Resources Information Center

    Baltimore County Public Schools, Towson, MD.

    GRADES OR AGES: Grade 7. SUBJECT MATTER: Science. ORGANIZATION AND PHYSICAL APPEARANCE: The introduction describes the development of the junior high school science program. The main text is divided into three phases: Processes and Skills, Developing a Model of Matter, and Human Structure and Function. Phase I contains two subcategories: Rocks and…

  9. Solar Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the third in a set of six, contains teacher and student materials for a unit on solar energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10…

  10. Research on same-gender grouping in eighth-grade science classrooms

    NASA Astrophysics Data System (ADS)

    Friend, Jennifer Ingrid

    This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive

  11. The relationship between science classroom facility conditions and ninth grade students' attitudes toward science

    NASA Astrophysics Data System (ADS)

    Ford, Angela Y.

    Over half of the school facilities in America are in poor condition. Unsatisfactory school facilities have a negative impact on teaching and learning. The purpose of this correlational study was to identify the relationship between high school science teachers' perceptions of the school science environment (instructional equipment, demonstration equipment, and physical facilities) and ninth grade students' attitudes about science through their expressed enjoyment of science, importance of time spent on science, and boredom with science. A sample of 11,523 cases was extracted, after a process of data mining, from a databank of over 24,000 nationally representative ninth graders located throughout the United States. The instrument used to survey these students was part of the High School Longitudinal Study of 2009 (HSLS:2009). The research design was multiple linear regression. The results showed a significant relationship between the science classroom conditions and students' attitudes. Demonstration equipment and physical facilities were the best predictors of effects on students' attitudes. Conclusions based on this study and recommendations for future research are made.

  12. Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

    NASA Astrophysics Data System (ADS)

    Faller, Susan Elisabeth

    In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition

  13. Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students' Interest in Science Careers

    ERIC Educational Resources Information Center

    Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita

    2012-01-01

    Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of…

  14. PREFACE: 4th International Symposium on Functional Materials (ISFM2011)

    NASA Astrophysics Data System (ADS)

    Yin, Shu; Sekino, Tohru; Tanaka, Shun-ichiro; Sato, Tsugio; Lu, Li; Xue, Dongfeng

    2012-01-01

    The 4th International Symposium on Functional Materials (ISFM2011) was held in Sendai, Japan, on 2-6 August 2011. This Special Issue of Journal of Physics: Conference Series (JPCS) consists of partial manuscripts which were presented at ISFM2011. Advanced materials have experienced a dramatic increase in demand for research, development and applications. The aim of the International Symposium on Functional Materials (ISFM) was to provide an overview of the present status with historical background and to foresee future trends in the field of functional materials. The 4th symposium, ISFM 2011, covered a wide variety of topics within state-of-the-art advanced materials science and technology, and focused especially on four major categories including: Environmental Materials, Electronic Materials, Energy Materials and Biomedical Materials. As you know, a massive earthquake and the Tsunami that followed occurred near the Tohoku region on 11 March 2011. After the earthquake, although there were many difficulties in continuing to organize the symposium, we received warm encouragement from many researchers and societies, especially from the members of the International Advisory Committee and Organizing Committee, so that ISFM2011 could be held on schedule. We are honored that ISFM2011 was the first formal international academic conference held in the Tohoku area of Japan after the 11 March earthquake. About 140 participants from 14 countries took part in the ISFM2011 symposium, which included five plenary talks by world-leading scientists, 32 invited talks, and many oral and poster presentations. We are delighted to see that many researchers are interested in the synthesis and the properties as well as the applications of functional materials. Many fruitful and exciting research achievements were presented in the symposium. We believe that this symposium provided a good chance for scientists to communicate and exchange opinions with each other. We would also like to

  15. Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

    NASA Astrophysics Data System (ADS)

    Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

    2015-04-01

    The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

  16. Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

    ERIC Educational Resources Information Center

    Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

    2015-01-01

    The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about…

  17. Student explanations of their science teachers' assessments, grading practices and how they learn science

    NASA Astrophysics Data System (ADS)

    del Carmen Gomez, María

    2016-08-01

    The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

  18. Sex, grade, and course differences in attitudes that are related to cognitive performance in secondary science

    NASA Astrophysics Data System (ADS)

    Levin, James; Seymour Fowler, H.

    The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal

  19. Hands-On Science Mysteries for Grades 3-6: Standards-Based Inquiry Investigations

    ERIC Educational Resources Information Center

    Taris, James Robert; Taris, Louis James

    2006-01-01

    In "Hands-On Science Mysteries for Grades 3-6," the authors connect science to real-world situations by investigating actual mysteries and phenomena, such as the strange heads on Easter Island, the ghost ship "Mary Celeste," and the "Dancing Stones" of Death Valley. The labs are designed to encourage the development of science inquiry, in which…

  20. Science Is an Action Word! Grades 1-3.

    ERIC Educational Resources Information Center

    Perdue, Peggy K.

    This book includes 20 science activities in the fields of scientific method, earth science, life science, and physical science. Each activity is composed of two parts--an explanatory section for the teacher and a student lab sheet. The explanatory section begins with a brief introduction designed to give an overview of the activity's main concept.…

  1. Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

    NASA Astrophysics Data System (ADS)

    Clifford, Betsey A.

    The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

  2. Science on the Web: Students Online in a Sixth-Grade Classroom.

    ERIC Educational Resources Information Center

    Wallace, Raven McCrory; Kupperman, Jeff; Krajcik, Joseph; Soloway, Elliot

    2000-01-01

    Observes students in 6th grade science classes as they use the Web to carry out an inquiry-based assignment. Explores their understanding and enactment of the assignment to do research on the Web. (Author/CCM)

  3. 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

  4. Middle School Science Curriculum Design and 8th Grade Student Achievement in Massachusetts Public Schools

    ERIC Educational Resources Information Center

    Clifford, Betsey A.

    2016-01-01

    The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used…

  5. Resource Handbook: The Earth. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

    ERIC Educational Resources Information Center

    Starr, John W., 3rd., Ed.

    GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; the earth. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in three main parts: 1) atmosphere; 2) lithosphere; and 3) hydrosphere. Each section is subdivided into initiatory activities, developmental activities, evaluations, vocabulary, children's books, and films. The guide is mimeographed…

  6. Teaching Nature of Science Explicitly in a First-Grade Internship Setting

    ERIC Educational Resources Information Center

    Akerson, Valarie L.; Volrich, Morgan L.

    2006-01-01

    This case study focused on a preservice teachers' (Morgan) efforts to explicitly emphasize nature of science (NOS) elements in her first-grade internship classroom. The study assessed the change in first grade students' views of the inferential, tentative, and creative NOS as a result of the explicit instruction. Morgan held appropriate views of…

  7. The Need for a Core, Interdisciplinary, Life-Sciences Curriculum in the Middle Grades.

    ERIC Educational Resources Information Center

    Heller, H. Craig

    1993-01-01

    Campaigns to improve adolescent health must involve schools, focusing on middle grades. Currently, school organization is poor, with too little good curricular material for such students. The article describes Stanford University's interdisciplinary, core, middle grades curriculum in human biology that combats alienation from science by making it…

  8. Resource Handbook--Plants. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

    ERIC Educational Resources Information Center

    Starr, John W., 3rd., Ed.

    GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; plants. ORGANIZATION AND PHYSICAL APPEARANCE: This guide is divided into the following sections: initiatory activities, developmental activities with 36 concepts, evaluation, vocabulary, children's books, and films. The guide is mimeographed and spiral-bound with a soft cover. OBJECTIVES AND…

  9. Third Grade African American Students' Views of the Nature of Science

    ERIC Educational Resources Information Center

    Walls, Leon

    2012-01-01

    This study examined the nature of science (NOS) views of lower elementary grade level students, including their views of scientists. Participants were 23 third-grade African American students from two Midwest urban settings. A multiple instrument approach using an open-ended questionnaire, semi-structured interviews, a modified version of the…

  10. Predicting Seventh Grade Students' Engagement in Science by Their Achievement Goals

    ERIC Educational Resources Information Center

    Hidiroglu, Melike; Sungur, Semra

    2015-01-01

    The aim of this study was to examine how well seventh grade students' engagement in science can be predicted by their achievement goals. For the specified purpose, a correlational research design was utilized. Data were obtained from 153 seventh grade students through administration of Achievement Goal Questionnaire and Engagement Questionnaire.…

  11. The Influence of Documentary Films on 8th Grade Students' Views about Nature of Science

    ERIC Educational Resources Information Center

    Seckin Kapucu, Munise; Cakmakci, Gultekin; Aydogdu, Cemil

    2015-01-01

    This quasi-experimental study aims to investigate the documentary films' influence on 8th grade students' nature of science views. The study's participants were 113 8th grade students from two different schools taught by two different teachers. The study was completed over a 6-week period, during which topics related to "Cell Division and…

  12. An Analysis of South African Grade 9 Natural Sciences Textbooks for Their Representation of Nature of Science

    ERIC Educational Resources Information Center

    Ramnarain, Umesh Dewnarain; Chanetsa, Tarisai

    2016-01-01

    This article reports on an analysis and comparison of three South African Grade 9 (13-14 years) Natural Sciences textbooks for the representation of nature of science (NOS). The analysis was framed by an analytical tool developed and validated by Abd-El-Khalick and a team of researchers in a large-scale study on the high school textbooks in the…

  13. Intentions of Grade 2-8 Science Teachers To Use Science Investigations: Application of the Theory of Planned Behavior.

    ERIC Educational Resources Information Center

    Johnson, Brenda K.; Crawley, Frank E., III

    To what degree do teacher participants in one science enhancement institute intend to use the information in the classroom the next fall? What factors assist this extension of learning? What factors detract from teachers applying new knowledge in the classroom? Sixteen second- to eighth-grade science teachers from a physical and life science…

  14. The Effects of Aesthetic Science Activities on Improving At-Risk Families Children's Anxiety about Learning Science and Positive Thinking

    ERIC Educational Resources Information Center

    Hong, Zuway-R.; Lin, Huann-Shyang; Chen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Chia-Jung

    2014-01-01

    The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families' children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week…

  15. The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners

    ERIC Educational Resources Information Center

    August, Diane; Branum-Martin, Lee; Cardenas-Hagan, Elsa; Francis, David J.

    2009-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Ten sixth-grade science teachers in 5…

  16. The 4th order GISS model of the global atmosphere

    NASA Technical Reports Server (NTRS)

    Kalnay-Rivas, E.; Bayliss, A.; Storch, J.

    1977-01-01

    The new GISS 4th order model of the global atmosphere is described. It is based on 4th order quadratically conservative differences with the periodic application of a 16th order filter on the sea level pressure and potential temperature equations, a combination which is approximately enstrophy conserving. Several short range forecasts indicate a significant improvement over 2nd order forecasts with the same resolution (approximately 400 km). However the 4th order forecasts are somewhat inferior to 2nd order forecasts with double resolution. This is probably due to the presence of short waves in the range between 1000 km and 2000 km, which are computed more accurately by the 2nd order high resolution model. An operation count of the schemes indicates that with similar code optimization, the 4th order model will require approximately the same amount of computer time as the 2nd order model with the same resolution. It is estimated that the 4th order model with a grid size of 200 km provides enough accuracy to make horizontal truncation errors negligible over a period of a week for all synoptic scales (waves longer than 1000 km).

  17. Science Framework for California Public Schools. Kindergarten through Grade Twelve.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    This science framework is about connections. Each section draws on and contributes to those that precede and follow it. The framework opens with a discussion of the nature of science and the need for science educators to model the attributes of scientific investigation including objectivity, testability, and consistency. The framework also calls…

  18. The Science Discovery Book Grades 4-6.

    ERIC Educational Resources Information Center

    Fredericks, Anthony D.; And Others

    Developed to supplement and enhance regular science texts and programs, this collection of activities, experiments, and ideas aims to involve middle school students in the processes of science. The 42 projects in this book have been drawn from daily living experiences and focus on providing students with a better understanding of science related…

  19. Illinois Science Assessment Framework: Grades 4 and 7.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, 2004

    2004-01-01

    The Illinois Science Assessment Framework is designed to assist educators, test developers, policy makers and the public by clearly defining those elements of the Illinois Learning Standards that are suitable for state testing. It is not designed to replace a local science curriculum and should not be considered a state science curriculum. The…

  20. Differential Item Functioning by Gender on a Large-Scale Science Performance Assessment: A Comparison across Grade Levels.

    ERIC Educational Resources Information Center

    Holweger, Nancy; Taylor, Grace

    The fifth-grade and eighth-grade science items on a state performance assessment were compared for differential item functioning (DIF) due to gender. The grade 5 sample consisted of 8,539 females and 8,029 males and the grade 8 sample consisted of 7,477 females and 7,891 males. A total of 30 fifth grade items and 26 eighth grade items were…

  1. Examination of Pre-Service Science Teachers' Activities Using Problem Based Learning Method

    ERIC Educational Resources Information Center

    Ekici, Didem Inel

    2016-01-01

    In this study, both the activities prepared by pre-service science teachers regarding the Problem Based Learning method and the pre-service science teachers' views regarding the method were examined before and after applying their activities in a real class environment. 69 pre-service science teachers studying in the 4th grade of the science…

  2. Education for Survival; A Social Studies and Science Curriculum Guide for Grades 1, 2, 3.

    ERIC Educational Resources Information Center

    Grubman, Ruth W.; And Others

    This book is one of a series on Education For Survival and integrates a conservation curriculum into a social studies and science program for grades 1, 2, and 3. It was developed to help lead young people to an awareness of environmental problems which confront our society. The first chapter presents a resume of all social science curriculum units…

  3. Alcohol and Drug Prevention Curriculum Resource Guide Grades 10-12: Science--Biology.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Alcohol and Drug Defense Program.

    This curriculum resource guide on alcohol and drug prevention provides suggested activities for teachers of grades 10 through 12. Three integrated learning activities for science/biology and healthful living are presented. The science/biology goal is understanding the biology of humans. Healthful living goals include analyzing drug and alcohol use…

  4. Electromagnetic Spectrum. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for…

  5. Electrical Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the fifth in a set of six, contains teacher and student materials for a unit on electrical energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades…

  6. Prueba de Ciencia Primer Grado (Science Test for the First Grade). [In Spanish

    ERIC Educational Resources Information Center

    Puerto Rico State Dept. of Education, Hato Rey.

    This document consists of three parts: (1) a manual for administering the science test to first graders (in Spanish), (2) a copy of the test itself (pictorial), and (3) a list of expected competencies in science for the first three grades (in English). The test consists of 25, four-choice items. For each item, the administrator reads a statement…

  7. A Longitudinal Study of a 5th Grade Science Curriculum Based on the 5E Model

    ERIC Educational Resources Information Center

    Scott, Timothy P.; Schroeder, Carolyn; Tolson, Homer; Huang, Tse-Yang; Williams, Omah M.

    2014-01-01

    The Center for Mathematics and Science Education at Texas A&M University contracted with Region 4 Education Service Center (ESC) and a large, diverse school district to conduct a longitudinal study from 2005-2009. The state achievement test scores of 5th graders who were taught using a Grade 5 science textbook designed by Region 4 ESC were…

  8. The Role of Peers and Grades in Determining Major Persistence in the Sciences

    ERIC Educational Resources Information Center

    Ost, Ben

    2010-01-01

    Using longitudinal administrative data from a large elite research university, this paper analyzes the role of peers and grades in determining major persistence in the life and physical sciences. In the physical sciences, analyses using within-course, across-time variation show that ex-ante measures of peer quality in a student's introductory…

  9. Exploring Seventh-Grade Students' and Pre-Service Science Teachers' Misconceptions in Astronomical Concepts

    ERIC Educational Resources Information Center

    Korur, Fikret

    2015-01-01

    Pre-service science teachers' conceptual understanding of astronomical concepts and their misconceptions in these concepts is crucial to study since they will teach these subjects in middle schools after becoming teachers. This study aimed to explore both seventh-grade students' and the science teachers' understanding of astronomical concepts and…

  10. Supplement for Curriculum Guide for Science: Lao-Speaking Students. Kindergarten-Grade 8. Working Draft.

    ERIC Educational Resources Information Center

    Chicago Board of Education, IL.

    This supplement to the Chicago public schools' science curriculum, for use with Lao-speaking students in grades K-8, is designed to help students make the transition to learning science in English. English-Lao vocabulary lists, independent learning activities and teaching aids (in both languages), and study questions (in Lao) are included to…

  11. Guide for Teaching Science Problems 1-2, Grade XI or XII. Second Edition.

    ERIC Educational Resources Information Center

    Fredrickson, Clifford T.

    Science Problems 1-2 is a terminal course for eleventh and twelfth grade students with limited science background and generally below average reading levels. The guide is intended as a supplement to the detailed teacher's guide prepared by the publishers of the textbook used in the course. It is assumed that no teacher is expert in all subject…

  12. Too Close for (Brain) Comfort: Improving Science Vocabulary Learning in the Middle Grades

    ERIC Educational Resources Information Center

    Shore, Rebecca; Ray, Jenna; Goolkasian, Paula

    2013-01-01

    This article describes how researchers take a multidisciplinary approach to investigating how middle grades students learn science vocabulary. The authors investigated teaching strategies for increasing retention of science vocabulary with seventh graders and stumbled upon an interesting finding that was not even a target for their study, yet it…

  13. Change in Student Beliefs about Attitudes toward Science in Grades 6-9

    ERIC Educational Resources Information Center

    Akcay, Hakan; Yager, Robert E.; Iskander, Srini M.; Turgut, Halil

    2010-01-01

    The study reports on an investigation of the impact of a Science-Technology-Society (STS) approach in promoting more positive student attitudes toward science that are recommended by current reform documents. A total of 609 students from grades six through nine were selected for a survey of attitudes in two class sections assigned as either…

  14. The Effects of the Interactive Student Notebook on Fifth Grade Math and Science Achievement

    ERIC Educational Resources Information Center

    Green, Timothy

    2010-01-01

    The purpose of this study was to determine the effects of using the interactive student notebook versus the use of traditional note-taking methods on math and science achievement for fifth grade students. The researcher hypothesized that the ISN would have a significant positive impact on math and science student achievement. Multiple regression…

  15. Using Food as a Tool to Teach Science to 3rd Grade Students in Appalachian Ohio

    ERIC Educational Resources Information Center

    Duffrin, Melani W.; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

    2010-01-01

    The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007 to 2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3rd-grade classrooms in Appalachian Ohio; teachers in these…

  16. Mechanical Advantage. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the fourth in a set of six, contains teacher and student materials for a unit on mechanical engineering prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in…

  17. BIBLIOGRAPHY OF SCIENCE COURSES OF STUDY AND TEXTBOOKS FOR GRADES 7-12.

    ERIC Educational Resources Information Center

    National Science Teachers Association, Washington, DC.

    BIBLIOGRAPHIC INFORMATION PERTAINING TO CURRENT BOOKS AND RECENTLY PREPARED COURSES OF STUDY FOR SCIENCE IN GRADES 7 THROUGH 12 COMPOSE THE TWO DIVISIONS OF THE VOLUME. APPROXIMATELY 120 COURSES OF STUDY FOR JUNIOR AND SENIOR HIGH SCHOOL SCIENCE ARE LISTED. ALL HAVE BEEN PREPARED SINCE 1960, AND ALL ARE AVAILABLE FROM STATE OR LOCAL SCHOOL UNITS…

  18. Water Quality-8th Grade Earth Science, or "Lets Get Relevant."

    ERIC Educational Resources Information Center

    Rezabek, Edward

    This document describes some experiences in a science/technology/society (STS) program for an eighth grade science course at a small rural school in Iowa. The background information about the school and the general goal of the STS program are outlined. The curriculum structure of the program related to water as a reusable resource is presented.…

  19. Effects of an intensive middle school science experience on the attitude toward science, self-esteem, career goal orientation, and science achievement of eighth-grade female students

    NASA Astrophysics Data System (ADS)

    Williams, Tammy Kay

    The purpose of this investigation was to examine the effects of a year long intensive extracurricular middle school science experience on the self-esteem, career goal orientation, and attitude toward science of eighth grade female students using both quantitative and qualitative methods. Sixteen self-selected eighth grade female students participated in extracurricular science experiences such as camping, rock climbing, specimen collecting and hiking, as well as meeting and interacting with female science role models. Data was collected using pre- and posttest methods using the Children's Attitude Toward Science Survey, the Coopersmith Self-Esteem Inventory, and the Self-Directed Search (SDS) Career Explorer. End of year science course grades were examined for seventh and eighth grades and compared to first semester high school grades. Qualitative data was in the form of: (1) focus group interviews conducted prior to field experiences, at the end of all field experiences, and at the end of the first semester of high school, and (2) journal entries from throughout the project. Qualitative data was examined for changes in student perceptions of science as a discipline, self as scientist, women in science, and social comparison of self in science.

  20. The impact of environmental education on sixth-grade students' science achievement

    NASA Astrophysics Data System (ADS)

    Clavijo, Katherine Gillespie

    This study investigated the relationship between student involvement in environmental education (EE) and science achievement. The performance of students engaged in fifth and sixth grade classrooms identified as incorporating environmental education into science instruction was compared to that of students from similar classrooms that use traditional science instruction. Data from 4655 sixth grade students were analyzed using hierarchical multiple regression model to determine if environmental education improves prediction of science achievement beyond that afforded by differences in socioeconomic status and previous science achievement. The results indicated that environmental education, when integrated into science instruction, does not improve prediction of CTBS science scores beyond that afforded by differences in previous achievement in science and socioeconomic status. Previous achievement and socioeconomic status were the only two variables that predicted CTBS science subtest scores. The variable previous achievement (Score on fourth grade KIRIS test) explained 27.6% of the variance in CTBS test scores. The variable socioeconomic status (participation in free and reduced lunch program) explained 7.1% of the variance in CTBS science test scores. Participation in a fifth, sixth or both grades environmental education classroom did not add to the prediction of CTBS scores. This study illustrates that environmental education, while not correlated with high science achievement, does not correlate with low science achievement. Environmental education research may benefit from similar studies, which utilize alternative forms of student assessment. This study has implications for researchers interested in examining the impact of environmental education on science achievement, as it provides evidence for the importance of including background characteristics, such as socioeconomic status and previous achievement, in research models. This study provides an example of

  1. An Analysis of the Learning Activities Covered in the 5th Grade Science Textbooks Based on 2005 and 2013 Turkish Science Curricula

    ERIC Educational Resources Information Center

    Aydogdu, Cemil; Idin, Sahin

    2015-01-01

    The aim of this study is to analyze the learning activities covered in 5th grade elementary science textbooks which depend on 2005 and 2013 elementary science curricula. Two elementary science textbooks [which] depend on 2005 science curriculum and two elementary science textbooks [which] depend on 2013 science curriculum were researched. The…

  2. An Analysis of the Learning Activities Covered in the 5th Grade Science Textbooks Based on 2005 and 2013 Turkish Science Curricula

    ERIC Educational Resources Information Center

    Aydogdu, Cemil; Idin, Sahin

    2015-01-01

    The aim of this study is to analyze the learning activities covered in 5th grade elementary science textbooks which depend on 2005 and 2013 elementary science curricula. Two elementary science textbooks depends on 2005 science curriculum and two elementary science textbooks depend on 2013 science curriculum were researched. The study is a…

  3. Geology. Grade 6. Anchorage School District Elementary Science Program.

    ERIC Educational Resources Information Center

    Anchorage School District, AK.

    This resource book introduces sixth-grade children to the environment by studying rocks and other geological features. Nine lessons are provided on a variety of topics including: (1) geologic processes; (2) mountain building; (3) weathering; (4) geologic history and time; (5) plate tectonics; (6) rocks and minerals; (7) mineral properties; (8)…

  4. Weather. Third Grade. Revised. Anchorage School District Elementary Science Program.

    ERIC Educational Resources Information Center

    Defendorf, Jean, Ed.

    This resource book introduces third-grade children to the environment by studying the weather and its effects. Lessons are provided including: (1) constructing a weather diary; (2) thermometers; (3) clouds; (4) barometric pressure; (5) wind vanes; (6) heating and cooling air; and (7) analyzing weather data. Each lesson includes a listing of…

  5. General Science, Ninth Grade: Theme III and Theme IV. Experimental.

    ERIC Educational Resources Information Center

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

    This document was designed to help teachers provide ninth grade students in New York City with opportunities to learn about scientific processes as well as basic reasoning skills which underlie problem-solving processes in scientific and nonscientific disciplines. The first section of the guide, "The Environment," contains lessons which deal with…

  6. Teaching Grade 5 Life Science with a Case Study Approach

    ERIC Educational Resources Information Center

    Olgun, Ozlem Sila; Adali, Belgin

    2008-01-01

    The main purpose of this study was to investigate the effects of a case study approach on students' achievement and attitudes towards viruses, bacteria, fungi, and protista. Fifth-grade students (N = 88) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class…

  7. Social Science Performance Descriptors, Grades 1-5.

    ERIC Educational Resources Information Center

    Best, Tom; Bettis, Norman; Carlson, Richard; Dempsey, Joanne; Greene, Matt; Gunn, Will; Kahl, Colleen; McBride, Lawrence W.; Miller, Arlan; Schrand, Jim; Walk, Fred

    The Illinois Learning Standards are state content standards that describe what students should know and be able to achieve in grades K-12. The challenge for the 2000-2001 school year was to produce performance standards that would indicate how well students should perform to meet the state standards. The performance standards describe how well…

  8. Social Science Performance Descriptors, Grades 6-12.

    ERIC Educational Resources Information Center

    Best, Tom; Bettis, Norman; Carlson, Richard; Dempsey, Joanne; Greene, Matt; Gunn, Will; Kahl, Colleen; McBride, Lawrence W.; Miller, Arlan; Schrand, Jim; Walk, Fred

    The Illinois Learning Standards are state content standards that describe what students should know and be able to achieve in grades K-12. The challenge for the 2000-2001 school year was to produce performance standards that would indicate how well students should perform to meet the state standards. The performance standards describe how well…

  9. Notebook Writing in Three Fifth-Grade Science Classrooms.

    ERIC Educational Resources Information Center

    Baxter, Gail P.; Bass, Kristin M.; Glaser, Robert

    2001-01-01

    Examined ways three fifth-grade teachers facilitated student notebook writing as part of an inquiry of electric circuits. Found that teachers promoted notebook writing through explicit instructions and prompts. Teachers provided frequent opportunities for writing, and checked that students had documented procedural aspects of investigations.…

  10. The impact of an integrated math and science curriculum on third grade students' measurement achievement

    NASA Astrophysics Data System (ADS)

    Adamson, Karen

    The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement---specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis on developing measurement skills in the context of scientific investigations. Third grade students' performance on the measurement subscale of the statewide mathematics assessment at experimental and comparison schools were examined using a hierarchical linear model (HLM). Students participating in the treatment performed significantly higher than students at comparison schools. The results of this study provide evidence that an integrated approach to math and science instruction can benefit diverse populations of students.

  11. Science Curriculum Guide. Grade 8. Bulletin 1989, No. 78.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has two major components, the table of contents and the activities. The table of contents lists by…

  12. Science Curriculum Guide. Grade 5. Bulletin 1989, No. 75.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has two major components, the table of contents and the activities. The table of contents lists by…

  13. Science. Suggested Learner Outcomes, Grades 9-12.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Education, Oklahoma City.

    Developed for the purpose of providing teachers and administrators with objectives upon which a curriculum could be formed, this guide identifies standardized learner outcomes for secondary level science students. A philosophy of science education for Oklahoma schools is presented and student goals are specified. Objectives and descriptive…

  14. Elementary Science Safety Manual for Grades K-8, 1999.

    ERIC Educational Resources Information Center

    Marganoff, Bruce

    Science safety is no accident. It requires the knowledge of potential hazards, attention to detail, and constant supervision. It is important that teachers understand the potential dangers of even the simplest of science activities. This manual is intended to assist elementary teachers in doing experiments and activities more confidently by making…

  15. Science Curriculum Guide. Grade 2. Bulletin 1989, No. 72.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has to major components, the table of contents and the activities. The table of contents lists by…

  16. Brief Science Performance Evaluation on 8th Grade Students

    ERIC Educational Resources Information Center

    Mocanu, Gabriela

    2010-01-01

    This paper aims to provide some statistics concerning the science performance of a group of 59 8th graders, studying in three different classes (may be regarded as different study groups). Eight science items were used, two from each content domain: chemistry, biology, mathematics and physics. These items were taken from the 2007 edition of the…

  17. Science Curriculum Guide. Grade 3. Bulletin 1989, No. 73.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has two major components, the table of contents and the activities. The table of contents lists by…

  18. Career Activities in Science: Grades 7-12.

    ERIC Educational Resources Information Center

    Sleep, Gerald; And Others

    The curriculum guide attempts to assemble select activities that represent skills related to careers in science. These learning activities are designed to give junior and senior high school students opportunities to explore concepts and processes in many science-related careers. The broad areas covered are biology, chemistry, physics, and earth…

  19. Growth Mindset of Gifted Seventh Grade Students in Science

    ERIC Educational Resources Information Center

    Esparza, Julie; Shumow, Lee; Schmidt, Jennifer A.

    2014-01-01

    Through secondary analysis of data collected in middle school science classrooms, this study (a) compared gifted and regular students' beliefs about the malleability of intelligence in science; (b) investigated whether teaching gifted and talented middle-school students about malleability of the brain and study skills helped them to develop a…

  20. Collaborative Teaching in the Middle Grades: Inquiry Science

    ERIC Educational Resources Information Center

    Becker, Helaine

    2005-01-01

    This book allows the reader to team teach with a science specialist to drive home key library and media curriculum goals. Eight detailed chapters provide background and complete lesson plans that cover both library and general science skills and benchmarks. Included are reproducible student worksheets, tools for assessment, and a suggested…

  1. Eighth Grade Earth Science Curriculum Guide. Part 1.

    ERIC Educational Resources Information Center

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

    This is a curriculum guide composed of lessons which can serve as models for the beginning teacher as well as for the teacher who needs activities to broaden the earth science perspective in the classroom. It was designed to supplement the New york State Earth Science Syllabus and encourages students to develop inquiry and problem solving skills.…

  2. Science Curriculum Guide. Grade 1. Bulletin 1989, No. 71.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has to major components, the table of contents and the activities. The table of contents list by Roman…

  3. The Readability of Selected Marine Science Texts by Grade Level.

    ERIC Educational Resources Information Center

    Schlenker, Linda L.; Schlenker, Richard M.

    The reading level of selected marine science texts was ascertained using Fry's Readability Formula (Maginnis, 1969). Attached, with an annotated list of twenty texts, is a table that lists the reading levels for each text. (CS)

  4. The Delphi Technique in Identifying Learning Objectives for the Development of Science, Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

    ERIC Educational Resources Information Center

    Abualrob, Marwan M. A.; Daniel, Esther Gnanamalar Sarojini

    2013-01-01

    This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second,…

  5. Attitude and achievement patterns of seventh-grade science students: Are there sex differences?

    NASA Astrophysics Data System (ADS)

    Tingley, Paula B.

    1997-12-01

    This study adapted Fennema and Peterson's Autonomous Learning Behavior model to examine sex differences in seventh grade science attitude and achievement. Six dimensions of student attitude were examined: (a) self confidence in science, (b) perceptions of the usefulness of science, (c) perceptions of science as a male domain, (d) attitudes toward success in science, (e) perceptions of teacher attitudes, and (f) attributions for success and failure experiences in science. Attitudinal data were collected during fall and spring from a sample of 65 males and 53 females. Science achievement scores at the end of grades six and seven were obtained from student records. Using repeated measures analyses of variance, the study investigated whether seventh grade males and females (a) differ in their attitudes toward science, (b) experience similar changes in attitudes toward science from fall to spring, and (c) demonstrate differences in the relationship between attitude toward science and science achievement. In general, males and females were more similar than different in their attitudes toward science. Main effects of sex were observed on only one attitudinal variable (male domain), and two attribution scales (success/ability and failure/ability). Males more than females viewed science as a male domain, and were more likely than females to attribute success in science to their ability. Females more than males, in contrast, tended to attribute failure to their lack of ability. Where changes were observed over time, males tended to show a less positive attitude from fall to spring, while females tended to become more positive in their attitudes, if they changed at all. Results indicated no sex differences in science achievement at the sixth or seventh grade level. However, attitude was a stronger predictor of achievement for males than females. These findings support the usefulness of the Autonomous Learning Behavior model as a framework for examining sex differences in

  6. Science discourse in a middle-grade classroom attempting learning community-centered science instruction

    NASA Astrophysics Data System (ADS)

    Templin, Mark Arnold

    This dissertation focuses on the development of students' scientific literacy discourse in a middle grade science classroom as the teacher attempted to establish a learning community. Instructional design features included a change in teacher and students' roles such that authority over many classroom decisions was shared and students were encouraged to design their own investigations within the context of extended learning projects. The study followed the progress of two groups of four students, representing diversity in academic performance, gender, and ethnicity, over the course of four months. Target group discourse was recorded once every other school day and then transcribed. Accompanying field notes were written. Classroom artifacts, including a complete set of daily lesson plans, instructional materials, and student products, were collected. The interpretive framework, which highlighted different discourse practices and the instructional moves that supported them, evolved during data analysis as it was repeatedly tried out against the empirical materials through stages of data reduction, display, conclusion drawing, and verification. Analysis of the teacher's practice indicated that he initiated and maintained a classroom learning community by encouraging students to (a) think about their thinking by responding to questions that promoted such reflection; (b) share their reflections and other written products with each other and revise them through peer review; (c) decide for themselves which science content was relevant to their investigations; (d) share problem solving strategies; and (e) debate the meaning of terms so that a common understanding of science concepts could be developed. The teacher modeled and asked questions to promote these reflective and collaborative practices, successively withdrawing his active involvement in group dialogue as the term progressed. Analysis of students' discourse indicated that students increasingly developed

  7. Relationships between gifted selection criteria and performance in sixth-grade gifted science

    NASA Astrophysics Data System (ADS)

    Miller, Roxanne Greitz

    This study examined the relationships between gifted selection criteria used in the Dade County Public Schools of Miami, Florida and performance in sixth grade gifted science classes. The goal of the study was to identify significant predictors of performance in sixth grade gifted science classes. Group comparisons of performance were also made. Performance in sixth grade gifted science was defined as the numeric average of nine weeks' grades earned in sixth grade gifted science classes. The sample consisted of 100 subjects who were formerly enrolled in sixth grade gifted science classes over two years at a large, multiethnic public middle school in Dade County. The predictors analyzed were I.Q. score (all scales combined), full scale I.Q. score, verbal scale I.Q. score, performance scale I.Q. score, combined Stanford Achievement Test (SAT) score (Reading Comprehension plus Math Applications), SAT Reading Comprehension score, and SAT Math Applications score. Combined SAT score and SAT Math Applications score were significantly positively correlated to performance in sixth grade gifted science. Performance scale I.Q. score was significantly negatively correlated to performance in sixth grade gifted science. The other predictors examined were not significantly correlated to performance. Group comparison results showed the mean average of nine weeks grades for the full scale I.Q. group was greater than the verbal and performance scale I.Q. groups. Females outperformed males to a highly significant level. Mean g.p.a. for ethnic groups was greatest for Asian students, followed by white non-Hispanic, Hispanic, and black. Students not receiving a lunch subsidy outperformed those receiving subsidies. Comparisons of performance based on gifted qualification plan showed the mean g.p.a. for traditional plan and Plan B groups were not different. Mean g.p.a. for students who qualified for gifted using automatic Math Applications criteria was highest, followed by automatic

  8. The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes toward Science

    ERIC Educational Resources Information Center

    Koksal, Ela Ayse; Berberoglu, Giray

    2014-01-01

    The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design…

  9. Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science

    ERIC Educational Resources Information Center

    Chen, Jason A.; Pajares, Frank

    2010-01-01

    We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N=508).…

  10. Science: A Unit on Microbiology; Curriculum Guide for Teaching Gifted Children Science in Grades Four Through Six.

    ERIC Educational Resources Information Center

    Muir, Raquel

    The curriculum guide for teaching science to gifted intermediate grade students presents material to be used for a unit on microbiology, as well as suggestions for a second unit on the subject. Examined in the unit are the structures, functions, growth, development, uses, and environments of different kinds of microorganisms, with an emphasis on…

  11. An Assessment of Student Knowledge in Fourth, Eighth and Eleventh Grades of Science and Natural Resource Concepts Related to Acidic Deposition.

    ERIC Educational Resources Information Center

    Brody, Michael; And Others

    This study assessed the level of scientific and natural resource knowledge that 4th, 8th, and 11th grade students in Maine possessed concerning acidic deposition. A representative sample of public school students (n=175) was interviewed on 12 concept principles considered critical to a full understanding of the acidic deposition problem. These…

  12. Ninth Grade Physics: A Necessity for High School Science Programs

    ERIC Educational Resources Information Center

    Wilt, John R.

    2005-01-01

    The traditional order in which science courses are taught in U.S. high schools is biology, chemistry, physics. The physics course usually is regarded as very difficult because it requires both high-level mathematical skills and high-level thinking skills; it is taught in the final year of high school to provide time for students to develop the…

  13. Science: Model Curriculum Guide, Kindergarten through Grade Eight.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    This guide was developed with the intention of helping teachers and school site administrators in California review the elementary science curriculum and compare it to an idealized model that is presented in the document. Part I of the guide provides a summary of a number of characteristics considered to be important to a strong elementary science…

  14. Pennsylvania's Energy Curriculum for the Secondary Grades: Earth Science.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg.

    Two dozen energy-related earth science lessons comprise this guide for secondary school teachers. Intended to provide information about energy issues that exist in Pennsylvania and throughout the world, the activities cover topics such as coal mining, radioactivity, and the distribution of oil and gas in Pennsylvania. Lessons include objectives,…

  15. A Primary Grade (K-3) Earth Science Program

    ERIC Educational Resources Information Center

    Schwartz, Maurice L.; Slesnick, Irwin L.

    1973-01-01

    Describes the rationale and structure of a newly developed earth science program for elementary school children (K-3). The activities involve pre-operational and concrete operational stages, progressing from one to the other. Children show sustained interest and enthusiasm as they investigate landforms, the moon, fossils, and weather phenomena.…

  16. The Effect of Thinking Maps on Fifth Grade Science Achievement

    ERIC Educational Resources Information Center

    Hudson, Darlene

    2013-01-01

    Informational texts, such as those found in science education, have historically been reserved for secondary students. With the increased emphasis on elementary students' academic accountability, these high impact instructional strategies must also be utilized to support subject matter comprehension for younger students. This…

  17. An Introduction to Computer Science (Secondary Grades). Volume 2.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY.

    The second volume of a two-volume computer science curriculum guide, reflecting the technology of the 1980s, presents 66 lessons on advanced computer literacy topics for high school students. Topics include advanced programing concepts in BASIC, spreadsheet management, telecommunications, writing a computer-assisted-instruction program, computers…

  18. Creating a Science E-Book with Fifth Grade Students

    ERIC Educational Resources Information Center

    Encheff, Dana

    2013-01-01

    This article explains how one teacher used iBooks Author, a free digital textbook creation tool that makes iBooks for iPads, in an upper elementary classroom to improve students' expository writing skills and understanding of science content. The classroom teacher taught students pre-requisite writing and technology skills for two weeks, and…

  19. The Effect of Thinking Maps on Fifth Grade Science Achievement

    NASA Astrophysics Data System (ADS)

    Hudson, Darlene

    Informational texts, such as those found in science education, have historically been reserved for secondary students. With the increased emphasis on elementary students' academic accountability, these high impact instructional strategies must also be utilized to support subject matter comprehension for younger students. This causal-comparative study, grounded in cognitive learning theory, sought to discover if 2 years of implementation and use of Thinking Maps, a visual tool program, had an effect on student achievement in elementary science as measured by Georgia's statewide assessment known as the Criterion-Referenced Competency Test (CRCT). Achievement data of 2 groups that received Thinking Maps instruction for 2 years was compared to 1 group that did not. An analysis of covariance was used to analyze the assessment data. The findings suggest that the students who did not use Thinking Maps performed significantly better than those who did use Thinking Maps, even though both groups showed positive mean score gains from 2010 to 2012 on the science portion of the CRCT. Limitations of the study, such as the lack of randomization and manipulation of the independent variable, suggest that further research is needed to fairly evaluate the program and its effectiveness. Also, the instructional setting and amount of time used for science instruction in the elementary classroom warrants additional investigation. Findings related to the implementation and use of graphic tools such as Thinking Maps will help school systems choose professional learning opportunities and effective instructional strategies to develop content literacy.

  20. Utilizing Multi-Modal Literacies in Middle Grades Science

    ERIC Educational Resources Information Center

    Saurino, Dan; Ogletree, Tamra; Saurino, Penelope

    2010-01-01

    The nature of literacy is changing. Increased student use of computer-mediated, digital, and visual communication spans our understanding of adolescent multi-modal capabilities that reach beyond the traditional conventions of linear speech and written text in the science curriculum. Advancing technology opens doors to learning that involve…

  1. Eighth Grade Science Teachers Use of Instructional Time: Comparing Questions from the Third International Mathematics and Science Study (TIMSS) and National Science Foundation Questionnaires.

    ERIC Educational Resources Information Center

    Davidson, Anne Burgess

    Did the Third International Mathematics and Science Study (TIMSS) ask eighth grade science teachers the right questions about their use of instructional time? TIMSS asked teachers to recall a lesson that they had taught, and then group activities into 11 categories. This study examined the TIMSS question "How did the lesson proceed?" by…

  2. 4th International Plant Biomechanics Conference Proceedings (Abstracts)

    SciTech Connect

    Frank W. Telewski; Lothar H. Koehler; Frank W. Ewers

    2003-07-20

    The 4th International Plant Biomechanics Conference facilitated an interdisciplinary exchange between scientists, engineers, and educators addressing the major questions encountered in the field of Plant Biomechanics. Subjects covered by the conference include: Evolution; Ecology; Mechanoreception; Cell Walls; Genetic Modification; Applied Biomechanics of Whole Plants, Plant Products, Fibers & Composites; Fluid Dynamics; Wood & Trees; Fracture Mechanics; Xylem Pressure & Water Transport; Modeling; and Introducing Plant Biomechanics in Secondary School Education.

  3. Problem-based learning versus traditional science instruction: Achievement and interest in science of middle grades minority females

    NASA Astrophysics Data System (ADS)

    Mungin, Rochelle E.

    This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also looked for a significant relationship between interest in science and achievement in science. This study used survey data from parents of female middle school science students to measure student interest in science concepts. The population of interest for this study was 13--15 year old eighth grade females from various racial make-ups such as, African American, Hispanic, Bi-racial, Asian, and Other Pacific Islander. Student achievement data was retrieved from the 8th grade science fall common assessed benchmark exam of both test groups. The results of the survey along with the benchmark data was to shed light on the way adolescent females learn and come to embrace science. The findings may provide guidance for science educators seeking to reach their minority female students and guide their achievement levels higher than before. From the results of the t-test and Pearson correlation test of this study, it can be concluded that while this study did not show a significant difference in academic achievement or interest between the two teaching styles, it revealed that interest in science has a positive role to play in the academic success of minority girls in science. The practical implications for examining these issues are to further the research on solutions for closing the minority and gender achievement gaps. The results of this study have implications for researchers as well as practitioners in the field of education.

  4. The development of a science process assessment for fourth-grade students

    NASA Astrophysics Data System (ADS)

    Smith, Kathleen A.; Welliver, Paul W.

    In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed writing teams and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is

  5. Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

    ERIC Educational Resources Information Center

    Karakuyu, Yunus

    2011-01-01

    The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

  6. Proceedings of the International Conference on Educational Data Mining (EDM) (4th, Eindhoven, the Netherlands, July 6-8, 2011)

    ERIC Educational Resources Information Center

    Pechenizkiy, Mykola; Calders, Toon; Conati, Cristina; Ventura, Sebastian; Romero, Cristobal; Stamper, John

    2011-01-01

    The 4th International Conference on Educational Data Mining (EDM 2011) brings together researchers from computer science, education, psychology, psychometrics, and statistics to analyze large datasets to answer educational research questions. The conference, held in Eindhoven, The Netherlands, July 6-9, 2011, follows the three previous editions…

  7. Indigenous Elementary Students' Science Instruction in Taiwan: Indigenous Knowledge and Western Science

    ERIC Educational Resources Information Center

    Lee, Huei; Yen, Chiung-Fen; Aikenhead, Glen S.

    2012-01-01

    This preliminary ethnographic investigation focused on how Indigenous traditional wisdom can be incorporated into school science and what students learned as a result. Participants included community elders and knowledge keepers, as well as 4th grade (10-year-old) students, all of Amis ancestry, an Indigenous tribe in Taiwan. The students'…

  8. Reading: Students' Attitudes and Interests in Fourth, Fifth, and Sixth Grades in Official Portuguese Schools in the USA (A Leitura: Atitudes e Preferencias dos Educandos do 4th, 5th, e 6th Anos de Escolaridade nas Escolas Oficiais Portuguesas nos Estados Unidos da America).

    ERIC Educational Resources Information Center

    Castanho, Maria da Graca Borges

    A study investigated attitudes and preferences concerning reading among fourth-, fifth-, and sixth-grade students in Portuguese-language schools in the United States. Extrinsic factors influencing students (parents, teachers) were also analyzed. The research took place in 10 schools in 5 states. Data were obtained using questionnaires (students)…

  9. Guided-Inquiry Lessons Raise Scores on the Sixth Grade Georgia Science Test

    NASA Astrophysics Data System (ADS)

    Page, Purlie M.

    At the local level, G Middle School has the highest district-wide percentage of 6th grade science students who are not meeting standards. It is imperative that G middle school take corrective action to reduce the number of students failing to meet state science standards. Dewey's theory of conceptual framework, which involves knowledge constructed on a person's personal experience and mind activity through active forms of learning, guided this study. The goal of the study was to determine whether inquiry-based science modules produce greater 6th grade science achievement, as measured by an equivalent instrument of the science section of the Georgia Criterion-Referenced Competency Test, when compared to traditional instruction among eastern Georgia 6th graders. The sample consisted of 230 students in the nonintervention group and 119 students in the intervention group. All students were from intact classes. At the end of the intervention, an independent t test was conducted to analyze the scores. According to the study t test, (t = 12.33, df = 304.56, p < 0.05), the difference between the means was statistically significant. This project's potential impact on social change includes increasing student motivation towards, comprehension of, and interest in science concepts. At the local level, these inquiry lessons can be shared with science teachers across grade levels and within the district to improve county-wide science scores. An increase in student interest and comprehension of science concepts could ultimately lead to the United States producing more students in the fields of science, technology, engineering, and mathematics (STEM) education.

  10. Comparing instructional methodologies in sixth-grade science: Traditional textbook, integrated science, and integrated science with technology enhancement

    NASA Astrophysics Data System (ADS)

    Hocutt, Martha M.

    2003-10-01

    The purpose of this study was to examine three different methodologies used to present content to sixth-grade science students and determine which methodology benefited students most with regard to the acquisition of content knowledge and attitude toward science. The three methodologies examined were The University of Alabama's Center for Communication and Educational Technology's Integrated Science program, CCET's Integrated Science program enhanced with PowerPoint RTM technology, and traditional textbook methodology. Data were collected through the administration of a pretest prior to instruction and a posttest after 10 days of instruction. Data were also collected through researcher observations, nine additional assessments, and the completion of observation checklists by the classroom teacher. Data were collected for examining attitudes toward science through the administration of a survey both prior to and after instruction. Methodology was not found to affect student scores with regard to race, gender, or achievement level. Student achievement was not found to be affected by the method in which content was delivered, but by instructionally sound pedagogy used by an effective teacher. Using technology to present content information may not result in higher test scores when compared to traditional methodologies. However, multimedia may have a powerful impact on learning, but perhaps not in ways that are traditionally measured. Anecdotal evidence from researcher observations indicated that students were more motivated when instructed through methodologies that used technology. Further research should be conducted in exploring benefits students gain from being exposed to technology. In addition, further research needs to be conducted on different ways technology can be used with good pedagogy to improve student achievement. Teachers must accept that technology in the classroom is here to stay, and they cannot deny its use. The use of technology by teachers is a

  11. School Science Capacity: A Study of Four Urban Catholic Grade Schools

    ERIC Educational Resources Information Center

    Smetana, Lara K.; Coleman, Elizabeth R.

    2015-01-01

    Working from the view of schools as a system, and of school improvement as an ongoing journey (Hallinger & Heck, 2011; Jackson, 2000), this study investigated the perspectives of teacher leaders and principals from four metropolitan Catholic grade schools engaged in efforts to improve their school science programs. Built upon existing…

  12. Using Reading Grade Level to Assess Readability of Selected Plant and Soil Science Textbooks.

    ERIC Educational Resources Information Center

    Graveel, John G.; Fribourg, Henry A.

    1987-01-01

    Reported is a study designed to determine whether reading grade level (RGL) assessment techniques used for elementary and secondary education textbooks would discriminate among plant and soil science textbooks. The study was to select the RGL indices suited to quantify the readability of these sources, and to identify the factors affecting…

  13. ENERGY, A SCIENCE UNIT FOR THE UPPER ELEMENTARY GRADES, TEACHER'S GUIDE.

    ERIC Educational Resources Information Center

    DAVIS, JOSEPH; AND OTHERS

    PREPARED UNDER THE SPONSORSHIP OF THE SCIENCE CURRICULUM IMPROVEMENT STUDY, THIS TRIAL EDITION OF A TEACHER'S GUIDE FOR A UNIT ON ENERGY IS INTENDED FOR USE AT THE FIFTH AND SIXTH GRADE LEVELS. THE UNIT IS DESIGNED ESSENTIALLY AROUND PUPIL-CENTERED ACTIVITIES WHICH REQUIRE BOTH QUANTITATIVE AND QUALITATIVE OBSERVATIONS. THE ACTIVITIES IN PART I OF…

  14. ENERGY, A SCIENCE UNIT FOR THE UPPER ELEMENTARY GRADES, STUDENT MANUAL.

    ERIC Educational Resources Information Center

    DAVIS, JOSEPH; AND OTHERS

    PREPARED UNDER THE SPONSORSHIP OF THE SCIENCE CURRICULUM IMPROVEMENT STUDY, THIS TRIAL EDITION OF A STUDENT MANUAL FOR A UNIT ON ENERGY IS INTENDED FOR USE AT THE FIFTH AND SIXTH GRADE LEVELS. IT IS DESIGNED ESSENTIALLY AROUND PUPIL-CENTERED ACTIVITIES WHICH REQUIRE BOTH QUANTITATIVE AND QUALITATIVE OBSERVATIONS. THE ACTIVITIES IN PART I INVOLVE…

  15. SCDC Spanish Curricula Units. Science/Math, Unit 10, Grade 3, Teacher's Guide.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Unit 10 of a Spanish science/math curriculum for grade three, composed of kits 37-40, has as its theme "communities around the world". The unit's teacher's guide contains both learning and assessment activities, with the focus, objective, and materials needed for each activity listed. Specific attention is placed on four spiraling questions…

  16. 7th Grade Life Science Units Modified for ESOL Students--Middle School.

    ERIC Educational Resources Information Center

    Bernache, Carolyn; Jones, Jacqueline

    A set of supplemental materials for teaching grade 7 life sciences to beginning and intermediate students of English as a second language (ESL) includes an introductory section on teaching the ESL student and six instructional units. The introductory section discusses the special classroom needs and characteristics of the ESL student and provides…

  17. An Alternative Path to Becoming a Successful Middle Grades Math and Science Teacher

    ERIC Educational Resources Information Center

    Jeanpierre, Bobby; Lewis, Nancy

    2007-01-01

    In 2003, the University of Central Florida began a Transition to Mathematics and Science Teaching (T-MAST) program, a one-year, fast-track program that prepares and certifies bachelor's degree holders who will work as teachers in a job-sharing paid internship, while completing a Master of Arts degree in middle grades (5-9) mathematics education or…

  18. Relations among Grade 4 Students' Perceptions of Autonomy, Engagement in Science, and Reading Motivation

    ERIC Educational Resources Information Center

    Taboada Barber, Ana; Buehl, Michelle M.

    2013-01-01

    The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic…

  19. Disaggregated Outcomes of Gender, Ethnicity, and Poverty on Fifth Grade Science Performance

    ERIC Educational Resources Information Center

    Kohlhaas, Kay; Lin, Hsin-Hui; Chu, Kwang-Lee

    2010-01-01

    This nationwide study examined the relationships among gender, ethnicity, and poverty with fifth graders' (n = 8,741) science performance. Extant fifth grade data files (2003-2004), from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), were used. An ANOVA test revealed that males performed significantly better than…

  20. 8th Grade Physical Science Units Modified for ESOL Students, Middle School.

    ERIC Educational Resources Information Center

    Waynant, Louise F.

    A packet of supplementary materials for eighth grade science instruction for limited-English-proficient students is intended for beginning and intermediate students of English as a second language (ESOL). It contains worksheets and activities designed to increase student participation, challenge them within their language ability, create positive…

  1. A Supplementary Program for Environmental Education, Science, Grades K Through 12.

    ERIC Educational Resources Information Center

    Warpinski, Robert

    Presented in these 13 teacher's guides for grades K-12 are lesson plans and ideas for integrating science and environmental education. Each lesson originates with a fundamental concept pertaining to the environment and states, in addition, its discipline area, subject area, and problem orientation. Following this, behavioral objectives and…

  2. Evaluation of GALAXY Classroom Science for Grades 3-5. Final Report. Executive Summary.

    ERIC Educational Resources Information Center

    Guth, Gloria J. A.; Austin, Susan; DeLong, Bo; Pasta, David J.; Block, Clifford

    The GALAXY Classroom is a package of integrated curricular and instructional approaches, supported by the first U.S. interactive satellite communications network designed to facilitate the introduction of innovative curricula to improve student learning in elementary schools. GALAXY Classroom Science for grades 3-5 features the organization of…

  3. The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

    ERIC Educational Resources Information Center

    Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

    2015-01-01

    Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning…

  4. [East Syracuse-Minoa Schools Environmental Education Materials, Middle School Package, Grade 7--Science.

    ERIC Educational Resources Information Center

    East Syracuse - Minoa Central Schools, East Syracuse, NY.

    These five environmental education science units are designed for use in the seventh grade. Skills such as note taking, organizing information, critical thinking, analysis of data, and scientific skills, and the correlation between skills and content area are emphasized throughout the units to develop in the student a greater understanding of his…

  5. Analyzing Stories Told by an Elementary Science Teacher in a Fifth-Grade Classroom

    ERIC Educational Resources Information Center

    Trotman, Alicia M.

    2012-01-01

    The purpose of this qualitative study was to analyze and interpret the stories told by one teacher, Ms. M, in a fifth grade science classroom. In this study, stories are defined as teacher utterances that are used in first person or third person narrative view, and are related to an experience that occurred outside the classroom. This research…

  6. Instructional Communication Predictors of Ninth-Grade Students' Affective Learning in Math and Science

    ERIC Educational Resources Information Center

    Mottet, Timothy P.; Garza, Ruben; Beebe, Steven A.; Houser, Marian L.; Jurrells, Summer; Furler, Lisa

    2008-01-01

    The purpose of this study was to examine how students' perceptions of their teachers' instructional communication behaviors were related to their affective learning in math and science. A survey was used to collect perceptions from 497 ninth-grade students. The following conclusions were yielded from the data: (1) students' perceptions of their…

  7. Effects of Grade Retention on Achievement and Self-Concept in Science and Mathematics

    ERIC Educational Resources Information Center

    Ehmke, Timo; Drechsel, Barbara; Carstensen, Claus H.

    2010-01-01

    The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire…

  8. Learning Effects of a Science Textbook Designed with Adapted Cognitive Process Principles on Grade 5 Students

    ERIC Educational Resources Information Center

    Cheng, Ming-Chang; Chou, Pei-I; Wang, Ya-Ting; Lin, Chih-Ho

    2015-01-01

    This study investigates how the illustrations in a science textbook, with their design modified according to cognitive process principles, affected students' learning performance. The quasi-experimental design recruited two Grade 5 groups (N?=?58) as the research participants. The treatment group (n?=?30) used the modified version of the textbook,…

  9. Science: Grade 8. Curriculum Bulletin 1967-68 Series No. 20. [Revised].

    ERIC Educational Resources Information Center

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

    This document was developed to provide eighth-grade teachers in New York City with a sequence of instructional activities in science. The major portion of the guide is divided into four instructional units. The first unit, "Chemistry," includes lessons and activities on liquid solutions, suspensions and emulsions, acids, bases, neutralization, and…

  10. The Effects of Relaxation and Visualization on Information Retention in Fifth Grade Science Students.

    ERIC Educational Resources Information Center

    Cabot, Kathy L.

    This paper examines the effectiveness and feasibility of introducing relaxation and visualization techniques as study skills. Fifth grade science students from Charlottesville, Virginia (N=43) received six 20-minute classes using relaxation to study information on famous scientists. Results of this study indicate that relaxation and visualization…

  11. Acid Precipitation Learning Materials: Science, Environmental and Social Studies, Grades 6-12.

    ERIC Educational Resources Information Center

    Hessler, Edward W.

    The major environmental problem of acid precipition is addressed through a series of activities contained in this guide for teachers of grades 6 through 12. Exercises are provided to help students learn science inquiry skills, facts, and concepts while focusing on the acid rain situation. Activities are organized by content areas. These include:…

  12. Instructional Television: Inquiry Method of Instruction in Fifth- and Sixth-Grade Science.

    ERIC Educational Resources Information Center

    Beets, Mary Mitchell

    The primary purpose of this study was to evaluate television as an instructional medium for teaching creative thinking to fifth and sixth grade students by use of the "inquiry" method of instruction in the area of science. A secondary purpose was to determine the effect of student involvement in the live telecasts on their performance on a test…

  13. Missouri Assessment Program (MAP), Spring 2000: Intermediate Science, Released Items, Grade 7.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

    This assessment sample provides information on the Missouri Assessment Program (MAP) for grade 7 science. The sample consists of seven items taken from the test booklet and scoring guides for the seven items. The items assess heat, minerals, graphing, and plant growth. (MM)

  14. Teaching for Creativity by Science Teachers in Grades 5-10

    ERIC Educational Resources Information Center

    Al-Abdali, Nasser S.; Al-Balushi, Sulaiman M.

    2016-01-01

    This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5-10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher's responses to students' ideas, classroom activities to support…

  15. An Analysis of Global Problems Issues in Sixth and Seventh Grade Science Textbooks.

    ERIC Educational Resources Information Center

    Hamm, Mary; Adams, Dennis

    The study examines the extent to which the global issues of population growth, world hunger, air quality and atmosphere, and water resources were treated in sixth and seventh grade science textbooks. Ten textbooks were examined by five raters to determine the amount of content presented by different textbooks on global issues, the number of pages…

  16. Iowa Developed Energy Activity Sampler (IDEAS), Grades 7-12: Science.

    ERIC Educational Resources Information Center

    Simonis, Doris G.

    Presented is the Science component of the Iowa Developed Energy Activity Sampler (IDEAS), a multidisciplinary energy education program designed for infusion into the curriculum of grades 7-12. Also contained in the program are activity sets for Home Economics (SE 034 678), Industrial Arts (SE 034 679), Language Arts (SE 034 680), Mathematics (SE…

  17. Samples of Students' Responses from the Grade 9 Science Performance-Based Assessment Tasks, June 1993.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Student Evaluation Branch.

    The purpose of this document is to provide teachers, administrators, students, and parents with samples of students' performances that exemplify standards in relation to the 1993 Grade 9 Science Performance-Based Assessment Tasks for the province of Alberta, Canada. A sample of 698 randomly selected students from 31 schools did the…

  18. Map Resource Packet: Course Models for the History-Social Science Framework, Grade Seven.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    This packet of maps is an auxiliary resource to the "World History and Geography: Medieval and Early Modern Times. Course Models for the History-Social Science Framework, Grade Seven." The set includes: outline, precipitation, and elevation maps; maps for locating key places; landform maps; and historical maps. The list of maps are grouped under…

  19. Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement

    ERIC Educational Resources Information Center

    Winn, Pam; Erwin, Susan; Becker, Melissa; White, Misty

    2013-01-01

    Results of a collaborative, quasi-experimental, research and development project partnering university professors with a seventh grade science teacher are reported. The study proposed to test the academic effectiveness of innovative digitally-inspired instruction using commonly available digital tools on 33 North Texas public school students…

  20. Opinions of 7th Grade Students about Enriched Educational Practices in the Scope of Science Course

    ERIC Educational Resources Information Center

    Idin, Sahin; Aydogdu, Cemil

    2016-01-01

    The purpose of this research was to determine the opinions of the students about 7th grade science courses carried out with enriched educational practices. The research was conducted throughout fall semester of 2014-2015 academic year in the scope of Systems within our Body Unit (SBU), Force and Motion Unit (FMU), and Electric within our Lives…

  1. An Analysis of Sixth Grade Pupil's Ability to Use Context Clues in Science and Social Studies.

    ERIC Educational Resources Information Center

    Olson, Arthur V.

    The ability of sixth-grade students to use context clues for identifying unknown words in science and social studies reading materials and the types of context clues most frequently used are examined. The 30 subjects from three white, middle-class urban schools missed 50 percent or more of the words on a prevocabulary test. The subjects read two…

  2. Seventh Grade Students' Perceptions of Using Concept Cartoons in Science and Technology Course

    ERIC Educational Resources Information Center

    Ören, Fatma Sasmaz; Meriç, Gülçin

    2014-01-01

    The aim of this study is to determine the efficiency of use of concept cartoons in elementary school 7th grade students Science and Technology course according to students' perceptions. In terms of this aim, the unit of "Force and Motion" has been taught by concept cartoons and at the end of this period, semi-structured interviews were…

  3. Seventh Grade Students' Perceptions of Using Concept Cartoons in Science and Technology Course

    ERIC Educational Resources Information Center

    Sasmaz Ören, Fatma; Meriç, Gülçin

    2014-01-01

    The aim of this study is to determine the efficiency of use of concept cartoons in elementary school 7th grade students Science and Technology course according to students' perceptions. In terms of this aim, the unit of "Force and Motion" has been taught by concept cartoons and at the end of this period, semi-structured interviews…

  4. Concept Mapping in Science Class: A Case Study of Fifth Grade Students

    ERIC Educational Resources Information Center

    Asan, Askin

    2007-01-01

    The purpose of this research project was to determine the effects of incorporating concept mapping on the achievement of fifth grade students in science class. The study was conducted with twenty-three students at Ata Elementary School, Trabzon, Turkey. The students were tested with teacher-constructed pre- and post tests containing 20…

  5. Two Fifth Grade Teachers' Use of Real-World Situations in Science and Mathematics Lessons

    ERIC Educational Resources Information Center

    Yanik, H. Bahadir; Serin, Gokhan

    2016-01-01

    The purpose of this study was to investigate the types, sources, and cognitive levels of tasks that included real-life situations used in science and mathematics lessons in the classrooms of two 5th-grade teachers at an urban elementary school in Turkey. A qualitative approach was used to analyze data that included classroom observations, teacher…

  6. Parent Engagement in Science with Ninth Graders and with Students in Higher Grades

    ERIC Educational Resources Information Center

    Shumow, Lee; Schmidt, Jennifer A.

    2014-01-01

    By high school, parent engagement is likely to differ not only by grade, but by subject. This study surveyed students enrolled in high school science classes and found that parents of freshmen (9th graders) are more involved at home, less involved at school, and equally involved in educational planning compared to parents of high school students…

  7. An Analysis of Science Textbooks for Grade 6: The Electric Circuit Lesson

    ERIC Educational Resources Information Center

    Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

    2013-01-01

    Textbooks are a major tool in the teaching and learning process. This paper presents the results of an analysis of the Finnish and Thai 6th grade science textbooks: electric circuit lesson. Textual and pictorial information from the textbooks were analyzed under four main categories: 1) introduction of the concepts, 2) type of knowledge, 3)…

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

    ERIC Educational Resources Information Center

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

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

  9. Measuring Specific Interests in Biological, Physical and Earth Sciences in Intermediate Grade Levels

    ERIC Educational Resources Information Center

    Skinner, Ray, Jr.; Barcikowski, Robert S.

    1973-01-01

    Revised the Reed activities checklist to obtain an equal number of active and passive activities and an equal number of items representing interest in each field. Factor analysis of the present list among 2,137 seventh and eighth grade students supported the conclusion that science interest is not unindimensional. (CC)

  10. Cycles for Science: Biology Curriculum Supplement for Grades 9-12. A Steel Cycles Program.

    ERIC Educational Resources Information Center

    Rogers, Diana; Laymon, Carol

    This document contains project-oriented lessons and hands-on activities developed to integrate steel recycling, natural resource conservation, and solid waster management into science learning. It is designed to assist secondary teachers and students (grades 9-12) in meeting state and local goals for learning in biology, chemistry, general science…

  11. Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

    ERIC Educational Resources Information Center

    Huerta, Margarita; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.

    2014-01-01

    We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The…

  12. A Networked Learning Model for Construction of Personal Learning Environments in Seventh Grade Life Science

    ERIC Educational Resources Information Center

    Drexler, Wendy

    2010-01-01

    The purpose of this design-based research case study was to apply a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. API widgets were…

  13. Energy Systems - Present, Future: Extra Terrestrials, Grades 7, 8, 9,/Science.

    ERIC Educational Resources Information Center

    National Science Teachers Association, Washington, DC.

    The 12 lessons presented in this guide are structured so that they may be integrated into science lessons in 7th-, 8th-, or 9th-grades. Suggestions are made for extension of study. Lessons are approached through classroom role-playing of outer space visitors who seek to understand energy conversion principles used on Earth. Major emphasis is…

  14. Influence of the Simulation Method on 7th Grade Students' Achievements in Science and Technology Lessons

    ERIC Educational Resources Information Center

    Teke, Huseyin; Dogan, Bekir; Duran, Ahmet

    2015-01-01

    This study aimed to make a comparative analysis of seventh-grade (the second level of the primary education) students' achievement in "Systems of The Human Body" unit in Science and Technology lesson which was taught using both the simulation method and the traditional method along with the influence of these methods on students'…

  15. Language Arts & Science Sample Career Education Activities, Grades 7-12. Community Resources.

    ERIC Educational Resources Information Center

    Marion County Educational Service District, Salem, OR.

    Designed to infuse career education with language arts and science, these teacher-developed activities for grades 7-12 are based on one of seven teacher competencies identified by an Oregon task force (see CE 019 665 for the project description). The activities in this document are based on teacher competency number 3: help students identify and…

  16. Teach with Energy! FUNdamental Energy, Electricity, and Science Lessons for Grades 4-6.

    ERIC Educational Resources Information Center

    National Energy Foundation, Salt Lake City, UT.

    This book is an energy, electricity, and science resource guide for teachers of grades K-3. The types of energy covered are: coal, oil, natural gas, nuclear energy, renewable energy sources, electricity and food. Thirty-one interdisciplinary energy lessons are the heart of the book. Each lesson is teacher tested and can be incorporated into the…

  17. Teach with Energy! FUNdamental Energy, Electricity, and Science Lessons for Grades K-3.

    ERIC Educational Resources Information Center

    National Energy Foundation, Salt Lake City, UT.

    This book is an energy, electricity, and science resource guide for teachers of grades K-3. The types of energy covered are: coal, oil, natural gas, nuclear energy, renewable energy sources, electricity and food. Thirty-one interdisciplinary energy lessons are the heart of the book. Each lesson is teacher tested and can be incorporated into the…

  18. Giving Children Space: A Phenomenological Exploration of Student Experiences in Space Science Inquiry

    ERIC Educational Resources Information Center

    Horne, Christopher R.

    2011-01-01

    This study explores the experiences of 4th grade students in an inquiry-based space science classroom. At the heart of the study lies the essential question: What is the lived experience of children engaged in the process of space science inquiry? Through the methodology of phenomenological inquiry, the author investigates the essence of the lived…

  19. BEST: Bilingual environmental science training: Grades 1--2

    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 and definitions 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 ten lessons covering surface tension in water, the life cycle of plants, the protective function of the skeletal system, functions and behavior of the circulatory system and how to measure its activities, structure and functions of the digestive system, simple food chains, how that many foods come from different plant parts, importance of a good diet, distinguishing living and non-living things, and the benefits of composting. 8 figs.

  20. Story Telling: Research and Action to Improve 6th Grade Students' Views about Certain Aspects of Nature of Science

    ERIC Educational Resources Information Center

    Kahraman, Feray; Karatas, Faik Özgür

    2015-01-01

    This study is a four-week section of ongoing attempts that aim to improve 6th grade students' understandings of the nature of science. The study was carried out in a sixth grade science and technology class at a rural middle school with 15 students on the basis of action research methodology. During the study, four different stories based on the…

  1. Blueprints for the 2003 California History-Social Science Standards Tests for Grades 8, 10, and 11.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    Beginning in 2003, there will be no standardized or norm-referenced test in history-social science for California students. That test is being replaced by assessments at grades 8, 10, and 11 based on California History-Social Science (H-SS) Content Standards. The H-SS standards tests at grades 10 and 11 count for 20% of the Academic Performance…

  2. An exploration of fifth-grade students' epistemological beliefs in science and an investigation of their relation to science learning

    NASA Astrophysics Data System (ADS)

    Elder, Anastasia Danos

    Elementary students' beliefs about the nature of knowledge---epistemological beliefs---are an emerging concern for science education and research. Composed of a critique of research literature and two studies, this dissertation investigated the epistemological beliefs of fifth-grade students who participated in inquiry-based, hands-on science program. The goals were to characterize their beliefs about the nature of knowledge in science and to investigate the relation between these beliefs and their learning of scientific process skills. In the first study, fifth-grade students (N = 211) were surveyed about their beliefs regarding the (1) purpose of science, (2) sources of scientific knowledge, (3) roles of evidence and experiments, (4) changing nature of knowledge in science, and (5) coherence of a scientific knowledge base. Descriptive statistics and analysis of variance (ANOVA) were conducted to assess the interrelations among various epistemological belief constructs. Fifth-graders' epistemological beliefs in science were found to reflect a mixture of naive and sophisticated understanding. Few differences in beliefs were found according to gender, ethnicity, and socio-economic status. Students' understanding of the purpose of science and the changing nature of science seemed to act as two important constructs in their beliefs. Furthermore, students' epistemological beliefs was characterized as an emerging system in which beliefs were related to each other in consistent ways. In the second study, fifth-grade students (N = 194) responded to questionnaire items about their epistemological beliefs in science and completed performance assessments testing their science process skills in two units---one which embedded learning of process skills with conceptual knowledge and another in which process skills were learned with minimal reference to conceptual knowledge. Based on correlational and ANOVA analyses, modest links were found between students' epistemological

  3. Middle Schools with Grades 5-8 Science Education Program Evaluation Guide. SY88-89. Edition One Revision.

    ERIC Educational Resources Information Center

    Dependents Schools (DOD), Washington, DC. Pacific Region.

    This is a checklist for use by science coordinators, school principals, science supervisors, and teachers in identifying strengths and weaknesses of science programs in grades five through eight. It can also be used by science coordinators during school visits. This guide contains space for recording information concerning: school name and…

  4. Implementation of the Science Writing Heuristic (SWH) Approach in 8th Grade Science Classrooms

    ERIC Educational Resources Information Center

    Nam, Jeonghee; Choi, Aeran; Hand, Brian

    2011-01-01

    Current initiatives in science education in Korea have emphasized science literacy as the most important purpose of science education; that is, science education needs to focus on helping each student to become a scientifically literate person who is able to make reasoned decisions. In attempting to address this focus concern about science…

  5. BEST: Bilingual environmental science training, Grades 3--4

    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 and definitions in both English and Spanish, follows the lesson descriptions, and is itself followed by a bibliography of English-language references with annotations in English. This booklet includes descriptions of ten lessons that cover the following topics: the identification of primary and secondary colors in the environment; recognizing the basic food tastes; the variety of colors that can be made by crushing plant parts; the variety of animal life present in common soil; animal tracks; evidence of plant and animal life in the local environment; recycling, reducing, and composting as alternative means of garbage disposal; waste associated with packaging; paper- recycling principles; and how organic waste can be composted into usable soil. 2 figs.

  6. BEST: Bilingual environmental science training: Grades 5--6

    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. A bilingual glossary, alphabetized by English entries, with Spanish equivalents and definitions 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 ten lessons that cover the following topics: safe and unsafe conditions for chemical combinations; growth rates and environmental needs of plants; photosynthesis and effects of ozone-layer depletion; the circulatory system, the importance of exercise to the heart, and selected circulatory diseases; the nervous system; specific nutritional values of the different food groups; significance of including, reducing, or eliminating certain foods for a healthy diet; effects of some common chemicals on plant growth and animal life; plants` and animals` natural habitats; and dangers of non-biodegradable garbage.

  7. Integrating Literacy and Space Science: Three Proven Curricula for the Early Grades

    NASA Astrophysics Data System (ADS)

    Paglierani, R.; Feldman, S.

    2009-12-01

    Elementary educators typically have only limited opportunity to teach extensive science units. This is due in great part to the primary focus on literacy and mathematics instruction in the early grades. It is not surprising then, that the time and resources allocated to science teaching are significantly less than those allocated to language arts and mathematics. The integration of elementary science curriculum with language arts provides one means of addressing the challenge of keeping science education robust in the elementary classroom. For this important audience—young learners—we have developed three successful K-4 NASA curricula, Eye on the Sky, Reading, Writing and Rings! and The Solar System Through the Eyes of Scientists. Together they suggest a model for successful age-appropriate science instruction. All have been developed by NASA scientists and UC Berkeley educators in partnership with classroom teachers. Eye on the Sky focuses on Heliospheric science for young students, making the Sun-Earth connection accessible in the primary grades; Reading Writing and Rings! contains a suite of lessons exploring Saturn, Titan and NASA’s Cassini Mission and The Solar System Through the Eyes of Scientists provides an introduction to the eight planets, and the moons of the solar system. The activities have been assessed by independent educational evaluators and have been tested in classrooms and used extensively by teachers. We will highlight best practices for developing materials for the early grades and strategies for integrating science across the curriculum—in particular the integration of science with math, language arts and art. Examples of student work will be included. The benefits and challenges inherent in implementing an EP/O program in the elementary school setting will also be addressed.

  8. A critical hermeneutic study: Third grade elementary African American students' views of the nature of science

    NASA Astrophysics Data System (ADS)

    Walls, Leon

    Nature of Science is one of the most fundamental aspects of understanding science. How different cultures, races and ethnicities see and interpret science differently is critical. However, the NOS views specific to African American teachers and learners have gone largely unresearched. The views of a purposeful sample of African American third grade children reported in this study contribute to efforts to make science equitable for all students. Conducted in two Midwest urban settings, within the students' regular classrooms, three instruments were employed: Views of Nature of Science Elementary (an interview protocol), Elementary Draw a Scientist Test (a drawing activity supplemented by an explicating narrative), and Identify a Scientist (a simple select-a-photo technique supported by Likert-measured sureness). The responses provided by twenty-three students were coded using qualitative content analysis. The findings are represented in three main categories: Science - is governed by experimentation, invention and discovery teach us about the natural world, school is not the only setting for learning science; Scientists - intelligent, happy, studious men and women playing multiple roles, with distinct physical traits working in laboratories; Students - capable users and producers of science and who view science as fun. This study advocates for: use of such instruments for constant monitoring of student views, using the knowledge of these views to construct inquiry based science lessons, and increased research about students of color.

  9. An Evaluation of the Teaching Activities Implemented in the Elementary Science and Technology Courses in Terms of Multiple Intelligence Theory: A Sample from Adana

    ERIC Educational Resources Information Center

    Iflazoglu Saban, Ayten

    2011-01-01

    The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade…

  10. African American eighth-grade female students' perceptions and experiences as learners of science literacy

    NASA Astrophysics Data System (ADS)

    Crim, Sharan R.

    The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as

  11. The Effects of Differentiated Instruction on Grade 7 Math and Science Scores

    NASA Astrophysics Data System (ADS)

    Shaffer, Donna

    There has been a decline of math and science assessment scores consecutively over the past 2 years at a local middle school. This mixed method study incorporated a sequential qualitative-quantitative explanatory strategy with the intent of enhancing and altering the instructional process to increase student achievement. The qualitative portion of the study explored the process of differentiated instruction and perceptions of those who were involved within the development of a nontraditional approach to instruction in the 7th grade content areas of math and science. For the quantitative portion of the study, assessment data were collected for 2010 and 2011 for the 7th grade math and science content areas. Constructivism served as the theoretical foundation for the study. The results of the qualitative analysis suggested that the majority of the participants believed that differentiated instruction positively impacts student scores for the Tennessee Comprehensive Assessment Program (TCAP). The result of an independent t test indicated that students receiving differentiated instruction had higher math and science TCAP test scores for Grade 7 One recommendation is for future research to be conducted regarding differentiated instruction's impact on student achievement so that the gap in scientific research in this area may be bridged. Implications for social change include the potential for enhancing the instructional process that could result in improved student achievement.

  12. Using Robots to Motivate At-Risk Learners in Science over the Ninth Grade Hurdle

    NASA Astrophysics Data System (ADS)

    Cerge, Dora

    The ninth grade is a pivotal year in an adolescent's academic career; however, educators have failed to find a remedy for the high failure and dropout rates at this grade level. Students who lack basic skills and support as they enter high school can experience repeated failures, which often lead to a decrease in motivation and dropping out of school. Up to 15% of all ninth graders repeat ninth grade and 36% of all U. S. dropouts are ninth graders. It is imperative that researchers and educators find new ways to motivate at-risk students and augment basic skills in order to mitigate the dropout problem at this grade level. Robot teachers could be a viable solution to increase student motivation and achievement. However, before such strategies could be recommended for implementation, information about their efficacy in a high school setting is needed. The purpose of this quantitative, two-group experimental, pretest-posttest study was to determine the effects of a robot teacher/instructor on science motivation and science achievement in ninth grade at-risk learners. Approximately 40 at-risk, repeating ninth graders, ranging in age from 13 to 17 years old from one high school in the United States Virgin Islands, participated in the study. Half of the students received a robot teacher/instructor manipulation whereby a robot taught a science lesson for physical science assessments (experimental group), and the other half received the same instruction from a human teacher (control group). An analysis of covariance (ANCOVA) was used to compare the science achievement posttest scores, as measured by test scores, and science motivation posttest scores, as measured by the SMTSL, between the experimental and the control groups, while controlling for the pretest scores (covariate). The results demonstrated that posttest motivation and achievement scores in the human teacher condition were not significantly different than posttest motivation scores in the robot teacher

  13. Mentoring BUGS: An Integrated Science and Technology Curriculum

    ERIC Educational Resources Information Center

    Harrell, Pamela Esprivalo; Walker, Michelle; Hildreth, Bertina; Tyler-Wood, Tandra

    2004-01-01

    The current study describes an authentic learning experience designed to develop technology and science process skills through a carefully scaffolded curriculum using mealworms as a content focus. An individual mentor assigned to each 4th and 5th grade girl participating in the program delivered the curriculum. Results indicate mastery of science…

  14. How does implementation of inquiry-based science instruction in a high-stakes testing environment affect fifth-grade student science achievement?

    NASA Astrophysics Data System (ADS)

    Kessner, Micheal J.

    The purpose of this study was to assess the affects of hands-on, inquiry-based instruction on student science achievement in a high-stakes testing environment. Hands-on, inquiry-based science has become a popular way of teaching science because it is inviting and interesting for students. However, the question remains: Does implementation of inquiry-based science instruction in a high-stakes testing environment affect fifth-grade student science achievement? A quasi-experimental design employing quantitative and qualitative methods was used. The quantitative portion consisted of data collected from Student Surveys and individual science achievement scores for fifth-grade students at three participating schools in a large, suburban school district. The qualitative portion consisted of data collected using a Science Kit Usage Checklist, an open ended Teacher Survey of 5 fifth-grade science teachers, and Teacher Interviews for 3 fifth-grade science teachers. Descriptive analysis was utilized, and emerging codes and themes were identified for teacher education, science kit training, and understanding and implementation of science kits. Data and methods triangulation were employed (Berg, 2006; Patten, 2005) All data were utilized to determine if implementation of Science Kits impacted science achievement scores in a high stakes testing environment. Results indicated a general improvement of students meeting mastery of the fifth-grade science state assessment when kits were implemented. Teacher fidelity and high implementation were validated with Student and Teacher Surveys. Themes emerged involving training, time, student response, impact on instruction, impact on achievement scores, instructional organization, and instructional changes in future implementation. District supported training and materials led to teacher and student enjoyment of science kits, which led to implementation. Implementation then led to higher fifth-grade science achievement scores.

  15. The effect of systematic vocabulary instruction on the science achievement of fifth-grade students

    NASA Astrophysics Data System (ADS)

    Rosebrock, Melanie M.

    2007-12-01

    Since the launch of Sputnik on October 4, 1957, science education has experienced waves of reform efforts targeting every level and area of study. Throughout these past fifty post-Sputnik years, an evolution of science education reform has been underway; a veritable Darwin-esque natural selection has been honing the fittest modalities and purging those too weak to compete. Relatively recently expanded priorities at the elementary level which include accountability-backed attention on science instruction have given rise to a new dimension of desperation on the part of educators to find what works for teaching science in this testing-driven environment. Since the area of elementary reading holds seniority over the other content areas in terms of survival in the accountability age (that is, attainment of noticeable improvement), it stands to reason that science reform could stand to benefit from lessons learned in that field, even borrowing proven strategies when applicable. Typical science instruction often seems to take place at either extreme of an instructional spectrum: on one end---overly concerned with memorization of facts and definitions, and at the other extreme---overly ambitious hands-on or problem-solving activities which seek to involve students in "real science" without adequate content knowledge. Science concepts may be more effectively mastered through an integrated approach of direct vocabulary and content instruction combined with contextual hands-on and student-driven experience. The purpose of this study was to describe the effect of a systematic model for vocabulary instruction on the science achievement of fifth-grade students. The study employed a pretest-posttest control group design in which the independent variable, method of vocabulary instruction in fifth grade science, and the dependent variable, student science achievement as measured by the Texas Assessment of Knowledge and Skills were examined through analysis of covariance. Nine fifth

  16. Special Issue: 4th International Workshop on Space Radiation (IWSRR)

    NASA Technical Reports Server (NTRS)

    Cucinotta, Francis A.

    2007-01-01

    This special issue of the journal "Radiation and Environmental Biophysics" contains 20 peer-reviewed papers contributed by leading space radiation researcher's world-wide attending the 4th IWSRR. Manuscripts cover a broad range of topics ranging from radiation environments and transport in shielding and planetary surfaces to new results in understanding the biological effects of protons and high-charge and energy (HZE) nuclei on the risk of cancer, and degenerative diseases such as central nervous system effects, heart disease, and cataracts. The issue provides a snapshot of the state-of-the-art of the research in this field, demonstrating both the important results gathered in the past few years with experiments at accelerators, and the need for more research to quantify the risk and develop countermeasures.

  17. The Epilepsy Foundation's 4th Biennial Epilepsy Pipeline Update Conference.

    PubMed

    French, Jacqueline A; Schachter, Steven C; Sirven, Joseph; Porter, Roger

    2015-05-01

    On June 5 and 6, 2014, the Epilepsy Foundation held its 4th Biennial Epilepsy Pipeline Update Conference, an initiative of the Epilepsy Therapy Project, which showcased the most promising epilepsy innovations from health-care companies and academic laboratories dedicated to pioneering and advancing drugs, biologics, technologies, devices, and diagnostics for epilepsy. Speakers and attendees included emerging biotech and medical technology companies, major pharmaceutical and device companies, as well as investigators and innovators at the cutting-edge of epilepsy. The program included panel discussions on collaboration between small and large companies, how to get products in need of funding to the marketplace, who is currently funding epilepsy and CNS innovation, and how the NIH facilitates early-stage drug development. Finally, the conference featured the third annual "Shark Tank" competition. The presentations are summarized in this paper, which is followed by a compilation of the meeting poster abstracts. PMID:25922152

  18. Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

    NASA Astrophysics Data System (ADS)

    Huerta, Margarita; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.

    2014-07-01

    We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students.

  19. The relationship between vocabulary knowledge and the reading and science achievement of fifth-grade students

    NASA Astrophysics Data System (ADS)

    Montgomery, Jennifer Dawn

    The purpose of the study was to examine the relationship between vocabulary knowledge and the reading and science achievement of fifth-grade students. Models were developed and tested using multiple linear regression (MLR) to determine whether vocabulary knowledge is a statistically significant predictor of reading and science. A model was tested for reading achievement, and a model was tested for science achievement. Other independent variables in the models included socioeconomic status, ethnicity, gender, status as an English-language learner, status as a special education student, classification as gifted/talented, history of retention, and migrant status. Archival data from fifth-grade students in a large, urban public school district were used in the analyses. Both models were found to be statistically significant (p < .001). Findings indicated that reading vocabulary was a statistically significant predictor for both reading achievement (B = .571, p < .001) and science achievement (B = .241, p < .001). The significance of vocabulary to reading achievement confirmed past research. The role of reading vocabulary in science achievement revealed a significant, if modest, relationship. In addition, findings pointed out the significance of variables such as history of retention, gender, and status as an English-language learner. Conclusions from the study, pedagogical implications, and recommendations for future research are discussed.

  20. The Effects of Single Gender Education on Sixth through Eighth Grade Female Student Science Achievement

    NASA Astrophysics Data System (ADS)

    Boyd, Deanna Sherrise

    Currently, students in the United States are educated in either single or mixed gender learning environments. An achievement gap between male and female students in the area of science indicates a need for instructional strategies and environments that will address these learning needs. Single gender classrooms are one possible solution as males and females have gender differences that may contribute to the way they learn. This quantitative, causal comparative study compared the differences in the Palmetto Assessment of State Standards science achievement scores of middle school females in single and mixed gender environments in a state in the Southeastern United States. Independent samples t tests, Chi-Square Tests, and two-way ANOVA analyses determined if group differences in science achievement existed between sixth through eighth grade female students in single and mixed gender classrooms. Results of the study revealed there was no significant difference in achievement scores between the two groups. The research findings provide the stakeholders with information that can potentially influence the implementation of single gender programs to improve the achievement of female students in middle grades science. Keywords: single gender, science, female students, education

  1. Santa's Scientific Christmas: A School Play with Music for Grades K-6, Plus Eight Fun Toy-Based Science Activities,

    ERIC Educational Resources Information Center

    Veith, Ann

    Science is a subject that offers itself to a variety of instructional modes. Many educators have suggested that teachers need to make science more real and interesting for students. This activity is a Christmas play that allows students (grades K-6) to celebrate both the holiday season and the wonders of science. While participating in the play,…

  2. Equinox. A Model for the Natural Science Education Curriculum for the Ninth Through Twelfth Grades in the Delaware Schools.

    ERIC Educational Resources Information Center

    Baker, Thomas M.; Reiher, John F.

    This publication represents a model for the Natural Science Education Curriculum for grades nine through twelve in Delaware's schools. This guide is meant to serve as a minimal standard for natural science education, but at the same time strives for maximum output of the natural science program. The guide is based on the processes of science…

  3. Equinox. A Model for the Natural Science Education Curriculum for the Second, Third, and Fourth Grades in the Delaware Schools.

    ERIC Educational Resources Information Center

    Baker, Thomas M.; Reiher, John F.

    This publication represents a model for the Natural Science Education Curriculum for grades two through four in Delaware's schools. This guide is meant to serve as a minimal standard for natural science education, but at the same time strives for maximum output of the natural science program. The guide is based on the processes of science…

  4. Equinox. A Model for the Natural Science Education Curriculum for Kindergarten and First Grade in Delaware's Schools.

    ERIC Educational Resources Information Center

    Baker, Thomas M.; Reiher, John F.

    This publication represents a model for the Natural Science Education Curriculum for kindergarten and grade one in Delaware's schools. This guide is meant to serve as a minimal standard for natural science education, but at the same time strives for maximum output of the natural science program. The guide is based on the processes of science…

  5. The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners

    ERIC Educational Resources Information Center

    August, Diane; Branum-Martin, Lee; Cardenas-Hagan, Elsa; Francis, David

    2010-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Both English language learners and…

  6. Learning Science in Grades 3-8 Using Probeware and Computers: Findings from the TEEMSS II Project

    ERIC Educational Resources Information Center

    Zucker, Andrew A.; Tinker, Robert; Staudt, Carolyn; Mansfield, Amie; Metcalf, Shari

    2008-01-01

    The Technology Enhanced Elementary and Middle School Science II project (TEEMSS), funded by the National Science Foundation, produced 15 inquiry-based instructional science units for teaching in grades 3-8. Each unit uses computers and probeware to support students' investigations of real-world phenomena using probes (e.g., for temperature or…

  7. Use of Jigsaw Technique to Teach the Unit "Science within Time" in Secondary 7th Grade Social Sciences Course and Students' Views on This Technique

    ERIC Educational Resources Information Center

    Yapici, Hakki

    2016-01-01

    The aim of this study is to apply the jigsaw technique in Social Sciences teaching and to unroll the effects of this technique on learning. The unit "Science within Time" in the secondary 7th grade Social Sciences text book was chosen for the research. It is aimed to compare the jigsaw technique with the traditional teaching method in…

  8. The Effects of Student Multiple Intelligence Preference on Integration of Earth Science Concepts and Knowledge within a Middle Grades Science Classroom.

    ERIC Educational Resources Information Center

    Cutshall, Lisa Christine

    This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting using the multiple intelligence theory. In an effort to address the national science…

  9. Evaluation of Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades-Light Energy Unit. CRESST Report 781

    ERIC Educational Resources Information Center

    Goldschmidt, Pete; Jung, Hyekyung

    2011-01-01

    This evaluation focuses on the Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades ("Seeds/Roots") model of science-literacy integration. The evaluation is based on a cluster randomized design of 100 teachers, half of which were in the treatment group. Multi-level models are employed to…

  10. An Experimental Evaluation of the Effects of ESCP and General Science on the Development of Interdisciplinary Science Concepts by Ninth Grade Students.

    ERIC Educational Resources Information Center

    Coleman, Esther Montague

    This study was an experimental evaluation of achievement in understanding interdisciplinary science concepts by ninth grade students enrolled in two different integrated science courses. The experimental group used "Investigating the Earth", the textbook/laboratory program, developed by the Earth Science Curriculum Project (ESCP) staff. The…

  11. Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

    NASA Astrophysics Data System (ADS)

    Qi, Yang

    Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood

  12. Aerospace-Related Life Science Concepts for Use in Life Science Classes Grades 7-12.

    ERIC Educational Resources Information Center

    Williams, Mary H.; Rademacher, Jean

    The purpose of this guide is to provide the teacher of secondary school life science classes with resource materials for activities to familiarize students with recent discoveries in bioastronautics. Each section introduces a life science concept and a related aerospace concept, gives background information, suggested activities, and an annotated…

  13. Science self-efficacy in tenth grade Hispanic female high school students

    NASA Astrophysics Data System (ADS)

    Miller, Maria Decanio

    Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy ( M=19.35). Each factor showed a significant positive correlation ( p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science. It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest

  14. Latina girls' identities-in-practice in 6th grade science

    NASA Astrophysics Data System (ADS)

    Tan, Edna

    Inequalities and achievement gaps in science education among students from different racial and socioeconomic backgrounds as well as between genders in the United States are due to not just access to resources, but also to the incongruence between identities of school science with identities salient to minority students. Minority girls are especially portrayed to be estranged from prototypical school science Discourse, often characterized as white, middle class, and masculine. This dissertation, based on a two-year ethnographic study in an urban middle school in New York City, describes the authoring of novel identities-in-practice of minority girls in a 6th grade science classroom. The findings indicate that minority girls draw from out-of-school identities salient to them to author novel identities-in-practice in the various figured worlds of the 6th grade science classroom. Through taking such authorial stances, minority girls exhibit agency in negotiating for wider boundaries in their school science participation and broker for hybrid spaces of school science where the school science Discourse was destabilized and challenged to be more inclusive of everyday funds of knowledge and Discourses important to the students. The findings also highlight the dialectic relationship between an individual students' learning and participation and the school science community-of-practice and the implications such a relationship has on the learning of both individual students and the collective community-of-practice. From year one findings, curricular adaptations were enacted, with teacher and student input, on lessons centering on food and nutrition. The adapted curriculum specifically solicited for nontraditional funds of knowledge and Discourse from students and were grounded strongly in relevance to students' out of school lives. The hybrid spaces collectively brokered for by the community-of-practice were transformed in three ways: physically, politically, and

  15. 76 FR 37649 - Safety Zone; Northern California Annual Fireworks Events, July 4th Fireworks Display

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-28

    ... SECURITY Coast Guard 33 CFR Part 165 Safety Zone; Northern California Annual Fireworks Events, July 4th Fireworks Display AGENCY: Coast Guard, DHS. ACTION: Notice of enforcement of regulation. SUMMARY: The Coast Guard will enforce safety zone for the annual July 4th Fireworks Display (Tahoe City 4th of...

  16. Science course sequences: The alignment of written, enacted, and tested curricula and their impact on grade 11 HSPA science scores

    NASA Astrophysics Data System (ADS)

    Lentz, Christine A.

    The purpose of this mixed method study was to examine the alignment of the written, enacted, and tested curricula of the Ocean City High School science course sequencing and its impact on student achievement. This study also examined the school's ability to predict student scores on the science portion of the High School Proficiency Assessment (HSPA). Data collected for science achievement included the science portion of the Grade Eight Proficiency Assessment (GEPA) as a pretest and the scores for the science portion of the HSPA as a posttest. Data collected for curriculum alignment included an examination of teacher generated course curriculum maps to determine the alignment with the New Jersey Core Curriculum Content Standards and the HSPA Test Specifications Directory. The quantitative data were treated through a series of paired samples t-tests, Pearson product moment correlation was used to examine relationships between variables, an ANCOVA analysis and a stepwise regression analysis were also completed. Based on the findings of the data analysis of this research effort, the following conclusions were drawn: (1) the alignment of the enacted curriculum with the tested and written curricula affected science achievement. (2) GEPA scores are significantly tied to HSPA scores and (3) GEPA scores and enrollment in the science sequence whose curriculum was aligned with the written and tested curricula, met the requirements of a predictor of scores on the HSPA exam. It is expected that educational leadership will use the results of this research to inform practice and drive decision-making in respect to student placement in to course sequences. It is hoped that the results will not only increase support for the district's curricula development plan but also add to the overall body of knowledge surrounding science program effectiveness in relation to the No Child Left Behind standards.

  17. Effects of notetaking instruction on 3rd grade student's science learning and notetaking behavior

    NASA Astrophysics Data System (ADS)

    Lee, Pai-Lin

    The research examined effects of notetaking instruction on elementary-aged students' ability to recall science information and notetaking behavior. Classes of 3rd grade students were randomly assigned to three treatment conditions, strategic notetaking, partial strategic notetaking, and control, for 4 training sessions. The effects of the notetaking instruction were measured by their performances on a test on science information taught during the training, a long-term free recall of the information, and number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect on cued and non-cued recall of the information units in favor of the strategy instruction groups. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as at the third grade can be instructed to develop the ability of notetaking that promotes their learning.

  18. Predicting fifth-grade students' understanding of ecological science concepts with motivational and cognitive variables

    NASA Astrophysics Data System (ADS)

    Alao, Solomon

    The need to identify factors that contribute to students' understanding of ecological concepts has been widely expressed in recent literature. The purpose of this study was to investigate the relationship between fifth grade students' prior knowledge, learning strategies, interest, and learning goals and their conceptual understanding of ecological science concepts. Subject were 72 students from three fifth grade classrooms located in a metropolitan area of the eastern United States. Students completed the goal commitment, interest, and strategy use questionnaire (GISQ), and a knowledge test designed to assess their prior knowledge and conceptual understanding of ecological science concepts. The learning goals scale assessed intentions to try to learn and understand ecological concepts. The interest scale assessed the feeling and value-related valences that students ascribed to science and ecological science concepts. The strategy use scale assessed the use of two cognitive strategies (monitoring and elaboration). The knowledge test assessed students' understanding of ecological concepts (the relationship between living organisms and their environment). Scores on all measures were examined for gender differences; no significant gender differences were observed. The motivational and cognitive variables contributed to students' understanding of ecological concepts. After accounting for interest, learning goals, and strategy use, prior knowledge accounted for 28% of the total variance in conceptual understanding. After accounting for prior knowledge, interest, learning goals, and strategy use explained 7%, 6%, and 4% of the total variance in conceptual understanding, respectively. More importantly, these variables were interrelated to each other and to conceptual understanding. After controlling for prior knowledge, learning goals, and strategy use, interest did not predict the variance in conceptual understanding. After controlling for prior knowledge, interest, and

  19. Effects of instructional strategies on seventh grade science achievement as perceived by Kentucky students

    NASA Astrophysics Data System (ADS)

    Ennis, Larry S.

    The Kentucky Education Reform Act of 1990 brought about systemic transformations at all levels of the state P--12 educational system. While the reform has generally been accepted as successful at the elementary and secondary levels, improvements in the state's middle schools have been negligible, particularly in the subject of science. Central to problems at the middle school level is the lack of empirical research linking student seventh grade science achievement with certain instructional strategies, mediating variables, and demographic variables. The purposes of this study focus on possible connections among these variables. The study was constructed around ten theorized relationships at the two levels of research: the individual student level and the composite school level. Simultaneous and hierarchical regression analyses were conducted to investigate possible relationships. Consistent throughout the data analysis is the negative linkage between the use of computers and student achievement. Results of this study would suggest that computer use in the science classrooms is detrimental to the improvement of science achievement test scores at the seventh grade level, at least as currently practiced. Several strategies such as use of textbooks and worksheets as well as specific hands-on strategies have a positive relationship with science achievement. Certain demographic factors were found to have linkages to student achievement. Analysis indicates that white students perform at a higher level than do their non-white counterparts. Free and reduced lunch students typically performed at a lower level than students who are not classified as poor. Female students score higher on the science achievement test. Mediating variables such as student effort and confidence demonstrated relationships with student science achievement. The findings are unique in the Commonwealth of Kentucky and represent the first available connections among the variables under investigation

  20. An analysis of South African Grade 9 natural sciences textbooks for their representation of nature of science

    NASA Astrophysics Data System (ADS)

    Dewnarain Ramnarain, Umesh; Chanetsa, Tarisai

    2016-04-01

    This article reports on an analysis and comparison of three South African Grade 9 (13-14 years) Natural Sciences textbooks for the representation of nature of science (NOS). The analysis was framed by an analytical tool developed and validated by Abd-El-Khalick and a team of researchers in a large-scale study on the high school textbooks in the USA. The three textbooks were scored on targeted NOS aspects on a scale of -3 to +3 that reflected the explicitness with which these aspects were addressed. The analysis revealed that the textbooks poorly depict NOS, and in particular, there was scant attention given to the social dimension of science, science versus pseudoscience and the 'myth of the scientific method'. The findings of this study are incommensurate with the strong emphasis in a reformed school science curriculum that underlies the need for learners to understand the scientific enterprise, and how scientific knowledge develops. In view of this, the findings of this research reinforce the need for a review on the mandate given to textbook publishers and writers so that a stronger focus be placed on the development of materials that better represent the tenets of NOS.

  1. The relationship between nature of science understandings and science self-efficacy beliefs of sixth grade students

    NASA Astrophysics Data System (ADS)

    Parker, Elisabeth Allyn

    Bandura (1986) posited that self-efficacy beliefs help determine what individuals do with the knowledge and skills they have and are critical determinants of how well skill and knowledge are acquired. Research has correlated self-efficacy beliefs with academic success and subject interest (Pajares, Britner, & Valiante, 2000). Similar studies report a decreasing interest by students in school science beginning in middle school claiming that they don't enjoy science because the classes are boring and irrelevant to their lives (Basu & Barton, 2007). The hypothesis put forth by researchers is that students need to observe models of how science is done, the nature of science (NOS), so that they connect with the human enterprise of science and thereby raise their self-efficacy (Britner, 2008). This study examined NOS understandings and science self-efficacy of students enrolled in a sixth grade earth science class taught with explicit NOS instruction. The research questions that guided this study were (a) how do students' self-efficacy beliefs change as compared with changes in their nature of science understandings?; and (b) how do changes in students' science self-efficacy beliefs vary with gender and ethnicity segregation? A mixed method design was employed following an embedded experimental model (Creswell & Plano Clark, 2007). As the treatment, five NOS aspects were first taught by the teachers using nonintegrated activities followed by integrated instructional approach (Khishfe, 2008). Students' views of NOS using the Views on Nature of Science (VNOS) (Lederman, Abd-El-Khalick, & Schwartz, 2002) along with their self-efficacy beliefs using three Likert-type science self-efficacy scales (Britner, 2002) were gathered. Changes in NOS understandings were determined by categorizing student responses and then comparing pre- and post-instructional understandings. To determine changes in participants' self-efficacy beliefs as measured by the three subscales, a multivariate

  2. 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…

  3. Resource Handbook--Matter and Energy. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

    ERIC Educational Resources Information Center

    Starr, John W., 3rd., Ed.

    GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; matter and energy. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into the following six units: 1) Composition of Matter, with 27 concepts; 2) Light, with 20 concepts; 3) Heat, with 14 concepts; 4) Sound, with 12 concepts; 5) Electricity and Magnetism, with 17 concepts; and 6)…

  4. Resource Handbook--Space Beyond the Earth. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

    ERIC Educational Resources Information Center

    Starr, John W., 3rd., Ed.

    GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; space. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four units: 1) the sun, earth, and moon; 2) stars and planets; 3) exploring space; 4) man's existence in space. Each unit includes initiatory and developmental activities. There are also sections on evaluation, vocabulary,…

  5. The Effects of Incorporating Classroom Pets into the Fourth Grade Science Curriculum

    NASA Astrophysics Data System (ADS)

    Admire, Maegan

    The purpose of this study was to identify and promote successful teaching strategies that incorporate classroom pets in order to influence student engagement, achievement, and perceptions of animals. This was a small action research study conducted in a fourth grade science classroom. Both quantitative and qualitative data were obtained including, pre- and post-assessments, student interviews, researcher field notes, researcher journal, and student work. The results of this study revealed an increased academic achievement from the pre- to post-assessment, increased student observations and descriptions when discussing the animals, and increased student empathy toward the animals. The results also revealed that the teacher's incorporation of the animals within the science curriculum grew in ease over time, and that the animals provided the educator with opportunities to teach non-content related lessons and also a concrete experience for the teacher to apply and extend the science content.

  6. 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…

  7. Managing haemophilia for life: 4th Haemophilia Global Summit.

    PubMed

    Astermark, J; Dolan, G; Hilberg, T; Jiménez-Yuste, V; Laffan, M; Lassila, R; Lobet, S; Martinoli, C; Perno, C-F

    2014-07-01

    The 4th Haemophilia Global Summit was held in Potsdam, Germany, in September 2013 and brought together an international faculty of haemophilia experts and delegates from multidisciplinary backgrounds. The programme was designed by an independent Scientific Steering Committee of haemophilia experts and explored global perspectives in haemophilia care, discussing practical approaches to the optimal management of haemophilia now and in the future. The topics outlined in this supplement were selected by the Scientific Steering Committee for their relevance and potential to influence haemophilia care globally. In this supplement from the meeting, Jan Astermark reviews current understanding of risk factors for the development of inhibitory antibodies and discusses whether this risk can be modulated and minimized. Factors key to the improvement of joint health in people with haemophilia are explored, with Carlo Martinoli and Víctor Jiménez-Yuste discussing the utility of ultrasound for the early detection of haemophilic arthropathy. Other aspects of care necessary for the prevention and management of joint disease in people with haemophilia are outlined by Thomas Hilberg and Sébastian Lobet, who highlight the therapeutic benefits of physiotherapy and sports therapy. Riitta Lassila and Carlo-Federico Perno describe current knowledge surrounding the risk of transmission of infectious agents via clotting factor concentrates. Finally, different types of extended half-life technology are evaluated by Mike Laffan, with a focus on the practicalities and challenges associated with these products.

  8. European Code against Cancer 4th Edition: Diet and cancer.

    PubMed

    Norat, Teresa; Scoccianti, Chiara; Boutron-Ruault, Marie-Christine; Anderson, Annie; Berrino, Franco; Cecchini, Michele; Espina, Carolina; Key, Tim; Leitzmann, Michael; Powers, Hilary; Wiseman, Martin; Romieu, Isabelle

    2015-12-01

    Lifestyle factors, including diet, have long been recognised as potentially important determinants of cancer risk. In addition to the significant role diet plays in affecting body fatness, a risk factor for several cancers, experimental studies have indicated that diet may influence the cancer process in several ways. Prospective studies have shown that dietary patterns characterised by higher intakes of fruits, vegetables, and whole-grain foods, and lower intakes of red and processed meats and salt, are related to reduced risks of death and cancer, and that a healthy diet can improve overall survival after diagnosis of breast and colorectal cancers. There is evidence that high intakes of fruit and vegetables may reduce the risk of cancers of the aerodigestive tract, and the evidence that dietary fibre protects against colorectal cancer is convincing. Red and processed meats increase the risk of colorectal cancer. Diets rich in high-calorie foods, such as fatty and sugary foods, may lead to increased calorie intake, thereby promoting obesity and leading to an increased risk of cancer. There is some evidence that sugary drinks are related to an increased risk of pancreatic cancer. Taking this evidence into account, the 4th edition of the European Code against Cancer recommends that people have a healthy diet to reduce their risk of cancer: they should eat plenty of whole grains, pulses, vegetables and fruits; limit high-calorie foods (foods high in sugar or fat); avoid sugary drinks and processed meat; and limit red meat and foods high in salt.

  9. European Code against Cancer 4th Edition: Diet and cancer.

    PubMed

    Norat, Teresa; Scoccianti, Chiara; Boutron-Ruault, Marie-Christine; Anderson, Annie; Berrino, Franco; Cecchini, Michele; Espina, Carolina; Key, Tim; Leitzmann, Michael; Powers, Hilary; Wiseman, Martin; Romieu, Isabelle

    2015-12-01

    Lifestyle factors, including diet, have long been recognised as potentially important determinants of cancer risk. In addition to the significant role diet plays in affecting body fatness, a risk factor for several cancers, experimental studies have indicated that diet may influence the cancer process in several ways. Prospective studies have shown that dietary patterns characterised by higher intakes of fruits, vegetables, and whole-grain foods, and lower intakes of red and processed meats and salt, are related to reduced risks of death and cancer, and that a healthy diet can improve overall survival after diagnosis of breast and colorectal cancers. There is evidence that high intakes of fruit and vegetables may reduce the risk of cancers of the aerodigestive tract, and the evidence that dietary fibre protects against colorectal cancer is convincing. Red and processed meats increase the risk of colorectal cancer. Diets rich in high-calorie foods, such as fatty and sugary foods, may lead to increased calorie intake, thereby promoting obesity and leading to an increased risk of cancer. There is some evidence that sugary drinks are related to an increased risk of pancreatic cancer. Taking this evidence into account, the 4th edition of the European Code against Cancer recommends that people have a healthy diet to reduce their risk of cancer: they should eat plenty of whole grains, pulses, vegetables and fruits; limit high-calorie foods (foods high in sugar or fat); avoid sugary drinks and processed meat; and limit red meat and foods high in salt. PMID:26164653

  10. Scientific Tools and Techniques: An Innovative Introduction to Planetary Science / Astronomy for 9th Grade Students

    NASA Astrophysics Data System (ADS)

    Albin, Edward F.

    2014-11-01

    Fernbank Science Center in Atlanta, GA (USA) offers instruction in planetary science and astronomy to gifted 9th grade students within a program called "Scientific Tools and Techniques" (STT). Although STT provides a semester long overview of all sciences, the planetary science / astronomy section is innovative since students have access to instruction in the Center's Zeiss planetarium and observatory, which includes a 0.9 m cassegrain telescope. The curriculum includes charting the positions of planets in planetarium the sky; telescopic observations of the Moon and planets; hands-on access to meteorites and tektites; and an introduction to planetary spectroscopy utilizing LPI furnished ALTA reflectance spectrometers. In addition, students have the opportunity to watch several full dome planetary themed planetarium presentations, including "Back to the Moon for Good" and "Ring World: Cassini at Saturn." An overview of NASA's planetary exploration efforts is also considered, with special emphasis on the new Orion / Space Launch System for human exploration of the solar system. A primary goal of our STT program is to not only engage but encourage students to pursue careers in the field of science, with the hope of inspiring future scientists / leaders in the field of planetary science.

  11. Visual, Critical, and Scientific Thinking Dispositions in a 3rd Grade Science Classroom

    NASA Astrophysics Data System (ADS)

    Foss, Stacy

    Many American students leave school without the required 21st century critical thinking skills. This qualitative case study, based on the theoretical concepts of Facione, Arheim, and Vygotsky, explored the development of thinking dispositions through the arts in science on the development of scientific thinking skills when used as a conceptual thinking routine in a rural 3rd grade classroom. Research questions examined the disposition to think critically through the arts in science and focused on the perceptions and experiences of 25 students with the Visual Thinking Strategy (VTS) process. Data were collected from classroom observations (n = 10), student interviews (n = 25), teacher interviews ( n = 1), a focus group discussion (n = 3), and artifacts of student work (n = 25); these data included perceptions of VTS, school culture, and classroom characteristics. An inductive analysis of qualitative data resulted in several emergent themes regarding disposition development and students generating questions while increasing affective motivation. The most prevalent dispositions were open-mindedness, the truth-seeking disposition, the analytical disposition, and the systematicity disposition. The findings about the teachers indicated that VTS questions in science supported "gradual release of responsibility", the internalization of process skills and vocabulary, and argumentation. This case study offers descriptive research that links visual arts inquiry and the development of critical thinking dispositions in science at the elementary level. A science curriculum could be developed, that emphasizes the development of thinking dispositions through the arts in science, which in turn, could impact the professional development of teachers and learning outcomes for students.

  12. The impact of an experiential science program on fourth-grade students' knowledge of and feelings about ecological science

    NASA Astrophysics Data System (ADS)

    Loman, Karen Lynn

    Problem. EarthWorks, an experiential science program of The Learning Exchange, is designed to place children in authentic, real-life situations within which they can engage in problem-solving situations utilizing critical thinking skills. The program consists of three components: a pre-visit curriculum, an on-site visit to the EarthWorks learning laboratory, and a follow-up curriculum. EarthWorks is a new program to The Learning Exchange. There are no baseline data available to determine the effectiveness of the program. Purpose. The present study was designed to evaluate the impact of an experiential science program, EarthWorks, on fourth-grade students' understanding of ecological science and feelings toward science. Participants in the study were fourth-grade students who participated in one of three intervention groups: students enrolled in the complete EarthWorks program, including curriculum and on-site experience; students completing the EarthWorks curriculum only; and students completing the traditional science program. Individual student feedback, gathered by a questionnaire, was analyzed for a test of differences at each phase of the intervention and for the degree of impact of each different intervention. Procedures. Fourth-grade students from three different schools in a large urban city in Missouri participated in the study. Elementary School A's fourth-grade level participated in the complete EarthWorks program. Elementary School B's fourth-grade level completed only the curriculum portion of the EarthWorks program. Elementary School C did not participate in any part of the EarthWorks program. Students were asked to complete questionnaires at four points during the study: (1) September, before Schools A and B began the EarthWorks curriculum; (2) late October, after Schools A and B completed the EarthWorks curriculum and before School A had the on-site experience; (3) mid November, Schools A and B completed the EarthWorks curriculum and School A had

  13. The Effect of Co-Teaching on Student Achievement in Ninth Grade Physical Science Classrooms

    NASA Astrophysics Data System (ADS)

    LaFever, Karen M.

    Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.

  14. European Code against Cancer, 4th Edition: Tobacco and cancer.

    PubMed

    Leon, Maria E; Peruga, Armando; McNeill, Ann; Kralikova, Eva; Guha, Neela; Minozzi, Silvia; Espina, Carolina; Schüz, Joachim

    2015-12-01

    Tobacco use, and in particular cigarette smoking, is the single largest preventable cause of cancer in the European Union (EU). All tobacco products contain a wide range of carcinogens. The main cancer-causing agents in tobacco smoke are polycyclic aromatic hydrocarbons, tobacco-specific N-nitrosamines, aromatic amines, aldehydes, and certain volatile organic compounds. Tobacco consumers are also exposed to nicotine, leading to tobacco addiction in many users. Cigarette smoking causes cancer in multiple organs and is the main cause of lung cancer, responsible for approximately 82% of cases. In 2012, about 313,000 new cases of lung cancer and 268,000 lung cancer deaths were reported in the EU; 28% of adults in the EU smoked tobacco, and the overall prevalence of current use of smokeless tobacco products was almost 2%. Smokeless tobacco products, a heterogeneous category, are also carcinogenic but cause a lower burden of cancer deaths than tobacco smoking. One low-nitrosamine product, snus, is associated with much lower cancer risk than other smokeless tobacco products. Smoking generates second-hand smoke (SHS), an established cause of lung cancer, and inhalation of SHS by non-smokers is still common in indoor workplaces as well as indoor public places, and more so in the homes of smokers. Several interventions have proved effective for stopping smoking; the most effective intervention is the use of a combination of pharmacotherapy and behavioural support. Scientific evidence leads to the following two recommendations for individual action on tobacco in the 4th edition of the European Code Against Cancer: (1) "Do not smoke. Do not use any form of tobacco"; (2) "Make your home smoke-free. Support smoke-free policies in your workplace". PMID:26272517

  15. Results of 4th repeated levelling survey in Estonia

    NASA Astrophysics Data System (ADS)

    Kall, Tarmo; Torim, Ants; Jürma, Helju; Liibusk, Aive; Jürgenson, Harli

    2010-05-01

    Estonian precise levelling network consists of about 2000 km levelling lines and 1300 benchmarks. Three precise repeated levellings were carried out: in 1933-1943, 1948-1969 and 1970-1996. Three height systems have been realized: Tallinn Height System (unofficial system), Baltic Height System of 1951 and Baltic Height System of 1977 (BK77). Campaign of 4th repeated levelling was started at 2004 with goal to reconstruct the destroyed and damaged benchmarks, to realize the new height system and concept of integrated geodetic network. Reconstructed levelling network will consist of approximately 3000 km levelling lines and 2300 benchmarks. Digital level DiNi and NEDO invar code rod is used for levelling. Levellings carried out so far is characterized by high precision: levelling error calculated using levelling loops closing error is 0.23 mm/km. In the end of 2010 is planned to complete the levelling field work. After that the processing of the levelling data and the realization of the new height system will be implemented. Goal of the present study was to adjust the height differences of the latest repeated levelling and compare obtained benchmarks heights with previous ones. Method of the least squares and software SBG GEO 2005 was used for adjustment. Minimally constrained adjustment with one fixed benchmarks was used. Location of the benchmark was chosen in the area of minimal postglacial land uplift. Obtained benchmark heights are preliminary because no rod calibration, refraction etc. corrections were added yet to field height differences. Therefore obtained heights are not realization of the new height system. Still obtained heights can be used for example for improving of Estonian geoid model. In comparison between new and old benchmark heights, SE-NW directional pattern of postglacial land uplift appeared as expected.

  16. European Code against Cancer, 4th Edition: Tobacco and cancer.

    PubMed

    Leon, Maria E; Peruga, Armando; McNeill, Ann; Kralikova, Eva; Guha, Neela; Minozzi, Silvia; Espina, Carolina; Schüz, Joachim

    2015-12-01

    Tobacco use, and in particular cigarette smoking, is the single largest preventable cause of cancer in the European Union (EU). All tobacco products contain a wide range of carcinogens. The main cancer-causing agents in tobacco smoke are polycyclic aromatic hydrocarbons, tobacco-specific N-nitrosamines, aromatic amines, aldehydes, and certain volatile organic compounds. Tobacco consumers are also exposed to nicotine, leading to tobacco addiction in many users. Cigarette smoking causes cancer in multiple organs and is the main cause of lung cancer, responsible for approximately 82% of cases. In 2012, about 313,000 new cases of lung cancer and 268,000 lung cancer deaths were reported in the EU; 28% of adults in the EU smoked tobacco, and the overall prevalence of current use of smokeless tobacco products was almost 2%. Smokeless tobacco products, a heterogeneous category, are also carcinogenic but cause a lower burden of cancer deaths than tobacco smoking. One low-nitrosamine product, snus, is associated with much lower cancer risk than other smokeless tobacco products. Smoking generates second-hand smoke (SHS), an established cause of lung cancer, and inhalation of SHS by non-smokers is still common in indoor workplaces as well as indoor public places, and more so in the homes of smokers. Several interventions have proved effective for stopping smoking; the most effective intervention is the use of a combination of pharmacotherapy and behavioural support. Scientific evidence leads to the following two recommendations for individual action on tobacco in the 4th edition of the European Code Against Cancer: (1) "Do not smoke. Do not use any form of tobacco"; (2) "Make your home smoke-free. Support smoke-free policies in your workplace".

  17. When genres meet: Inquiry into a sixth-grade urban science class

    NASA Astrophysics Data System (ADS)

    Varelas, Maria; Becker, Joe; Luster, Barbara; Wenzel, Stacy

    2002-09-01

    In this study, we explore oral and written work (plays and rap songs) of students in a sixth-grade all African-American urban science class to reveal ways affective and social aspects are intertwined with students' cognition. We interpret students' work in terms of the meeting of various genres brought by the students and teachers to the classroom. Students bring youth genres, classroom genres that they have constructed from previous schooling, and perhaps their own science genres. Teachers bring their favored classroom and science genres. We show how students' affective reactions were an integral part of their constructed scientific knowledge. Their knowledge building emerged as a social process involving a range of transactions among students and between students and teacher, some transactions being relatively smooth and others having more friction. Along with their developing science genre, students portrayed elements of classroom genres that did not exist in the classroom genre that the teacher sought to bring to the class. Students' work offered us a glimpse of students' interpretations of gender dynamics in their classrooms. Gender also was related to the particular ways that students in that class included disagreement in their developing science genre.

  18. Project first and eye on the sky: strategies for teaching space science in the early grades

    NASA Astrophysics Data System (ADS)

    Paglierani, R.; Hawkins, I.

    Elementary educators typically have only limited opportunity to teach substantive science units. This is due, in great part, to the current primary focus on literacy and mathematics instruction in the early grades. It is not surprising then, that the time and resources allocated to science teaching are significantly less than those allocated to language arts and mathematics. The integration of elementary science curricula with language arts provides one means of addressing the challenge of maintaining a robust science presence in the elementary classroom. Project FIRST's Eye on the Sky suggests a model for the successful integration of science instruction with language arts through inquiry-based learning. The model has been adopted by other Education/Public Outreach efforts, most recently, the Cassini- Huygens Mission and the Space Telescope Institute. We will present Eye on the Sky: Our Star the Sun, a suite of integrated, inquiry-based lessons designed specifically for K-4 students and discuss data showing the program's impact on the user audience. These materials offer an exciting opportunity to explore the dynamic Sun and share research discoveries of NASA's Sun-Earth Connection with the elementary education community. The lessons were developed and tested by UC Berkeley educators and NASA scientists in partnership with classroom teachers. We will review the program components and examine the benefits and challenges inherent in implementing such a program in the elementary school setting.

  19. Learning to write in science in the primary grades: A contextual study

    NASA Astrophysics Data System (ADS)

    Honig, Sheryl L.

    This study described the way three children appropriated scientific discourse in their writing (and drawing) during second and third grades. Their scientific writing was situated within an "integrated" curriculum in which science instruction included hands-on activities as well as literacy events such as the reading of informational books and the writing of various scientific texts. The study included long-term participant observation of the children during their science lessons. Interviews of the teachers and children were also conducted. The findings indicate that, in this community, the process of learning how to express new scientific ideas in word and images is a complex one, in which children must simultaneously take up distinct theoretical ideas, scientific vocabulary, generic text structure, generic linguistic skills, methods of illustration to express empirical and theoretical ideas, and audience awareness. Writing in this science classroom was highly scaffolded by classroom discussion, teacher read-alouds, hands-on activities, and teacher modeling, as well as by the kinds of writing tasks (or genre set) that were made available to children. Three children, Hannah, Jason, and Rose, took up various aspects of this scaffolding in unique ways, producing unique forms of scientific writing and drawing as they constructed meanings in science. The study provides insights into the relationship between contextual influences and young children's appropriation of scientific discourse. The study has implications for elementary school science instruction, at a time when "scientific literacy" is highly contested.

  20. The understandings and meanings eight seventh and eighth grade Latinas gave to science

    NASA Astrophysics Data System (ADS)

    Parker, Carolyn Ann

    My study examined the experiences of eight seventh and eighth grade girls of Central American descent, in and out of the science classroom. The study was interpretive in design and explored the question, "How did the eight participants understand and make meaning of science?" Guided by a sociocultural perspective and a socially critical stance, I explored issues of educational access, particularly to science, mediated by the relationships and experiences formed by families, peers, science classrooms, schools, and society. Data sources included monthly individual interviews, regular focus group meetings, school observations, and interviews with teachers and family members. Findings include the importance of school science experiences that emphasize hands-on activities and the study of topics relevant to students' everyday lives. School influences that I discuss include English-as-a-Second Language learning, English language ability and its effect on classroom interactions, ability grouping, standardized testing, and teachers' instructional practices. Out-of-school influences I examine include the national science education reform movement, familial expectations, and society and the media's portrayal of science and the scientist. The implications and recommendations of the study are particularly germane to practice. Recommendations for the science classroom include a continued emphasis on hands-on science experiences that incorporate high academic expectations for all students, including second-language learners. Moreover, curriculum should be connected and relevant to students' everyday experiences. Recommendations for outside-the-science classroom include a thoughtful examination of the educational environment created by a school's tracking policy and continued support of meaningful professional development experiences for teachers. Future research and the subsequent development of theory should include a further analysis of the influence of gender, ethnicity

  1. Gender differences in tenth-grade students' attitudes toward science: The effect of school type

    NASA Astrophysics Data System (ADS)

    Ndakwah, Ernestine Ajame

    The focus of this mixed methods study was on 10th grade students' attitudes towards science. Its purpose was to examine the effect of gender and school-type on attitudes toward science. Research on attitudes toward science has focused on gender, school level, and classroom environment. Relatively little has been done on the effect of school type. In the present study, school type refers to the following variables; private vs. public, single-sex vs. coeducational and high vs. low-achieving schools. The quantitative component of the study allowed the researcher to determine whether there are gender differences in attitudes toward science based on the school type variables being investigated. The Test of Science Related Attitudes (TOSRA) was the instrument used to provide quantitative data for this aspect of the study. TOSRA is a Likert scale consisting of seven subscales measuring different aspects of science attitudes. The qualitative component, on the other hand, explored students' perspectives on the factors, which were influential in the development of the attitudes that they hold. The events and experiences of their lives in and out-of-school, with respect to science, and the meanings that they make of these provided the data from which their attitudes toward science could be gleaned. Data for this component of the study was gathered by means of in-depth focus group interviews. The method of constant comparative analysis was used to analyze the interview transcripts. Statistical treatment of the questionnaire data involved the use of t tests and ANOVA. Findings did not reveal any gender differences on the total attitude scores although there were some differences on some of the subscales. School type did not appear to be a significant variable in students' attitudes to science. The results of both quantitative and qualitative components show that instructional strategy and teacher characteristics, both of which are components of the classroom environment are

  2. Cognitive Factors That Influence Children's Learning from a Multimedia Science Lesson

    ERIC Educational Resources Information Center

    Anggoro, Florencia K.; Stein, Nancy L.; Jee, Benjamin D.

    2012-01-01

    The present study examined the cognitive factors that influence children's physical science learning from a multimedia instruction. Using a causally coherent text and visual models, we taught 4th- and 7th-grade children about the observable and molecular properties of the three states of water. We manipulated whether the text was read by a tutor…

  3. An Analysis of the Science Curricula in Turkey with Respect to Spiral Curriculum Approach

    ERIC Educational Resources Information Center

    Yumusak, Güngör Keskinkiliç

    2016-01-01

    This paper aims to analyze the science curricula which is being implemented in Turkey with respect to spiral curriculum approach. To carry out this analyze 3th, 4th, 5th, 6th, 7th and 8th grade education programs are analyzed correlatively based on qualitative research method. The research findings were analyzed in terms of iterative revisiting of…

  4. A Case for Culturally Relevant Teaching in Science Education and Lessons Learned for Teacher Education

    ERIC Educational Resources Information Center

    Mensah, Felicia Moore

    2011-01-01

    In this article, the researcher discusses three elementary pre-service teachers' experiences in co-planning and co-teaching a Pollution Unit in a 4th-5th grade science classroom in New York City. The study makes use of microteaching papers, lesson plans, researcher classroom observations, interviews, and informal conversations to elicit lessons…

  5. Dynamic Variables of Science Classroom Discourse in Relation to Teachers' Instructional Beliefs

    ERIC Educational Resources Information Center

    Kaya, Sibel

    2014-01-01

    The current study examines if the occurrence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers' instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through…

  6. Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

    ERIC Educational Resources Information Center

    Uyanik, Gökhan

    2016-01-01

    The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

  7. Investigating the Effects of a DNA Fingerprinting Workshop on 10th Grade Students' Self Efficacy and Attitudes toward Science.

    ERIC Educational Resources Information Center

    Sonmez, Duygu; Simcox, Amanda

    The purpose of this study was investigate the effects of a DNA Fingerprinting Workshop on 10th grade students' self efficacy and attitudes toward science. The content of the workshop based on high school science curriculum and includes multimedia instruction, laboratory experiment and participation of undergraduate students as mentors. N=93…

  8. An Empirical Examination of the Effects of Family Commitment in Education on Student Achievement in Seventh Grade Science.

    ERIC Educational Resources Information Center

    Wang, Jianjun; Wildman, Louis

    1995-01-01

    Examination of data from the Longitudinal Study of American Youth (LSAY) to find effects of family commitment in education on student achievement in seventh-grade science found that around 22% of the variance in student science achievement could be explained by the selected significant LSAY variables. (Author/MKR)

  9. Studying Light in the Fifth Grade: A Case Study of Text-Based Science Teaching. Research Series No. 129.

    ERIC Educational Resources Information Center

    Slinger, Lucille A.; And Others

    This study documents text-based science instruction as it actually occurred in the classroom of a fifth-grade teacher teaching the unit on light found in "Exploring Science" by M.K. Blecha, P.C. Gega, and M. Green (1979, Laidlaw Brothers). The study, focusing on the nature of and reasons for the teacher's successes and failures, examined the…

  10. Women, Men, and Academic Performance in Science and Engineering: The Gender Difference in Undergraduate Grade Point Averages

    ERIC Educational Resources Information Center

    Sonnert, Gerhard; Fox, Mary Frank

    2012-01-01

    Using longitudinal and multi-institutional data, this article takes an innovative approach in its analyses of gender differences in grade point averages (GPA) among undergraduate students in biology, the physical sciences, and engineering over a 16-year period. Assessed are hypotheses about (a) the gender ecology of science/engineering and (b) the…

  11. 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…

  12. Effects of 3D Virtual Reality of Plate Tectonics on Fifth Grade Students' Achievement and Attitude toward Science

    ERIC Educational Resources Information Center

    Kim, Paul

    2006-01-01

    This study examines the effects of a teaching method using 3D virtual reality simulations on achievement and attitude toward science. An experiment was conducted with fifth-grade students (N = 41) to examine the effects of 3D simulations, designed to support inquiry-based science curriculum. An ANOVA analysis revealed that the 3D group scored…

  13. Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

    ERIC Educational Resources Information Center

    Tsai, Liang-Ting; Yang, Chih-Chien

    2015-01-01

    This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS…

  14. TIMSS and PIRLS 2011: Relationships among Reading, Mathematics, and Science Achievement at the Fourth Grade--Implications for Early Learning

    ERIC Educational Resources Information Center

    Martin, Michael O., Ed.; Mullis, Ina V. S., Ed.

    2013-01-01

    TIMSS (Trends in International Mathematics and Science Study) is an international assessment of mathematics and science at the fourth and eighth grades that has been conducted every four years since 1995, with the most recent assessment in 2011. PIRLS (Progress in International Reading Literacy Study) is an international assessment of reading…

  15. What Third-Grade Students of Differing Ability Levels Learn about Nature of Science after a Year of Instruction

    ERIC Educational Resources Information Center

    Akerson, Valarie; Nargund-Joshi, Vanashri; Weiland, Ingrid; Pongsanon, Khemmawadee; Avsar, Banu

    2014-01-01

    This study explored third-grade elementary students' conceptions of nature of science (NOS) over the course of an entire school year as they participated in explicit-reflective science instruction. The "Views of" NOS-D (VNOS-D) was administered pre instruction, during mid-school year, and at the end of the school year to track…

  16. 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

  17. The 4th Generation Light Source at Jefferson Lab

    SciTech Connect

    Stephen Benson; George Biallas; James Boyce; Donald Bullard; James Coleman; David Douglas; H. Dylla; Richard Evans; Pavel Evtushenko; Albert Grippo; Christopher Gould; Joseph Gubeli; David Hardy; Carlos Hernandez-Garcia; Kevin Jordan; John Klopf; Steven Moore; George Neil; Thomas Powers; Joseph Preble; Daniel Sexton; Michelle D. Shinn; Christopher Tennant; Richard Walker; Shukui Zhang; Gwyn Williams

    2007-04-25

    A number of "Grand Challenges" in Science have recently been identified in reports from The National Academy of Sciences, and the U.S. Dept. of Energy, Basic Energy Sciences. Many of these require a new generation of linac-based light source to study dynamical and non-linear phenomena in nanoscale samples. In this paper we present a summary of the properties of such light sources, comparing them with existing sources, and then describing in more detail a specific source at Jefferson Lab. Importantly, the JLab light source has developed some novel technology which is a critical enabler for other new light sources.

  18. Invitations to Cells: Life's Building Blocks. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about cells which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials, procedures, extension…

  19. Subordinate and Superordinate Science Process Skills: An Experiment in Science Instruction Using the English and Spanish Language with Fifth Grade Children in Bilingual Schools.

    ERIC Educational Resources Information Center

    Juarez, John R.

    The purposes of this study were to determine if single language instruction was more efficacious than bilingual instruction in a science context and to investigate the transfer of learning science content and process skills from one language to another. Fifth-grade children from four schools in New Mexico who had had bilingual education for at…

  20. The Growing Classroom: A Garden-Based Science and Nutrition Curriculum for 2nd through 6th Grades. Book 2: Science.

    ERIC Educational Resources Information Center

    Appel, Gary; And Others

    This guide for teaching science is Book Two in Project Life Lab's (Santa Cruz, California) three-part curriculum for a garden-based science and nutrition program for grades 2-6. The curriculum is designed for use as an integrated program, but the books can be used independently. It is suggested that the use of student journals can greatly enhance…

  1. Invitations to the Matter-Energy Cycle. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about matter and energy which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials,…

  2. Invitations to Life's Diversity. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about diversity and classification of living things which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and…

  3. Invitations to Evolving. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about evolution which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials, procedures,…

  4. Science and Technology Teachers' Opinions about Problems Faced While Teaching 8th Grade Science Unit "Force and Motion" and Suggestions for Solutions

    ERIC Educational Resources Information Center

    Bozdogan, Aykut Emre; Uzoglu, Mustafa

    2015-01-01

    The aim of this study is to explore the problems encountered while teaching force and motion unit in 8th grade science and technology course from teachers' perspectives and offer solutions to eliminate these problems. The study was conducted with 248 science and technology teachers working in 7 regions in Turkey in 2012-2013 academic year.…

  5. Determination of Motivation of 5th Grade Students Living in Rural and Urban Environments towards Science Learning and Their Attitudes towards Science-Technology Course

    ERIC Educational Resources Information Center

    Kenar, Ismail; Köse, Mücahit; Demir, Halil Ibrahim

    2016-01-01

    In this research, determination of motivation of 5th grade students living in rural and urban environments towards science learning and their attitudes towards science-technology course is aimed. This research is conducted based on descriptive survey model. Samples are selected through teleological model in accordance with the aim of this…

  6. Invitations to Interdependence: Caught in the Web. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about ecosystems which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials, procedures,…

  7. Invitations to Heredity: Generation to Generation. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about heredity and genetics which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials,…

  8. Development of Analytical Thinking Ability and Attitudes towards Science Learning of Grade-11 Students through Science Technology Engineering and Mathematics (STEM Education) in the Study of Stoichiometry

    ERIC Educational Resources Information Center

    Chonkaew, Patcharee; Sukhummek, Boonnak; Faikhamta, Chatree

    2016-01-01

    The purpose of this study was to investigate the analytical thinking abilities and attitudes towards science learning of grade-11 students through science, technology, engineering, and mathematics (STEM) education integrated with a problem-based learning in the study of stoichiometry. The research tools consisted of a pre- and post-analytical…

  9. Field experience in science for fifth grade students---a mixed methods study of learning environments

    NASA Astrophysics Data System (ADS)

    Patterson, Barbara E.

    The purpose of this research is to compare students' perceptions of the learning environment in a traditional science classroom and a field study classroom. This mixed methods study used a sequential explanatory design. Phase one was the quantitative phase using two survey tools. A modified version of the "What is happening in this Classroom Survey" (WIHIC) (Fraser et al., 1996) and the "Test of Science Related Attitudes" (TOSRA) (Fraser, 1982) was administered to 60 fifth grade students from one school. Data was then disaggregated by socioeconomic class and ethnicity. Results from Phase one showed that students prefer the classroom for investigation and prefer the field environment for enjoyment of science. Differences in ethnicity and class were small but Hispanic students prefer the field for investigation and equity. Students that are low socio-economic class rank cooperation in the field higher than the classroom and students that do not qualify for free or reduced lunch prefer the field environment for enjoyment of science. Finally, there are strong correlations for the variables of cooperation, investigation, equity and enjoyment of science in both the classroom and the field environment. Questions raised from the analysis of the survey data were further explored through qualitative data collection methods in phase two. Student responses to three questions were coded using template analysis to provide answers to the "how and why" field experience effects students' attitudes toward science. Three themes emerged from the coding of the results. These results showed that students are physically engaged, develop a sense of place and learn skills in the field that reinforce concepts learned in the classroom. This information will help teachers in developing quality and meaningful experiences for all students. "Closing the gaps among minority groups while improving achievement of all students constitutes the dual goals of education in the nation" (Lee et al., 2004

  10. Children's Reasoning as Collective Social Action through Problem Solving in Grade 2/3 Science Classrooms

    NASA Astrophysics Data System (ADS)

    Kim, Mijung

    2016-01-01

    Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and reasoning together to solve classroom problems. This study posits children's reasoning as a collective social activity that can occur in science classrooms. The study examined how children process their reasoning within the context of Grade 2/3 science classrooms and how the process of collectivity emerges from classroom interactions and dialogue between children as they attempt to solve their classroom problems. The study findings suggest that children's reasoning involves active evaluation of theories and evidence through collective problem solving, with consensus being developed through dialogical reasoning.

  11. Formal operational reasoning modes: Predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve

    NASA Astrophysics Data System (ADS)

    Bitner, Betty L.

    To test the hypothesis that formal operational reasoning modes are predictors of critical thinking abilities and grades assigned by teachers in science and mathematics, in September 1986 the Group Assessment of Logical Thinking (GALT) and in December 1986 the Watson-Glaser Critical Thinking Appraisal (WGCTA) were administered to 101 rural students in Grades 9 through 12. The grades assigned by teachers were collected in May 1987. Construct and criterion-related validities and internal-consistency reliability using Cronbach's alpha method were established on the GALT. On the WGCTA, content and construct validities and internal consistency reliability using the split-half procedure, coefficient of stability, and coefficient of equivalence were established. The five formal operational reasoning modes in the GALT were found to be significant predictors of critical thinking abilities and grades assigned by teachers in science and mathematics. The variance in the five critical thinking abilities attributable to the five formal operational reasoning modes ranged between 28% and 70%. The five formal operational reasoning modes explained 29% of the variance in mathematics achievement and 62% of the variance in science achievement.

  12. An effective science tutorial model for at-risk, academically unacceptable students in grades 4 -- 8: A Delphi study

    NASA Astrophysics Data System (ADS)

    Adair, J. Kathleen

    This study explored science-specific strategies and materials that might be effective components in a Response to Intervention (RTI) science tutorial model for at-risk, academically unsuccessful students in grades 4 -- 8. Through an iterative Delphi process of responding to three rounds of questionnaires, a nationwide panel of 63 experts in the field of science education identified and came to consensus on 44 effective strategies and six instructional materials and types of equipment for supplemental instruction in science, resulting in a three tier RTI tutorial model. This model provides an initial guide for science educators in applicable practices for each tier of the RTI framework, and was developed to assist administrators, program managers, and science educators in developing effective, systemic RTI instructional programming for science education in grades 4 -- 8, and may provide an additional planning tool in determining evidence-based practices that may lead to achievement for at-risk, academically unsuccessful students in grades 4 -- 8. Future research on specific intervention strategies within science and their effects on science achievement are needed, as well as a further examination to test the efficacy of the model on rates of science achievement for at-risk, academically unsuccessful students.

  13. The Delphi Technique in Identifying Learning Objectives for the Development of Science, Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

    NASA Astrophysics Data System (ADS)

    Abualrob, Marwan M. A.; Gnanamalar Sarojini Daniel, Esther

    2013-10-01

    This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second, using this list, ninth grade science textbooks and curriculum document contents were analyzed. Third, based on this content analysis, a possible list of 71 learning objectives for the integration of STS elements was prepared. This list of learning objectives was refined by using a two-round Delphi technique. The Delphi study was used to rate and to determine the consensus regarding which items (i.e. learning objectives for STS in the ninth grade science textbooks in Palestine) are to be accepted for inclusion. The results revealed that of the initial 71 objectives in round one, 59 objectives within round two had a mean score of 5.683 or higher, which indicated that the learning objectives could be included in the development of STS modules for ninth grade science in Palestine.

  14. Proceedings for the 4th Annual Micros on Parade Conference (4th, Houston, Texas, June 7-8, 1985).

    ERIC Educational Resources Information Center

    Amburgey, Valeria, Ed.; Olivier, Terry A., Ed.

    This document contains 25 presentations on five broad topics: the interface of computers with instruction; computer applications; computer graphics; computer programming; and general interest sessions. A foreword by Dr. Valeria Amburgey of Sam Houston State University precedes the following papers: (1) "Fourth and Fifth Grade Computer Centers…

  15. Expert Systems and Weather Forecasting in the 4th and 5th Grade.

    ERIC Educational Resources Information Center

    Kirkwood, James J.; Gimblett, Randy H.

    1992-01-01

    Fourth and fifth graders built weather measuring instruments, entered data into a computer program that forecasted weather, and compared the resultant forecast with actual weather. As a result of their activities, students took a greater interest in weather phenomena, understood the computer program, and learned to think more logically. (LB)

  16. The Functions of Talk within a 4th-Grade Writing Workshop: Insights into Understanding

    ERIC Educational Resources Information Center

    Laman, Tasha Tropp

    2011-01-01

    Over the past 30 years, writing workshops have been implemented in classrooms around the world. Students are being asked to write across multiple contexts and genres and to use digital technologies. At the same time, high-stakes writing tests are increasing even though the time teachers spend teaching writing is decreasing. This study examines…

  17. Indians in Oregon Today. A 4th Grade Social Studies Supplement.

    ERIC Educational Resources Information Center

    Pepper, Floy

    Designed to provide current, accurate information to teachers and students about the American Indian people living in the state of Oregon, this publication focuses on 10 learning concepts: (1) Indian tribes in Oregon today; (2) Indian people's special relationship with the United States government; (3) the change and impact brought by newcomers to…

  18. America's Wild Horses. Five Day Lesson Plan and Workbook--4th Grade. Legend.

    ERIC Educational Resources Information Center

    Weeks, Arlene E.

    This document contains a teaching guide and a children's activity book about the wild horses and burros living on Nevada public lands managed by the Bureau of Land Management (BLM). In 1971 Congress passed legislation to protect, manage, and control wild horses and burros on public lands. The BLM maintains 270 herd management areas in 10 states.…

  19. On the Appropriateness of Surveying Students in 4th and 5th Grades

    ERIC Educational Resources Information Center

    Luppescu, Stuart

    2016-01-01

    The UChicago Consortium on School Research has been surveying students, teachers, and principals in the Chicago Public Schools (CPS) since 1991 using what is now known as the 5Essentials surveys. The developers categorized and grouped survey measures into what they refer to as "The Five Essentials for School Improvement." The value of…

  20. Suggestions for Teaching 4th Grade LD Students the Concept of Longitude and Latitude in Geography.

    ERIC Educational Resources Information Center

    Holley, Cherie M.

    The paper suggests appropriate activities for teaching learning disabled fourth graders in a regular class the concepts of geographical latitude and longitude. Application of the learning principles identified in a review of the literature suggests the need to include visual, auditory, kinesthetic, and tactile activities of benefit to the entire…

  1. Achieving fruit, juice, and vegetable recipe preparation goals influences consumption by 4th grade students

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Including children in food preparation activities has long been recommended as a method to encourage children's consumption, but has not been evaluated. Goal setting is also a common component of behavior change programs. This study assessed the impact of attaining goals to prepare fruit-juice or ve...

  2. Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models

    ERIC Educational Resources Information Center

    Dickes, Amanda Catherine; Sengupta, Pratim

    2013-01-01

    In this paper, we investigate how elementary school students develop multi-level explanations of population dynamics in a simple predator-prey ecosystem, through scaffolded interactions with a multi-agent-based computational model (MABM). The term "agent" in an MABM indicates individual computational objects or actors (e.g., cars), and these…

  3. Scholastic Inc. Pushing Coal: A 4th-Grade Curriculum Lies through Omission

    ERIC Educational Resources Information Center

    Bigelow, Bill

    2011-01-01

    This author grew up thinking that Scholastic was the most trusted name in children's books--endorsed by the holy trinity of school, teacher, and parents. However, he now claims that, these days, among other enterprises, Scholastic produces propaganda for the coal industry and passes it off as curriculum. Scholastic has partnered with the American…

  4. Attitudes of eighth-grade honors students toward the conceptual change methods of teaching science

    NASA Astrophysics Data System (ADS)

    Heide, Clifford Lee

    1998-12-01

    The study researched the attitude of eighth grade honors science students toward the steps of the conceptual change teaching method. The attitudes of 25 students in an honors 8th grade science class in the Greater Phoenix metropolitan area were assessed using a multi-method approach. A quantitative method (student survey) and a qualitative method (focus group) were triangulated for convergence. Since conceptual change is a relatively new reform teaching modality, the study assessed students' attitudes utilizing this method. Conceptual change teaching is characterized by connections between concepts and facts which are organized around key ideas. Knowledge connected through concepts is constantly revised and edited by students as they continue to learn and add new concepts. The results of this study produced evidence that the conceptual change method of teaching science and its six process steps have qualities that foster positive student attitude. The study demonstrated that students' attitudes toward science is positively influenced through the conceptual change teaching method by enabling students to: (1) choose problems and find solutions to those problems (student directed); (2) work together in large and small groups; (3) learn through student oral presentations; (4) perform hands-on laboratory experiences; (5) learn through conceptual understanding not memorization; (6) implement higher order learning skills to make connections from the lab to the real world. Teachers can use the information in the study to become aware of the positive and negative attitudes of students taught with the conceptual change method. Even if the conceptual change teaching strategy is not the modality utilized by an educator, the factors identified by this study that affect student attitude could be used to help a teacher design lesson plans that help foster positive student attitudes.

  5. European Code against Cancer, 4th Edition: Cancer screening.

    PubMed

    Armaroli, Paola; Villain, Patricia; Suonio, Eero; Almonte, Maribel; Anttila, Ahti; Atkin, Wendy S; Dean, Peter B; de Koning, Harry J; Dillner, Lena; Herrero, Rolando; Kuipers, Ernst J; Lansdorp-Vogelaar, Iris; Minozzi, Silvia; Paci, Eugenio; Regula, Jaroslaw; Törnberg, Sven; Segnan, Nereo

    2015-12-01

    In order to update the previous version of the European Code against Cancer and formulate evidence-based recommendations, a systematic search of the literature was performed according to the methodology agreed by the Code Working Groups. Based on the review, the 4th edition of the European Code against Cancer recommends: "Take part in organized cancer screening programmes for: Bowel cancer (men and women); Breast cancer (women); Cervical cancer (women)." Organized screening programs are preferable because they provide better conditions to ensure that the Guidelines for Quality Assurance in Screening are followed in order to achieve the greatest benefit with the least harm. Screening is recommended only for those cancers where a demonstrated life-saving effect substantially outweighs the potential harm of examining very large numbers of people who may otherwise never have, or suffer from, these cancers, and when an adequate quality of the screening is achieved. EU citizens are recommended to participate in cancer screening each time an invitation from the national or regional screening program is received and after having read the information materials provided and carefully considered the potential benefits and harms of screening. Screening programs in the European Union vary with respect to the age groups invited and to the interval between invitations, depending on each country's cancer burden, local resources, and the type of screening test used For colorectal cancer, most programs in the EU invite men and women starting at the age of 50-60 years, and from then on every 2 years if the screening test is the guaiac-based fecal occult blood test or fecal immunochemical test, or every 10 years or more if the screening test is flexible sigmoidoscopy or total colonoscopy. Most programs continue sending invitations to screening up to the age of 70-75 years. For breast cancer, most programs in the EU invite women starting at the age of 50 years, and not before the age

  6. European Code against Cancer, 4th Edition: Cancer screening.

    PubMed

    Armaroli, Paola; Villain, Patricia; Suonio, Eero; Almonte, Maribel; Anttila, Ahti; Atkin, Wendy S; Dean, Peter B; de Koning, Harry J; Dillner, Lena; Herrero, Rolando; Kuipers, Ernst J; Lansdorp-Vogelaar, Iris; Minozzi, Silvia; Paci, Eugenio; Regula, Jaroslaw; Törnberg, Sven; Segnan, Nereo

    2015-12-01

    In order to update the previous version of the European Code against Cancer and formulate evidence-based recommendations, a systematic search of the literature was performed according to the methodology agreed by the Code Working Groups. Based on the review, the 4th edition of the European Code against Cancer recommends: "Take part in organized cancer screening programmes for: Bowel cancer (men and women); Breast cancer (women); Cervical cancer (women)." Organized screening programs are preferable because they provide better conditions to ensure that the Guidelines for Quality Assurance in Screening are followed in order to achieve the greatest benefit with the least harm. Screening is recommended only for those cancers where a demonstrated life-saving effect substantially outweighs the potential harm of examining very large numbers of people who may otherwise never have, or suffer from, these cancers, and when an adequate quality of the screening is achieved. EU citizens are recommended to participate in cancer screening each time an invitation from the national or regional screening program is received and after having read the information materials provided and carefully considered the potential benefits and harms of screening. Screening programs in the European Union vary with respect to the age groups invited and to the interval between invitations, depending on each country's cancer burden, local resources, and the type of screening test used For colorectal cancer, most programs in the EU invite men and women starting at the age of 50-60 years, and from then on every 2 years if the screening test is the guaiac-based fecal occult blood test or fecal immunochemical test, or every 10 years or more if the screening test is flexible sigmoidoscopy or total colonoscopy. Most programs continue sending invitations to screening up to the age of 70-75 years. For breast cancer, most programs in the EU invite women starting at the age of 50 years, and not before the age

  7. Assessment of an outreach program for eighth-grade science students: Measurement of affective and cognitive gains

    NASA Astrophysics Data System (ADS)

    Hauge, James Brian

    1998-12-01

    The College of Sciences and Mathematics Science Outreach Initiative was a program designed to attract students with the interest and ability to succeed in science and to keep them interested until they entered college. In this way, the Initiative sought to address the problem of a projected shortfall of scientists and engineers in the future. This study was conducted to evaluate the goals of the eighth grade component of the COSAM Initiative. These goals included: increased interest in and self-efficacy relating to science, increased achievement in science and mathematics, and increased enrollment in science and mathematics classes. Data were collected from 48 participants and 43 non-participants with surveys and from student records. Pre-treatment Chi-Square tests revealed that the groups did not differ in ethnicity, race, family income, parents' education, or parents' occupation. The surveys used were a total battery interest survey including (1) the Learning Science Things Survey (to measure interest in science topics), the Activities Interest Survey (to measure interest in science activities), the Career Orientation Survey (to measure interest in science careers) and the Learning Methods Survey (to measure interest in learning by experiential methods), (2) the Saturday Academy Survey (to measure self-efficacy concerning science activities), (3) the Saturday Academy Electronics/Eye Quiz (to test ability relating to science activities), and (4) the Summer Science Camp Survey (to measure interest in and self-efficacy concerning science activities). Student grades, SAT, and OLSAT scores, and the kinds of science and mathematics courses enrolled in during seventh and eighth grades were obtained from school records. Analysis of data using a mixed ANOVA design revealed that participation in the COSAM Initiative had no significant effect on interest in science as measured by the total battery survey. Similar analysis of Saturday Academy Survey data revealed that the

  8. Pastimes: The Context of Contemporary Leisure. 4th Edition

    ERIC Educational Resources Information Center

    Russell, Ruth V.

    2009-01-01

    Originally published in 1996, "Pastimes" introduced an exciting new text that explored leisure and recreation philosophy and science, the various subfields, and the leisure services industry. This new edition is the result of what the author has learned from years of engagement with leisure theory, research, and personal and professional practice.…

  9. A quantitative examination of school configurations in Tennessee using sixth grade math, reading, science, and social studies standardized test scores

    NASA Astrophysics Data System (ADS)

    Ramsey, Whitney J.

    The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K--8 schools with those in 6--8 schools. The data were gathered from an analysis of 6th grade students' scores on the 2006--2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined. The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K--8 or 6--8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K--8 schools meeting AYP versus the proportion of 6--8 schools meeting AYP. The study showed no relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K--8 schools scored below proficient than did 6th grade students in 6--8 schools. In science, a higher

  10. Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction

    NASA Astrophysics Data System (ADS)

    Estrada, Myrna Hipol

    In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model

  11. The Development and Validation of a Measure of Student Attitudes toward Science, Technology, Engineering, and Math (S-STEM)

    ERIC Educational Resources Information Center

    Unfried, Alana; Faber, Malinda; Stanhope, Daniel S.; Wiebe, Eric

    2015-01-01

    Using an iterative design along with multiple methodological approaches and a large representative sample, this study presents reliability, validity, and fairness evidence for two surveys measuring student attitudes toward science, technology, engineering, and math (S-STEM) and interest in STEM careers for (a) 4th- through 5th-grade students…

  12. Exploring first-grade teachers' use of children's literature in science instruction

    NASA Astrophysics Data System (ADS)

    Rish, Melany

    The purpose of this study is to explore, through the use of case studies, two early childhood teachers' methods of teaching science using children's literature and how it effects their students' conceptions of science concepts. Four research questions guided this study: how do teachers use children's literature to address science concepts during instruction? how are children's understandings of science concepts affected when teachers use children's trade books that provide inaccurate information on a particular topic/concept? how are children's understandings of a particular science concept clarified when teachers address a misconception presented on the topic in a children's book? when children have misconceptions about science concepts, how are those misconceptions corrected? Data sources included classroom observations, teacher interviews, student interviews, and document surveys. All interviews were transcribed, and field notes were taken and expanded on. These interview transcriptions and expanded field notes were coded; patterns and themes were identified. A comparison of the experience of these two classrooms was made with the research literature. Recurrent themes confirmed from multiple data sources provide validity for this study (triangulation). The teacher participants in this study chose books that contained many inaccuracies. The teachers utilized open-ended questions and discussion to address science concepts during instruction while using children's literature. After sharing the stories with students, the teachers almost always extended the book sharing experience with additional activities to reinforce concepts. Though the teachers used books with inaccuracies, it was difficult to distinguish the influence of the children's book, especially the fiction stories, since many of the first grade students are still learning to distinguish reality and fantasy. The results from this study do not provide enough information to say whether or not it is the

  13. Need for Specific Sugar-Sweetened Beverage Lessons for 4th and 5th Graders

    PubMed Central

    Bea, Jennifer W.; Jacobs, Laurel; Waits, Juanita; Hartz, Vern; Martinez, Stephanie H.; Standfast, Rebecca D.; Farrell, Vanessa A.; Bawden, Margine; Whitmer, Evelyn; Misner, Scottie

    2015-01-01

    Objective Consumption of sugar-sweetened beverages (SSB) is linked to obesity. We hypothesized that school-based nutrition education would decrease SSB consumption. Design Self-selected interventional cohort with random selection for pre and post measurements Setting Arizona SNAP-Ed eligible schools Participants Randomly selected (9%) 4th and 5th grade classroom students Intervention The University of Arizona Nutrition Network (UANN) provided general nutrition education training and materials to teachers, to be delivered to their students. The UANN administered behavioral questionnaires to students in both Fall and Spring. Main Outcome Measure(s) Change in SSB consumption Analyses Descriptive statistics were computed for student demographics and beverage consumption on the day prior to testing. Paired t-tests evaluated change in classroom averages. Linear regression assessed potential correlates of SSB consumption. Results Fall mean SSB consumption was 1.1 (±0.2) times; mean milk and water intake were 1.6 (±0.2) and 5.2 (±0.7) times, respectively. Beverage consumption increased (3.2%) in springtime, with increased SSBs (14.4%) accounting for the majority (p=0.006). Change in SSB consumption was negatively associated with baseline SSB and water consumption, but positively associated with baseline milk fat (p≤0.05). Conclusions and Implications The results suggest the need for beverage specific education to encourage children to consume more healthful beverages in warmer weather. PMID:25239840

  14. The relationship between standards-based reporting systems and third-grade mathematics and science achievement

    NASA Astrophysics Data System (ADS)

    Prejean-Harris, Rose M.

    Over the last decade, accountability has been the driving force for many changes in education in the United States. One major educational reform effort is the standards-based movement with a focus of combining a number of processes that involve aligning curriculum, instruction, assessment and feedback to specific standards that are measureable and indicative of student achievement. The purpose of this study is to determine if the type of report card is a possible predictor of third grade student achievement on standardized tests in mathematics and science for the 2012 Criterion-Referenced Competency Test (CRCT). The results of this study concluded that the difference in test scores in mathematics and science for students in the traditional report card group was not statistically significant when compared to the scores of students in the standards-based report card group when controlling for poverty level, school locale, and school district. However, students in the traditional report card group scored an average of 1.01 point higher in mathematics and 2.27 points higher in science than students in the standards-based report card group.

  15. 75 FR 35649 - Safety Zone; Northern California Annual Fireworks Events, July 4th Fireworks Display

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-23

    ... SECURITY Coast Guard 33 CFR Part 165 Safety Zone; Northern California Annual Fireworks Events, July 4th Fireworks Display AGENCY: Coast Guard, DHS. ACTION: Notice of enforcement of regulation. SUMMARY: The Coast Guard will enforce the Tahoe City 4th of July Fireworks Display safety zone, from 9 a.m. through 10...

  16. 75 FR 26157 - Safety Zone; Reedville July 4th Celebration, Cockrell's Creek, Reedville, VA

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-11

    ... Federal Register (73 FR 3316). Public Meeting We do not now plan to hold a public meeting. But you may... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zone; Reedville July 4th Celebration, Cockrell's..., VA in support of the Reedville July 4th Celebration event. This action is intended to restrict...

  17. The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

    NASA Astrophysics Data System (ADS)

    Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

    2015-10-01

    Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.

  18. Analyzing stories told by an elementary science teacher in a fifth-grade classroom

    NASA Astrophysics Data System (ADS)

    Trotman, Alicia M.

    The purpose of this qualitative study was to analyze and interpret the stories told by one teacher, Ms. M, in a fifth grade science classroom. In this study, stories are defined as teacher utterances that are used in first person or third person narrative view, and are related to an experience that occurred outside the classroom. This research answers questions concerning: (a) what types of stories Ms. M tells during science instruction; (b) when these stories occur in the classroom; and (c) what pedagogical functions do these stories serve in the classroom. Utilizing theories on the social construction of knowledge and narrative cognition, stories told may be formed through multiple paths that follow no logical expression to make sense of the context and to connect to its audience. Therefore, this study provides insight into how Ms. M made sense of science with her stories and the ways in which they worked with her students. The results illlustrated that the types of stories found with Ms. M were autobiographical, biographical, fictional, or based on current events. These stories occurred when the teacher initiated the discussion by bringing forth a definition, a question or reinforcing a concept. However, the stories were triggered by students to a greater degree with their questions, concerns, observations or their own stories or explanations. Finally, all pedagogical functions of stories were identified with Ms. M's stories: promotion of engagement or attention of students, building community, clarifying concepts or vocabulary, activation and building of background knowledge and disclosure of teacher role and voice. Ms. M stories exemplified her sense-making of science and connections to her own life that her students were eventually able to make for themselves.

  19. Math and science technology access and use in South Dakota public schools grades three through five

    NASA Astrophysics Data System (ADS)

    Schwietert, Debra L.

    The development of K-12 technology standards, soon to be added to state testing of technology proficiency, and the increasing presence of computers in homes and classrooms reflects the growing importance of technology in current society. This study examined math and science teachers' responses on a survey of technology use in grades three through five in South Dakota. A researcher-developed survey instrument was used to collect data from a random sample of 100 public schools throughout the South Dakota. Forced choice and open-ended responses were recorded. Most teachers have access to computers, but they lack resources to purchase software for their content areas, especially in science areas. Three-fourths of teachers in this study reported multiple computers in their classrooms and 67% reported access to labs in other areas of the school building. These numbers are lower than the national average of 84% of teachers with computers in their classrooms and 95% with access to computers elsewhere in the building (USDOE, 2000). Almost eight out of 10 teachers noted time as a barrier to learning more about educational software. Additional barriers included lack of school funds (38%), access to relevant training (32%), personal funds (30%), and poor quality of training (7%). Teachers most often use math and science software as supplemental, with practice tutorials cited as another common use. The most common interest for software was math for both boys and girls. The second most common choice for boys was science and for girls, language arts. Teachers reported that there was no preference for either individual or group work on computers for girls or boys. Most teachers do not systematically evaluate software for gender preferences, but review software over subjectively.

  20. Effects of the LEARN reading comprehension strategy on fourth and fifth grade students' learning of science information

    NASA Astrophysics Data System (ADS)

    Holmes, Kerry Pauline

    2000-10-01

    The purpose of the quasi-experimental study was to determine whether integrating students' experiences with science concepts enhanced science learning. Fourth and fifth grade students from six classrooms in a rural elementary school in northern Mississippi participated in the study. A reading comprehension strategy, Linking Experiences and Reading Network (LEARN), enabled students to build knowledge from their prior experiences through the use of a series of three graphic organizers. LEARN enabled busy teachers to move their curriculum toward a constructivist approach to learning while keeping their previously planned science lessons. LEARN was significantly more effective than conventional methods alone the second time the strategy was implemented. Students in both grades demonstrated significant improvement in science learning when prior experiences were used as a foundation for learning.

  1. 4th Annual DOE-ERSP PI Meeting: Abstracts

    SciTech Connect

    Hazen, Terry C.

    2009-03-01

    This contains abstracts from the 2009 Annual Environmental Remediation Sciences Program (ERSP) Principal Investigators (PI) Meeting. The ERSP seeks to advance fundamental science to understand, predict, and mitigate the impacts of environmental contamination from past nuclear weapons production and provide a scientific basis for the long-term stewardship of nuclear waste disposal. These ambitious goals cannot be achieved by any one project alone. Therefore, ERSP funds a combination of research programs at the DOE national laboratories, individual projects at universities and federal agencies, and large long(er)-term field site research. Integration of these activities to advance the ERSP goals is a constant challenge, but made significantly simpler by bringing together all funded ERSP researchers once a year to discuss the very latest research results. It is at these meetings where new ideas and/or scientific advancements in support of ERSP goals can be discussed and openly debated among all PIs in the program. The ERSP thrives, in part, on the new ideas, concepts, scientific connections, and collaborations generated as a result of these meetings. The annual PI Meeting is very much a working meeting with three major goals: (1) to provide opportunities for scientific interaction among the ERSP scientists, a critical element for the program; (2) to provide the ERSP program staff with an opportunity to evaluate the progress of each program and project; and (3) to showcase the ERSP to interested parties within DOE and within other federal agencies In addition to program managers from within OBER, there will be representatives from other offices within DOE and other federal agencies in attandance at the meeting.

  2. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  3. Longitudinal Study of Career Cluster Persistence from 8th Grade to 12th Grade with a Focus on the Science, Technology, Engineering, & Math Career Cluster

    NASA Astrophysics Data System (ADS)

    Wagner, Judson

    Today's technology driven global economy has put pressure on the American education system to produce more students who are prepared for careers in Science, Technology, Engineering, and Math (STEM). Adding to this pressure is the demand for a more diverse workforce that can stimulate the development of new ideas and innovation. This in turn requires more female and under represented minority groups to pursue future careers in STEM. Though STEM careers include many of the highest paid professionals, school systems are dealing with exceptionally high numbers of students, especially female and under represented minorities, who begin but do not persist to STEM degree completion. Using the Expectancy-Value Theory (EVT) framework that attributes student motivation to a combination of intrinsic, utility, and attainment values, this study analyzed readily available survey data to gauge students' career related values. These values were indirectly investigated through a longitudinal approach, spanning five years, on the predictive nature of 8 th grade survey-derived recommendations for students to pursue a future in a particular career cluster. Using logistic regression analysis, it was determined that this 8 th grade data, particularly in STEM, provides significantly high probabilities of a 12th grader's average grade, SAT-Math score, the math and science elective courses they take, and most importantly, interest in the same career cluster.

  4. An evaluation of the National Curriculum Redesign Project: Eighth grade science curriculum pedagogical strategies

    NASA Astrophysics Data System (ADS)

    Chalwell-Brewley, Lavon P.

    The purpose of this study was to examine the effectiveness of the eighth grade science National Curriculum Redesign Project. The site for this study was an urban secondary school in the British Virgin Islands. The school's population consisted of 1600 students and 120 teachers, where approximately 70% of the students were from low socioeconomic families (Secondary High School Statistical Records, 2006). The school's population was tri-cultural and consisted of approximately more Black West Indian, than Hispanic and Caucasian students and teachers. The school employed a student centered and pedagogical approach. The classroom's structure comprised of heterogeneously grouped inclusion classes with class sizes ranging between 27--40 students. The results of several studies revealed that the school's graduates did not have vital skills to work and effectively function in the work place (Organization of Eastern Caribbean States, 2000). These findings challenged the curriculum attributes and the school's pedagogical practices as it relates to providing powerful discourse in good instruction and improved academic achievement skills. Thus, the National Curriculum Redesign Project was developed to ensure teaching-learning components work together to foster significant learning practices. The review of the literature informed and substantiated the research and the related research questions. The population sample consisted of three secondary school science teachers and 26 students. Questionnaires and interview data collecting tools were employed. The data was analyzed to identify patterns and themes in responses. Descriptive statistics consisting of frequencies and percentage were used to support qualitative information and recommendations were made.

  5. The effects of differentiated instruction on academic achievement in a second-grade science classroom

    NASA Astrophysics Data System (ADS)

    Ferrier, Ann M.

    Education in the United States is moving quickly toward holding school districts more accountable for the academic success of all students. The purpose of this quasi-experimental study was to determine if utilizing differentiated instructional strategies had an impact on student achievement. Differentiated instruction, based on the theory of constructivism, is a means of meeting the needs of all learners within a single classroom. Teachers must vary how and what they teach, as well as how they evaluate. Analysis of Covariance (ANCOVA) was used to determine the impact instruction using differentiated strategies had on the academic achievement of second-grade students in life science and in physical science. Students in the differentiated instructional classes were found to score significantly greater than their traditionally instructed peers. School districts across the United States can benefit from the findings of this study. Teachers at all levels should be trained in differentiated instruction to better serve their students. Differentiated instruction provides all children better opportunities to learn, resulting in more academically equipped and contributing members of society.

  6. A model marine-science curriculum for fourth-grade pupils in Florida

    NASA Astrophysics Data System (ADS)

    Schulte, Philip James

    This dissertation focused on the development of a model marine-science curriculum for fourth-grade pupils in the State of Florida. The curriculum was developed using grounded theory research method, including a component of data collected from an on-line survey administered to 106 professional educators and marine biologists. The results of the data collection and analysis showed a definitive necessity for teacher preparedness, multidisciplinary content, and inquiry-based science instruction. Further, three important factors emerged: (a) collaborative grouping increases achievement; (b) field excursions significantly impact student motivation; (c) standardized testing influences curriculum development. The curriculum is organized as an 11-day unit, with detailed lesson plans presented in standard curricular format and with all components correlated to the Florida State Educational Standards. The curriculum incorporates teacher preparation, multimedia presentations, computer-assisted instruction, scientific art appreciation, and replication as well as assessment factors. The curriculum addresses topics of ichthyology, marine animal identification, environmental conservation and protection, marine animal anatomy, water safety, environmental stewardship, and responsible angling techniques. The components of the curriculum were discussed with reference to the literature on which it was based and recommendations for future research were addressed.

  7. 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.

  8. Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

    NASA Astrophysics Data System (ADS)

    Tsai, Liang-Ting; Yang, Chih-Chien

    2015-05-01

    This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

  9. Effects on seventh-grade students' achievement and science anxiety of alternatives to conventional frog dissection

    NASA Astrophysics Data System (ADS)

    Marszalek, Christine Susan

    1998-12-01

    The purpose of this study in a suburban school district was to investigate and compare the level of learning and long-term retention of frog internal anatomy between seventh-grade students using an interactive CD tutorial, a desktop microworld, and conventional frog dissection. Students' anxiety toward science was also compared across the three treatment groups and between genders. Additional data on the students' preferred learning style were used to explore possible interaction effects with their respective instructional activity. Subjects participating in the study were all seventh-grade students in one junior-high school, numbering 280 in total. Classes were randomly assigned to the three modes of instruction for the dissection of a frog: a CD-tutorial dissection, a desktop microworld dissection, and a conventional dissection. The Conventional treatment was the traditional physical dissection using a preserved frog specimen and lab dissection tools. The CD-Tutorial treatment was the interactive tutorial Digital Frog from Digital Frog International. The Microworld treatment was a desktop microworld environment composed of Operation Frog on CD supplemented with other programs to provide additional avenues for learning. Data collection and testing occurred prior to treatment, one day after treatment, and three months after treatment. Data collected showed mixed results for all measures taken. The differences in achievement gained favoring the conventional treatment from pretest to both posttests appear to have leveled out somewhat over time. Although anxiety levels declined for both genders after treatment, females continued to report significantly higher science anxiety than males. There appears to be a relationship between treatment and gender in terms of effect on science anxiety. For all three measures taken--pretest, immediate posttest and delayed posttest--no significant difference in achievement by learning style was observed. Learning style alone does not

  10. Breadth of knowledge vs. grades: What best predicts achievement in the first year of health sciences programmes?

    PubMed Central

    Li, Meisong; McKimm, Judy; Smith, Melinda

    2012-01-01

    This study aimed to identify those features within secondary school curricula and assessment, particularly science subjects that best predict academic achievement in the first year of three different three-year undergraduate health professional programmes (nursing, pharmacy, and health sciences) at a large New Zealand university. In particular, this study compared the contribution of breadth of knowledge (number of credits acquired) versus grade level (grade point average) and explored the impact of demographic variables on achievement. The findings indicated that grades are the most important factor predicting student success in the first year of university. Although taking biology and physics at secondary school has some impact on university first year achievement, the effect is relatively minor. PMID:22639706

  11. Breadth of knowledge vs. grades: What best predicts achievement in the first year of health sciences programmes?

    PubMed

    Shulruf, Boaz; Li, Meisong; McKimm, Judy; Smith, Melinda

    2012-01-01

    This study aimed to identify those features within secondary school curricula and assessment, particularly science subjects that best predict academic achievement in the first year of three different three-year undergraduate health professional programmes (nursing, pharmacy, and health sciences) at a large New Zealand university. In particular, this study compared the contribution of breadth of knowledge (number of credits acquired) versus grade level (grade point average) and explored the impact of demographic variables on achievement. The findings indicated that grades are the most important factor predicting student success in the first year of university. Although taking biology and physics at secondary school has some impact on university first year achievement, the effect is relatively minor.

  12. 3D Visualization Types in Multimedia Applications for Science Learning: A Case Study for 8th Grade Students in Greece

    ERIC Educational Resources Information Center

    Korakakis, G.; Pavlatou, E. A.; Palyvos, J. A.; Spyrellis, N.

    2009-01-01

    This research aims to determine whether the use of specific types of visualization (3D illustration, 3D animation, and interactive 3D animation) combined with narration and text, contributes to the learning process of 13- and 14- years-old students in science courses. The study was carried out with 212 8th grade students in Greece. This…

  13. [East Syracuse-Minoa Schools Environmental Education Materials, Middle School Package, Grade 6--Science and Social Studies.

    ERIC Educational Resources Information Center

    East Syracuse - Minoa Central Schools, East Syracuse, NY.

    These two environmental education units were designed for use at the sixth-grade level. The first unit focuses on science and is a five-week study which emphasizes ecology along a creek. The unit is designed around the idea that a creek and its surrounding area serve as a suitable focus for environmental study because they illustrate many…

  14. Our Nation's Symbols and Holidays. Grade 1 Model Lesson for Standard 3. California History-Social Science Course Models.

    ERIC Educational Resources Information Center

    Keir, Wendi; Rickett, Elizabeth; Porter, Priscilla

    Standard 3 of the California History-Social Science Framework requires that students in grade one know and understand U.S. symbols, icons, and traditions, such as the Pledge of Allegiance, the U.S. flag, essential documents, landmarks, and national holidays. The flag is a unifying theme for this unit of study. Students analyze the symbolism of the…

  15. Ocean Currents. [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

    ERIC Educational Resources Information Center

    Fradiska, John

    This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

  16. Coastline Development. [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

    ERIC Educational Resources Information Center

    Ford, Nelson S.

    This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

  17. Interest of Grade Ten Students toward Physics among Other Science Subjects, Case of Wolaita Soddo Town Governmental Secondary Schools, Ethiopia

    ERIC Educational Resources Information Center

    Hamelo, Shewangzaw

    2016-01-01

    This paper has proposed to investigate the interest in students towards physics among other science subjects. The investigation was carried out with 490 samples of grade ten students in Wolaita Soddo town governmental schools. Thus, overall result indicates that the interest in students towards physics is low and students hate to learn physics in…

  18. A Comparison of Level of Understanding of Eighth-Grade Students and Science Student Teachers Related to Selected Chemistry Concepts

    ERIC Educational Resources Information Center

    Calik, Muammer; Ayas, Alipasa

    2005-01-01

    The aim of this study is to investigate and compare level of understanding of eighth-grade students and student teachers in their final year in the science education department related to concepts of solution, gas, and chemical change. A qualitative and quantitative methodology was used for this investigation. Open-ended questions and group…

  19. The Determinants of Grades 3 to 8 Students' Intentions To Engage in Laboratory and Non-Laboratory Science Learning Behavior.

    ERIC Educational Resources Information Center

    Ray, Brian D.

    Data were collected from grades 3 to 8 students (N=377) in order to identify the determinants of their intentions to perform laboratory and non-laboratory science activities. Fishbein and Ajzen's Theory of Reasoned Action was used as the basis for the study. The theory posits that the immediate determinant of behavior is intention. Intention is…

  20. Relationships among Students' Grade Level, Gender, Location and School Type and Abilities To Comprehend Four Integrated Science Textbooks.

    ERIC Educational Resources Information Center

    Soyibo, Kola; McKenzie-Briscoe, B. O.

    This study examines the extent to which some students comprehend four integrated science textbooks and the relationships among their grade level, gender, school location and type, and ability to comprehend the texts. Jamaican high school students (N=160) were the subjects of the study which involved data sources such as cloze, comprehension,…