Science.gov

Sample records for academic science content

  1. The presence of academic health sciences libraries on Facebook: the relationship between content and library popularity.

    PubMed

    Garcia-Milian, Rolando; Norton, Hannah F; Tennant, Michele R

    2012-01-01

    Social networks such as Facebook allow libraries to be proactive in reaching their users. While some libraries have popular Facebook pages, it remains unclear what attracts users to these pages. This study evaluates relationships between libraries' Facebook page content and popularity. An analysis of 72 academic health sciences libraries' Facebook pages showed positive correlations between number of library fans and number of tabs, photos, events, and wall posts on Facebook. Libraries posting videos had significantly more fans than libraries without them. This study contributes to an understanding of correlations between content and popularity on Facebook, with implications for library outreach.

  2. Developing Reading Comprehension and Academic Vocabulary for English Language Learners through Science Content: A Formative Experiment

    ERIC Educational Resources Information Center

    Taboada, Ana; Rutherford, Vanessa

    2011-01-01

    This formative experiment explored the extent to which two instructional frameworks that varied in the explicitness of academic vocabulary instruction, comprehension strategy instruction, and supports for student autonomy influenced reading comprehension, vocabulary acquisition, perceptions of autonomy supports, and reading engagement in…

  3. Science Fiction: The Academic Awakening.

    ERIC Educational Resources Information Center

    McNelly, Willis E., Ed.

    This book provides background information on science fiction for teachers of English at any level who are approaching science fiction for the first time. Contents are: an introduction by W.E. McNelly; "SF in the Classroom" by J. Williamson; "Second Thoughts on the Course in Science Fiction" by M.R. Hillegas; "Flatland and Beyond: Characterization…

  4. Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students' Language Needs

    ERIC Educational Resources Information Center

    Freking, Frederick; Park, Jaime; Francois, Annamarie

    2015-01-01

    This article describes how a teacher-education program (TEP), whose mission is to improve schooling for linguistically diverse students, develops its' teacher candidate's critical dispositions and pedagogy related to academic-language (AL) development and how candidate performance on PACT can help TEPs better assess and improve how AL…

  5. Academic Proficiency (Language and Content) and the Role of Strategies

    ERIC Educational Resources Information Center

    Krashen, Stephen

    2011-01-01

    This report continues the work of Krashen and Brown (2007), developing and evaluating a set of hypotheses for the development of academic proficiency. That article defined academic proficiency as having two components: academic language proficiency and knowledge of academic content.

  6. An Evaluation of Two National Science Foundation Academic Year Institutes for Earth Science Teachers.

    ERIC Educational Resources Information Center

    Sutherland, Berry

    Reported is a study of the effectiveness of specially designed Earth Science teacher improvement programs, with emphasis on content competency. Thirty-three National Science Foundation (NSF) Academic Year Institute (AYI) participants from two 1969-70 institutes for Earth Science teachers were administered pretests of the Earth Science Achievement…

  7. The Role of Academic Science

    NASA Astrophysics Data System (ADS)

    Lagowski, J. J.

    1996-02-01

    Increasingly, new science and technology are expected to solve the nation's current economic malaise. Unfortunately, virtually no industrial laboratories are devoted to anything close to basic research, which, historically, has been the source of many of the innovations on which industry has flourished in the past. For example, a number of industrial laboratories contributed significantly to our basic understanding of polymer science and, in the course of doing so, made better and more useful plastics. The strength of the American system of higher education has always been basic research, which is also the cornerstone of the process of graduate education. Before World War II, academic research was the vehicle by which advanced students learned advanced skills--both cognitive and manipulative. It was the structure devised to produce exemplary scientists who could then apply their skills in a number of different kinds of environments; the research results produced were generally of only secondary interest. Now, the academic research establishment has evolved into the source of the "strategic," "relevant," or "targeted" research that will solve the nation's economic problems. As expectations in this regard grow higher, guidelines are bound to become even more specific. Excessive over-direction of basic research activities can have the effect of throttling down the very industry-building discoveries that are so eagerly sought. From one point of view, targeted academic research often goes in the wrong direction. While it is true that most academic research starts off in some direction, it often does not finish going in that direction. The work that stands behind theses and dissertations often bears little resemblance to the problem that was defined when the student began his/her research. Almost every paper that is written as the result of a piece of academic research is either unsophisticatedin itsdetails or irrelevant, in spite of the initial hopes and promises. That

  8. A greater voice for academic health sciences libraries: the Association of Academic Health Sciences Libraries' vision.

    PubMed

    Bunting, Alison

    2003-04-01

    The founders of the Association of Academic Health Sciences Libraries (AAHSL) envisioned the development of a professional organization that would provide a greater voice for academic health sciences libraries, facilitate cooperation and communication with the Association of American Medical Colleges, and create a forum for identifying problems and solutions that are common to academic health sciences libraries. This article focuses on the fulfillment of the "greater voice" vision by describing action and leadership by AAHSL and its members on issues that directly influenced the role of academic health sciences libraries. These include AAHSL's participation in the work that led to the publication of the landmark report, Academic Information in the Academic Health Sciences Center: Roles for the Library in Information Management; its contributions to the recommendations of the Physicians for the Twenty-first Century: The GPEP Report; and the joint publication with the Medical Library Association of Challenge to Action: Planning and Evaluation Guidelines for Academic Health Sciences Libraries.

  9. Investigating Correspondence between Language Proficiency Standards and Academic Content Standards: A Generalizability Theory Study

    ERIC Educational Resources Information Center

    Lin, Chih-Kai; Zhang, Jinming

    2014-01-01

    Research on the relationship between English language proficiency standards and academic content standards serves to provide information about the extent to which English language learners (ELLs) are expected to encounter academic language use that facilitates their content learning, such as in mathematics and science. Standards-to-standards…

  10. Colorado Model Content Standards: Science

    ERIC Educational Resources Information Center

    Colorado Department of Education, 2007

    2007-01-01

    The Colorado Model Content Standards for Science specify what all students should know and be able to do in science as a result of their school studies. Specific expectations are given for students completing grades K-2, 3-5, 6-8, and 9-12. Five standards outline the essential level of science knowledge and skills needed by Colorado citizens to…

  11. Toward Integration: An Instructional Model of Science and Academic Language

    ERIC Educational Resources Information Center

    Silva, Cecilia; Weinburgh, Molly; Malloy, Robert; Smith, Kathy Horak; Marshall, Jenesta Nettles

    2012-01-01

    In this article, the authors outline an instructional model that can be used to optimize science and language learning in the classroom. The authors have developed the 5R instructional model (Weinburgh & Silva, 2010) to support teachers as they integrate academic language into content instruction. The model combines five strategies already…

  12. Dual-Career Couples and Academic Science.

    ERIC Educational Resources Information Center

    Weiler, Susan C.; Yancey, Paul H.

    1992-01-01

    Describes the major challenges of accommodating dual-career couples in academic science and some of the current responses to those challenges from institutions of higher learning. Discusses prevailing perceptions concerning household responsibility, the science work ethic, job procurement, continued discrimination against women, and future…

  13. Adolescent Health Behavior, Contentment in School, and Academic Achievement

    ERIC Educational Resources Information Center

    Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora; Allegrante, John P.; Helgason, Asgeir R.

    2009-01-01

    Objectives: To examine the association between health behavior indicators, school contentment, and academic achievement. Methods: Structural equation modeling with 5810 adolescents. Results: Our model explained 36% of the variance in academic achievement and 24% in school contentment. BMI and sedentary lifestyle were negatively related to school…

  14. Using Academic Journals to Help Students Learn Subject Matter Content, Develop and Practice Critical Reasoning Skills, and Reflect on Personal Values in Food Science and Human Nutrition Classes

    ERIC Educational Resources Information Center

    Iwaoka, Wayne T.; Crosetti, Lea M.

    2008-01-01

    It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of academic journals not only as an aid for students to learn…

  15. Developing a Content Strategy for an Academic Library Website

    ERIC Educational Resources Information Center

    Blakiston, Rebecca

    2013-01-01

    Academic library websites contain a vast amount of complex content and, all too often, there is a lack of established process for creating, updating, and deleting that content. There is no clear vision or purpose to the content, and numerous staff members are expected to maintain content with little guidance. Because of this, many library websites…

  16. Science Laboratory Environment and Academic Performance

    NASA Astrophysics Data System (ADS)

    Aladejana, Francisca; Aderibigbe, Oluyemisi

    2007-12-01

    The study determined how students assess the various components of their science laboratory environment. It also identified how the laboratory environment affects students' learning outcomes. The modified ex-post facto design was used. A sample of 328 randomly selected students was taken from a population of all Senior Secondary School chemistry students in a state in Nigeria. The research instrument, Science Laboratory Environment Inventory (SLEI) designed and validated by Fraser et al. (Sci Educ 77:1-24, 1993) was administered on the selected students. Data analysis was done using descriptive statistics and Product Moment Correlation. Findings revealed that students could assess the five components (Student cohesiveness, Open-endedness, Integration, Rule clarity, and Material Environment) of the laboratory environment. Student cohesiveness has the highest assessment while material environment has the least. The results also showed that the five components of the science laboratory environment are positively correlated with students' academic performance. The findings are discussed with a view to improving the quality of the laboratory environment, subsequent academic performance in science and ultimately the enrolment and retaining of learners in science.

  17. Investigation of Pre-Service Science Teachers' Academic Self-Efficacy and Academic Motivation toward Biology

    ERIC Educational Resources Information Center

    Ates, Hüseyin; Saylan, Asli

    2015-01-01

    The purpose of this research was to examine pre-service science teachers' academic motivation and academic self-efficacy toward biology. The sample consisted of 369 pre-service science teachers who enrolled in the faculty of education of two universities in Turkey. Data were collected through Academic Motivation Scale (AMS) (Glynn & Koballa,…

  18. 2015 Stewardship Science Academic Programs Annual

    SciTech Connect

    Stone, Terri; Mischo, Millicent

    2015-02-01

    The Stockpile Stewardship Academic Programs (SSAP) are essential to maintaining a pipeline of professionals to support the technical capabilities that reside at the National Nuclear Security Administration (NNSA) national laboratories, sites, and plants. Since 1992, the United States has observed the moratorium on nuclear testing while significantly decreasing the nuclear arsenal. To accomplish this without nuclear testing, NNSA and its laboratories developed a science-based Stockpile Stewardship Program to maintain and enhance the experimental and computational tools required to ensure the continued safety, security, and reliability of the stockpile. NNSA launched its academic program portfolio more than a decade ago to engage students skilled in specific technical areas of relevance to stockpile stewardship. The success of this program is reflected by the large number of SSAP students choosing to begin their careers at NNSA national laboratories.

  19. Digital reference service: trends in academic health science libraries.

    PubMed

    Dee, Cheryl R

    2005-01-01

    Two years after the initial 2002 study, a greater number of academic health science libraries are offering digital reference chat services, and this number appears poised to grow in the coming years. This 2004 follow-up study found that 36 (27%) of the academic health science libraries examined provide digital chat reference services; this was an approximately 6% increase over the 25 libraries (21%) located in 2002. Trends in digital reference services in academic health science libraries were derived from the exploration of academic health science library Web sites and from digital correspondence with academic health science library personnel using e-mail and chat. This article presents an overview of the current state of digital reference service in academic health science libraries.

  20. Science Teachers, We Have Digital Academic Liftoff!

    ERIC Educational Resources Information Center

    Angle, Julie; Ivey, Toni; Byers, Albert; Marks, Steve; Tingler, Paul

    2012-01-01

    Two of the nation's top providers of teacher professional development, NSTA and NASA, are a great source of materials that help educators brush up on their science content and process skills. So when they asked the authors to participate in the development of four live online short courses for teachers, the authors' immediate answer was yes! This…

  1. IBM, Elsevier Science, and academic freedom.

    PubMed

    Bailar, John C; Cicolella, Andre; Harrison, Robert; LaDou, Joseph; Levy, Barry S; Rohm, Timothy; Teitelbaum, Daniel T; Wang, Yung-Der; Watterson, Andrew; Yoshida, Fumikazu

    2007-01-01

    Elsevier Science refused to publish a study of IBM workers that IBM sought to keep from public view. Occupational and environmental health (OEH) suffers from the absence of a level playing field on which science can thrive. Industry pays for a substantial portion of OEH research. Studies done by private consulting firms or academic institutions may be published if the results suit the sponsoring companies, or they may be censored. OEH journals often reflect the dominance of industry influence on research in the papers they publish, sometimes withdrawing or modifying papers in line with industry and advertising agendas. Although such practices are widely recognized, no fundamental change is supported by government and industry or by professional organizations.

  2. Academic health sciences centres laid bare.

    PubMed

    Lozon, Jeffrey C; Fox, Robert M

    2002-01-01

    Academic Health Sciences Centres (AHSCs) are an enduring feature of health systems in all developed countries. In Canada, despite the lack of precise definition and standardized organizational arrangements, the educational services and programs in health sciences offered by AHSCs, and the caregiving organizations they embrace, are critical components of the national health system. Yet, the past decade has been a period of profound change in the Canadian health system. The pace of this change and the nature of the demands on the system are unlikely to abate in the near future. Given that many of these changes have directly impacted on AHSCs, or their component parts, it is timely to review these entities and to understand more fully how these organizations have been, or may be, affected in the future. PMID:12811128

  3. Women in Academic Science: A Changing Landscape.

    PubMed

    Ceci, Stephen J; Ginther, Donna K; Kahn, Shulamit; Williams, Wendy M

    2014-12-01

    Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages. In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework. We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally, to careers in academic science. The results of our myriad analyses reveal that early sex differences in spatial and mathematical reasoning need not stem from biological bases, that the gap between average female and male math ability is narrowing (suggesting strong environmental influences), and that sex differences in math ability at the right tail show variation over time and across nationalities, ethnicities, and other factors, indicating that the ratio of males to females at the right tail can and does change. We find that gender differences in attitudes toward and expectations about math careers and ability (controlling for actual ability) are evident by kindergarten and increase

  4. Women in Academic Science: A Changing Landscape.

    PubMed

    Ceci, Stephen J; Ginther, Donna K; Kahn, Shulamit; Williams, Wendy M

    2014-12-01

    Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages. In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework. We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally, to careers in academic science. The results of our myriad analyses reveal that early sex differences in spatial and mathematical reasoning need not stem from biological bases, that the gap between average female and male math ability is narrowing (suggesting strong environmental influences), and that sex differences in math ability at the right tail show variation over time and across nationalities, ethnicities, and other factors, indicating that the ratio of males to females at the right tail can and does change. We find that gender differences in attitudes toward and expectations about math careers and ability (controlling for actual ability) are evident by kindergarten and increase

  5. Science Content as an Important Consideration in Science Education Research.

    ERIC Educational Resources Information Center

    Stewart, James; And Others

    1982-01-01

    Science education researchers have not used conceptual content of science (with some exceptions) as an important variable in their research. Suggestions are offered as to what kinds of science education research could be done in which conceptual content of science is important. (Author/SK)

  6. Academic Content, Student Learning, and the Persistence of Preschool Effects

    ERIC Educational Resources Information Center

    Claessens, Amy; Engel, Mimi; Curran, F. Chris

    2014-01-01

    Little research has examined the relationship between academic content coverage in kindergarten and student achievement. Using nationally representative data, we examine the association between reading and mathematics content coverage in kindergarten and student learning, both overall and for students who attended preschool, Head Start, or…

  7. Content Management and the Future of Academic Libraries.

    ERIC Educational Resources Information Center

    Wu, Yuhfen Diana; Liu, Mengxiong

    2001-01-01

    Discusses Internet-based electronic content management in digital libraries and considers the future of academic libraries. Topics include digital technologies; content management systems; standards; bandwidth; security and privacy concerns; legal matters, including copyrights and ownership; lifecycle; and multilingual access and interface. (LRW)

  8. Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

    NASA Astrophysics Data System (ADS)

    Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

    2013-06-01

    Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

  9. Learning Academic Content the Adventure Way.

    ERIC Educational Resources Information Center

    Lopez, Hector

    1997-01-01

    Describes and gives examples of integrating adventure activities into existing classroom curricula at three levels: review or metaphors, interwoven activities for content delivery, and total integration into classroom design. Example activities include "Speed Rabbit,""Have You Ever,""Stepping Stones,""Whale Watch," and "Mine Field." (SAS)

  10. Not Just Good Science Teaching: Supporting Academic Language Development

    ERIC Educational Resources Information Center

    Silva, Cecilia; Weinburgh, Molly; Smith, Kathy Horak

    2013-01-01

    In this article, the authors explore ways in which they have worked together in understanding the complexities of academic language within the science classroom and discuss strategies they have used to teach academic language to young adolescent English Language Learners (ELLs) within inquiry-based science lessons. They discuss strategies they use…

  11. Academic Deans' Views on Curriculum Content in Medical Schools.

    ERIC Educational Resources Information Center

    Graber, David R.; Bellack, Janis P.; Musham, Catherine; O'Neil, Edward H.

    1997-01-01

    A survey of academic deans (n=100) in universities associated with medical and osteopathy schools found that administrators' attitudes about curriculum content are being influenced by changes in health care delivery and an increasingly generalist orientation. There appears to be support for medical school curricula fostering a broader, more…

  12. 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…

  13. The relationship between competencies acquired through Swiss academic sports science courses and the job requirements.

    PubMed

    Schlesinger, T; Studer, F; Nagel, S

    2016-01-01

    In view of the changes in and growing variety of sports-related occupations, it is highly relevant for educational institutions to know how well the educational contents of their sport science courses meet the professional requirements. This study analyses the relationship between the competencies acquired through academic sports science courses and the requirements of the relevant jobs in Switzerland. The data for this empirical analysis were drawn from a sample of n = 1054 graduates of different academic sport science programmes at all eight Swiss universities. The results show that academic sport science courses primarily communicate sports-specific expertise and practical sports skills. On the other hand, most graduates consider that the acquisition of interdisciplinary competencies plays a comparatively minor role in sport science education, even though these competencies are felt to be an important requirement in a variety of work-related environments and challenges.

  14. Black males' self-perceptions of academic ability and gifted potential in advanced science classes

    NASA Astrophysics Data System (ADS)

    Rascoe, Barbara Jean

    The purpose of this study was to examine gifted Black males' self-perceptions of academic ability and gifted potential in science. Major concerns were to determine how these self-perceptions of academic ability and gifted potential influenced gifted Black males' capacity to compete in advanced science classes and to determine how science teachers may have influenced participants' self-perceptions of academic ability and gifted potential. This study required an approach that would allow an interpretive aspect for the experiences of gifted Black males in advanced science classes. An intrinsic qualitative case study design with a critical theory framework was used. Data were collected using semi-structured interviews, which were audiotaped and transcribed. Each participant was interviewed twice and each interview averaged 45 minutes. The purposeful sample consisted of nine gifted high school Black males between the ages of fourteen and eighteen. The constant comparative method was used to analyze the data. The categories of gifted Black males' self-perceptions of academic ability and gifted potential included gifted high achievers, gifted 'could do better' high achievers, gifted 'could do better' situational nonachievers, and gifted 'could do better' underachievers. Gifted Black male participants' perceptions regarding their science teachers' influence on their self-perceptions of academic ability and gifted potential included validation, reinforcement, and enhancement. These participants' perceptions regarding how science teachers' influenced their academic performance in science included science teachers' content knowledge, science teachers' skills to make science challenging and engaging, and a safe learning environment. The conclusions of this study described competing power dynamics of science teachers and gifted Black males' interactions in the science learning environment. The discussion also included a summary of relationships among the emergent themes

  15. Content Metadata Standards for Marine Science: A Case Study

    USGS Publications Warehouse

    Riall, Rebecca L.; Marincioni, Fausto; Lightsom, Frances L.

    2004-01-01

    The U.S. Geological Survey developed a content metadata standard to meet the demands of organizing electronic resources in the marine sciences for a broad, heterogeneous audience. These metadata standards are used by the Marine Realms Information Bank project, a Web-based public distributed library of marine science from academic institutions and government agencies. The development and deployment of this metadata standard serve as a model, complete with lessons about mistakes, for the creation of similarly specialized metadata standards for digital libraries.

  16. Academic science, cultural intransigence, and devious educo-politics

    NASA Astrophysics Data System (ADS)

    Aikenhead, Glen S.

    2010-09-01

    In the context of educational soundness, a case is made for distinguishing between two overlapping concepts: academic science and relevant science. In the context of political reality, a case is made for a science educator to hone strategies that co-opt, circumvent, or marginalize political adversaries before they do the same to you.

  17. Valid and Reliable Science Content Assessments for Science Teachers

    ERIC Educational Resources Information Center

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-01-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

  18. Academic Incivility among Health Sciences Faculty

    ERIC Educational Resources Information Center

    Wright, Melissa; Hill, Lilian H.

    2015-01-01

    Academic health centers are under pressure to graduate more health professionals and, therefore, must retain talented faculty members who can educate students in respective disciplines. Faculty-to-faculty incivility is especially relevant to academic medical centers because faculty in the health professions must not only meet university tenure and…

  19. The impact of institutional ethics on academic health sciences library leadership: a survey of academic health sciences library directors

    PubMed Central

    Tooey, Mary Joan (M.J.); Arnold, Gretchen N.

    2014-01-01

    Ethical behavior in libraries goes beyond service to users. Academic health sciences library directors may need to adhere to the ethical guidelines and rules of their institutions. Does the unique environment of an academic health center imply different ethical considerations? Do the ethical policies of institutions affect these library leaders? Do their personal ethical considerations have an impact as well? In December 2013, a survey regarding the impact of institutional ethics was sent to the director members of the Association of Academic Health Sciences Libraries. The objective was to determine the impact of institutional ethics on these leaders, whether through personal conviction or institutional imperative. PMID:25349542

  20. The impact of institutional ethics on academic health sciences library leadership: a survey of academic health sciences library directors.

    PubMed

    Tooey, Mary Joan M J; Arnold, Gretchen N

    2014-10-01

    Ethical behavior in libraries goes beyond service to users. Academic health sciences library directors may need to adhere to the ethical guidelines and rules of their institutions. Does the unique environment of an academic health center imply different ethical considerations? Do the ethical policies of institutions affect these library leaders? Do their personal ethical considerations have an impact as well? In December 2013, a survey regarding the impact of institutional ethics was sent to the director members of the Association of Academic Health Sciences Libraries. The objective was to determine the impact of institutional ethics on these leaders, whether through personal conviction or institutional imperative.

  1. Emerging Trends in Science Education in a Dynamic Academic Environment

    ERIC Educational Resources Information Center

    Avwiri, H. E.

    2016-01-01

    Emerging Trends in Science Education in a Dynamic Academic Environment highlights the changes that have occurred in science education particularly in institutions of higher learning in southern Nigeria. Impelled by the fact that most Nigerian Universities and Colleges of Education still adhere to the practices and teaching methodologies of the…

  2. Scientists and Self-Doubt across Strata of Academic Science

    ERIC Educational Resources Information Center

    Hermanowicz, Joseph C.

    2005-01-01

    Most institutional studies of science have focused on the functioning of its reward system. Less is known about perspectives scientists develop on their variously rewarded and recognized careers. This study examines people's subjective appraisals of attainment in academic science based on a sample of interviews with physicists who discussed their…

  3. Exploring the Development of Pre-Service Science Elementary Teachers' Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Nilsson, Pernilla; Loughran, John

    2012-01-01

    This paper explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge (PCK) over the course of a semester's study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they…

  4. What does the UK public want from academic science communication?

    PubMed

    Redfern, James; Illingworth, Sam; Verran, Joanna

    2016-01-01

    The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent's current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the 'common practice' of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience.

  5. What does the UK public want from academic science communication?

    PubMed Central

    Redfern, James; Illingworth, Sam; Verran, Joanna

    2016-01-01

    The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent’s current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the ‘common practice’ of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience. PMID:27347384

  6. What does the UK public want from academic science communication?

    PubMed

    Redfern, James; Illingworth, Sam; Verran, Joanna

    2016-01-01

    The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent's current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the 'common practice' of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience. PMID:27347384

  7. Structure of Black Male Students Academic Achievement in Science

    NASA Astrophysics Data System (ADS)

    Rascoe, Barbara

    Educational policies and practices have been largely unsuccessful in closing the achievement gap between Black and White students "Schwartz, 2001". This achievement gap is especially problematic for Black students in science "Maton, Hrabrowski, - Schmitt, 2000. Given the fact that the Black-White achievement gap is still an enigma, the purpose of this article is to address the Black female-Black male academic achievement gap in science majors. Addressing barriers that Black male students may experience as college science and engineering majors, this article presents marketing strategies relative to politics, emotional intelligence, and issues with respect to how science teaching, and Black male students' responses to it, are different. Many Black male students may need to experience a paradigm shift, which structures and enhances their science achievement. Paradigm shifts are necessary because exceptional academic ability and motivation are not enough to get Black males from their first year in a science, technology, education, and mathematics "STEM" major to a bachelor's degree in science and engineering. The conclusions focus on the balance of truth-slippery slopes concerning the confluence of science teachers' further ado and Black male students' theories, methods, and values that position their academic achievement in science and engineering majors.

  8. Elementary Science Syllabus: Science Attitudes, Problem Solving, Skills, Science Content.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Div. of Program Development.

    This four-part publication is designed to assist New York school personnel in designing local elementary science programs that will help students increase their scientific literacy. Part I addresses various topics related to implementing a local elementary science program, considering local planning, Regents goals, science instruction, time…

  9. Introduction: Commercialization of Academic Science and a New Agenda for Science Education

    NASA Astrophysics Data System (ADS)

    Irzik, Gürol

    2013-10-01

    Certain segments of science are becoming increasingly commercialized. This article discusses the commercialization of academic science and its impact on various aspects of science. It also aims to provide an introduction to the articles in this special issue. I briefly describe the major factors that led to this phenomenon, situate it in the context of the changing social regime of science and give a thumbnail sketch of its costs and benefits. I close with a general discussion of how the topic of commercialization of academic science is relevant to science education.

  10. Elementary student teachers' science content representations

    NASA Astrophysics Data System (ADS)

    Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

    2002-08-01

    This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

  11. SCIENCE FOR THE ACADEMICALLY TALENTED STUDENT IN THE SECONDARY SCHOOL, REPORT OF A CONFERENCE SPONSORED JOINTLY BY THE NATIONAL EDUCATION ASSOCIATION PROJECT ON THE ACADEMICALLY TALENTED STUDENT AND THE NATIONAL SCIENCE TEACHERS ASSOCIATION.

    ERIC Educational Resources Information Center

    DONALDSON, ROBERT R.

    RESULTS OF A JOINT NATIONAL EDUCATION ASSOCIATION-NATIONAL SCIENCE TEACHERS ASSOCIATION CONFERENCE ON SCIENCE FOR ACADEMICALLY TALENTED STUDENTS ARE REPORTED. MAJOR TOPICS DISCUSSED ARE (1) THE IDENTIFICATION OF THE TALENTED STUDENT, (2) GUIDELINES FOR THE SELECTION OF COURSE CONTENT, (3) TEACHING METHODS, AND (4) DESIRABLE QUALITIES AND…

  12. Education: Firms Offer Academics Polymer Science Training.

    ERIC Educational Resources Information Center

    Chemical and Engineering News, 1983

    1983-01-01

    Provides information on industry-sponsored programs for college faculty and advanced undergraduate students designed to improve polymer science training: these include residency programs for professors available at industrial laboratories, establishment of a Polymer Education Award, newsletter on course materials/sources in polymer science,…

  13. Organizational models of emerging academic health science centers in England.

    PubMed

    Ovseiko, Pavel V; Davies, Stephen M; Buchan, Alastair M

    2010-08-01

    Recent government policy initiatives to foster medical innovation and high-quality care in England have prompted academic and clinical leaders to develop new organizational models to support the tripartite Flexnerian mission of academic medicine. Medical schools and health care providers have responded by aligning their missions and creating integrated governance structures that strengthen their partnerships. In March 2009, the government officially designated five academic-clinical partnerships as England's first academic health science centers (AHSCs). As academic-clinical integration is likely to continue, future AHSC leaders could benefit from an analysis of models for organizing medical school-clinical enterprise relationships in England's emerging AHSCs. In addition, as the United States ponders health systems reform and universal coverage, U.S. medical leaders may benefit from insight into the workings of academic medicine in England's universal health system. In this article, the authors briefly characterize the organization and financing of the National Health Service and how it supports academic medicine. They review the policy behind the designation of AHSCs. Then, the authors describe contrasting organizational models adopted in two of the newly designated AHSCs and analyze these models using a framework derived from U.S. literature. The authors conclude by outlining the major challenges facing academic medicine in England and offer suggestions for future research collaborations between leaders of AHSCs in the United States and England.

  14. The National Ocean Sciences Bowl: Extending the Reach of a High School Academic Competition to College, Careers, and a Lifelong Commitment to Science

    ERIC Educational Resources Information Center

    Bishop, Kristina; Walters, Howard

    2007-01-01

    Researchers have begun tracking a group of high ability high school students from high school into college study. These students indicated an interest in Science, Technology, Engineering, and Mathematics (STEM) content areas, and specifically ocean sciences, through participation in a regional or national academic competition in high school--The…

  15. Increasing Your Mathematics and Science Content Knowledge.

    ERIC Educational Resources Information Center

    Thorson, Annette, Ed.

    2002-01-01

    This journal is intended for classroom teachers and provides a collection of essays and instructional materials organized around the theme of mathematics and science content knowledge. Articles include: (1) "Watching Ourselves Learn" (Annette Thorson); (2) "Search Smarter!" (Kimberly S. Roempler); (3) "Teacher Education Materials Project" (Joan…

  16. Academic Effort and Achievement in Science: Beyond a Gendered Relationship

    NASA Astrophysics Data System (ADS)

    Adamuti-Trache, Maria; Sweet, Robert

    2013-12-01

    This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

  17. Introduction: Commercialization of Academic Science and a New Agenda for Science Education

    ERIC Educational Resources Information Center

    Irzik, Gürol

    2013-01-01

    Certain segments of science are becoming increasingly commercialized. This article discusses the commercialization of academic science and its impact on various aspects of science. It also aims to provide an introduction to the articles in this special issue. I briefly describe the major factors that led to this phenomenon, situate it in the…

  18. Valid and Reliable Science Content Assessments for Science Teachers

    NASA Astrophysics Data System (ADS)

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-03-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper describes multiple sources of validity and reliability (Cronbach's alpha greater than 0.8) evidence for physical, life, and earth/space science assessments—part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. Validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. Subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.

  19. Exercise Science Academic Programs and Research in the Philippines

    PubMed Central

    MADRIGAL, NORBERTO; REYES, JOSEPHINE JOY; PAGADUAN, JEFFREY; ESPINO, REIL VINARD

    2010-01-01

    In this invited editorial, professors from leading institutions in the Philippines, share information regarding their programs relating to Exercise Science. They have provided information on academic components such as entrance requirements, progression through programs, and professional opportunities available to students following completion; as well as details regarding funding available to students to participate in research, collaboration, and specific research interests. PMID:27182343

  20. Cross Academic Credit. Electricity/Electronics & Science. Final Report.

    ERIC Educational Resources Information Center

    Norwich Free Academy, CT.

    This curriculum guide for an electricity/electronics course was developed for high schools in Connecticut to demonstrate that technical courses can be used as part of the science requirement for an integrated academic and vocational curriculum. The guide provides a course description, course goals, recommended text and additional materials, 33…

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

    ERIC Educational Resources Information Center

    Stowers, Eva; Galbraith, Gillian

    2004-01-01

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

  2. Performance Measurement and the Governance of American Academic Science

    ERIC Educational Resources Information Center

    Feller, Irwin

    2009-01-01

    Neoliberal precepts of the governance of academic science-deregulation; reification of markets; emphasis on competitive allocation processes have been conflated with those of performance management--if you cannot measure it, you cannot manage it--into a single analytical and consequent single programmatic worldview. As applied to the United…

  3. Identifying Opportunities in Citizen Science for Academic Libraries

    ERIC Educational Resources Information Center

    Cohen, Cynthia M.; Cheney, Liz; Duong, Khue; Lea, Ben; Unno, Zoe Pettway

    2015-01-01

    Citizen science projects continue to grow in popularity, providing opportunities for nonexpert volunteers to contribute to and become personally invested in rigorous scientific research. Academic libraries, aiming to promote and provide tools and resources to master scientific and information literacy, can support these efforts. While few examples…

  4. Higher Superstition. The Academic Left and Its Quarrels with Science.

    ERIC Educational Resources Information Center

    Gross, Paul R.; Levitt, Norman

    In this book the authors raise serious questions about the growing criticism of science by humanists and social scientists on the "academic left," and explore the origins of this trend. They argue that when scientific texts are deconstructed and feminists make charges of scientific "patriarchy," the basic principles and practices that underlie 300…

  5. Academic Effort and Achievement in Science: Beyond a Gendered Relationship

    ERIC Educational Resources Information Center

    Adamuti-Trache, Maria; Sweet, Robert

    2013-01-01

    This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born…

  6. Doctors currently in jobs with academic content and their future intentions to pursue clinical academic careers: questionnaire surveys

    PubMed Central

    Smith, Fay; Goldacre, Michael J

    2015-01-01

    Summary Objectives Our aim was to report on doctors’ descriptions of their current post at about 12 years after qualification, in respect of academic content, and to compare this with their long-term intentions. By academic content, we mean posts that are designated as clinical academic posts or clinical service posts that include research and/or teaching commitments. Design Questionnaire survey. Participants All UK medical graduates of 1996 contacted in 2007, graduates of 1999 in 2012, and graduates of 2000 in 2012. Setting UK. Main outcome measures Responses about current posts and future intentions. Method Postal and email questionnaires. Results The response rate was 61.9% (6713/10844). Twenty eight per cent were working in posts with academic content (3.3% as clinical academics, 25% in clinical posts with some academic content). Seventeen per cent of women were working in clinical posts with some teaching and research, compared with 29% of men. A higher percentage of men than women intended to be clinical academics as their eventual career choice (3.9% overall, 5.4% of men, 2.7% of women). More doctors wished to move to a job with an academic component than away from one (N = 824 compared with 236). This was true for both men (433 compared with 118) and women (391 compared with 118). Conclusions Women are under-represented both in holding posts with academic content and in aspirations to do so. It is noteworthy that many more doctors hoped to move into an academic role than to move out of one. Policy should facilitate this wish in order to address current shortfalls in clinical academic medicine. PMID:25780595

  7. Science Laboratory Environment and Academic Performance

    ERIC Educational Resources Information Center

    Aladejana, Francisca; Aderibigbe, Oluyemisi

    2007-01-01

    The study determined how students assess the various components of their science laboratory environment. It also identified how the laboratory environment affects students' learning outcomes. The modified ex-post facto design was used. A sample of 328 randomly selected students was taken from a population of all Senior Secondary School chemistry…

  8. Science Inquiry, Academic Language, and Civic Engagement

    ERIC Educational Resources Information Center

    Buxton, Cory A.

    2009-01-01

    While some students have the opportunity to engage in the kinds of structured inquiry and real-world problem solving called for in the science education reform literature, many other students receive only a daily grind of note taking, end-of-chapter questions and sample test items from state assessments. The result is an engagement gap whereby…

  9. Scale of Academic Emotion in Science Education: Development and Validation

    NASA Astrophysics Data System (ADS)

    Chiang, Wen-Wei; Liu, Chia-Ju

    2014-04-01

    Contemporary research into science education has generally been conducted from the perspective of 'conceptual change' in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used in educational psychology were adopted to investigate the emotional experience of science students as affected by gender, teaching methods, feedback, and learning tasks. A multidisciplinary research approach combining brain activation measurement with multivariate psychological data theory was employed in the development of a questionnaire intended to reveal the academic emotions of university students in three situations: attending science class, learning scientific subjects, and problem solving. The reliability and validity of the scale was evaluated using exploratory and confirmatory factor analyses. Results revealed differences between the genders in positive-activating and positive-deactivating academic emotions in all three situations; however, these differences manifested primarily during preparation for Science tests. In addition, the emotions experienced by male students were more intense than those of female students. Finally, the negative-deactivating emotions associated with participation in Science tests were more intense than those experienced by simply studying science. This study provides a valuable tool with which to evaluate the emotional response of students to a range of educational situations.

  10. From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement

    NASA Astrophysics Data System (ADS)

    Taylor, J.

    2013-12-01

    Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science

  11. CTE Teachers and the Process of CTE and Science Content Integration

    ERIC Educational Resources Information Center

    Spindler, Matt; Greiman, Bradley C.

    2013-01-01

    The integration of career and technical education (CTE) and academic curricular content represents a challenge for CTE professionals. Currently, little is known about the process of integrating science into secondary CTE programs. Grounded theory method was employed to create information about CTE teachers' perspectives of and experiences…

  12. The challenge of developing academic language in Spanish and English through science: The case of two teachers' strategic teaching practices

    NASA Astrophysics Data System (ADS)

    Mercuri, Sandra Patricia

    This case study examines the practice of two bilingual education teachers in an attempt to understand the planning and instructional activities occurring in their classrooms by focusing on students' academic language development during science instruction. This site was selected as an 'instrumental' case to examine for several reasons. This school is among the few in the district that is teaching science. Despite the political climate related to bilingual education, the teachers at this school offer an articulated dual immersion program from K to grade six. This site has experienced success in beginning to close the achievement gap between English learners and their native English speaking peers on standardized test measures. Using a qualitative approach, data was collected from two unique cases through detailed observations of classroom practice, audio-taped lessons, an initial and a follow up interview, artifacts and an initial survey. Scarcella's (2003) framework on academic language was used to analyze the different components of academic language of the science instruction. A theoretical framework from Stoddart et al. on levels of integrated planning expertise and Dell' Alba & Sandberg's concept of embodied understanding of practice also informed the study. Three main findings were drawn from this study: (a) academic language can be effectively taught through science instruction when teachers have the expertise to integrate language learning with science inquiry; (b) the teaching of and planning for academic language development through content is shaped over time by teachers' teaching and personal experiences with the content and their ability to integrate both; (c) While a theoretical model of academic language can be used to analyze teachers' instructional strategies during a science lesson, this model has limitations. Teachers' understanding of their own practice developed overtime shaped the way they manipulated the curriculum for their particular grade

  13. [Science and research in academic plastic surgery in Germany].

    PubMed

    Giunta, R E; Machens, H-G

    2009-12-01

    Plastic surgery has passed through a very positive evolution in the last decades on the solid fundament of constantly developing academic plastic surgery. Aim of this paper is an objective evaluation of the current status of academic plastic surgery regarding research topics, currently available ressources and scientific outcome based on a questionnaire. The return rate of the questionnaire in academic departments was 92%. Main topics in research besides wound healing were topics from regenerative medicine such as tissue engineering, biomaterials, genetherapy and angiogenesis with the main focus on skin and fat tissues. In the past five years a total of 25 million Euros of third party research grants were raised. Research relied mainly on interdisciplinary research facilities. Regarding the scientific outcome more than 200 scientific papers were published in basic science research journals having an impactfactor higher than two. These results clearly demonstrate that plastic surgery is scientifically highly productive in academic surroundings where independent departments are established. Considering that independent units of plastic surgery exist in a relatively small number of all 36 university hospitals in germany, it has to be claimed for further independent departments so to provide adequate research facilities for further evolution of academic plastic surgery. PMID:20029742

  14. Using YouTube Videos as a Primer to Affect Academic Content Retention

    ERIC Educational Resources Information Center

    Duverger, Philippe; Steffes, Erin M.

    2012-01-01

    College students today watch more content, academic or not, on the Internet than on any other media. Consequently, the authors argue that using any of these media, especially YouTube.com in particular, is an effective way to not only reach students, but also capture their attention and interest while increasing retention of academic content. Using…

  15. Content Generation and Social Network Interaction within Academic Library Facebook Pages

    ERIC Educational Resources Information Center

    Witte, Ginna Gauntner

    2014-01-01

    The use of Facebook to share resources and engage patrons continues to gain acceptance within academic libraries. While many studies have analyzed the types of content academic libraries share on Facebook, there has not yet been a full examination of how this content is generated. This article examined the posting methods, the user responses, and…

  16. Exploring Preschool Children's Science Content Knowledge

    ERIC Educational Resources Information Center

    Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

    2015-01-01

    Research Findings: The purpose of this study was to describe children's science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children's science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year.…

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

    ERIC Educational Resources Information Center

    Philbrick, Jodi Lynn

    2012-01-01

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

  18. Academic Self-Concept: Modeling and Measuring for Science

    NASA Astrophysics Data System (ADS)

    Hardy, Graham

    2014-08-01

    In this study, the author developed a model to describe academic self-concept (ASC) in science and validated an instrument for its measurement. Unlike previous models of science ASC, which envisage science as a homogenous single global construct, this model took a multidimensional view by conceiving science self-concept as possessing distinctive facets including conceptual and procedural elements. In the first part of the study, data were collected from 1,483 students attending eight secondary schools in England, through the use of a newly devised Secondary Self-Concept Science Instrument, and structural equation modeling was employed to test and validate a model. In the second part of the study, the data were analysed within the new self-concept framework to examine learners' ASC profiles across the domains of science, with particular attention paid to age- and gender-related differences. The study found that the proposed science self-concept model exhibited robust measures of fit and construct validity, which were shown to be invariant across gender and age subgroups. The self-concept profiles were heterogeneous in nature with the component relating to self-concept in physics, being surprisingly positive in comparison to other aspects of science. This outcome is in stark contrast to data reported elsewhere and raises important issues about the nature of young learners' self-conceptions about science. The paper concludes with an analysis of the potential utility of the self-concept measurement instrument as a pedagogical device for science educators and learners of science.

  19. External Reporting Lines of Academic Special Libraries: A Health Sciences Case Study

    ERIC Educational Resources Information Center

    Buhler, Amy G.; Ferree, Nita; Cataldo, Tara T.; Tennant, Michele R.

    2010-01-01

    Very little literature exists on the nature of external reporting lines and funding structures of academic special libraries. This study focuses on academic health sciences libraries. The authors analyze information gathered from statistics published by the Association of Academic Health Sciences Libraries (AAHSL) from 1977 through 2007; an…

  20. Academic cartography: Understanding the directions of modern biological science

    NASA Astrophysics Data System (ADS)

    Nichols, Leah Grace

    2007-12-01

    Over the last three decades, the biological research has undergone drastic change. In addition to the many scientific and technological advancements, the legal, and hence economic, structures within which biological research occurs have also been significantly altered. In the early 1980's the patent laws were extended to encompass almost all products of biological research, including living organisms, and the U.S. Congress passed a series of laws which encouraged the intertwining of academic and industrial interests. This research explores how these legal and economic changes have shaped academic research agendas in the biological sciences. Using the University of California, Berkeley as a case study, I have employed a variety of quantitative and qualitative methods to (a) map the directions of biological research occurring in the four main UC Berkeley biology departments over the last two and a half decades, (b) characterize industrial involvement in biological research at UC Berkeley, and (c) understand the decision making calculus scientists and university administrators employ in crafting their personal research agendas and the research directions for their departments and colleges. This dissertation elucidates the necessary convergence of interests, resources, and skills required for any research project to proceed, explores the motivation of academic strength in both the laboratory and the university as a whole, and finally examines the co-construction of the cutting edge These concepts offer new insight into understanding the processes through which science takes its shape.

  1. Trends of Science Education Research: An Automatic Content Analysis

    ERIC Educational Resources Information Center

    Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

    2010-01-01

    This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of "International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education" from 1990 to 2007. The…

  2. How Academic Biologists and Physicists View Science Outreach

    PubMed Central

    Ecklund, Elaine Howard; James, Sarah A.; Lincoln, Anne E.

    2012-01-01

    Scholars and pundits alike argue that U.S. scientists could do more to reach out to the general public. Yet, to date, there have been few systematic studies that examine how scientists understand the barriers that impede such outreach. Through analysis of 97 semi-structured interviews with academic biologists and physicists at top research universities in the United States, we classify the type and target audiences of scientists’ outreach activities. Finally, we explore the narratives academic scientists have about outreach and its reception in the academy, in particular what they perceive as impediments to these activities. We find that scientists’ outreach activities are stratified by gender and that university and disciplinary rewards as well as scientists’ perceptions of their own skills have an impact on science outreach. Research contributions and recommendations for university policy follow. PMID:22590526

  3. The Role of Entrepreneurial Activities in Academic Pharmaceutical Science Research

    PubMed Central

    Stinchcomb, Audra L.

    2010-01-01

    Academic pharmaceutical science research is expanding further and further from the University setting to encompass the for-profit private company setting. This parallels the National Institutes of Health momentum to include multiple funding opportunities for University and private company collaboration. It has been recognized that the non-profit and for-profit combination research model can accelerate the commercialization of pharmaceutical products, and therefore more efficiently improve human health. Entrepreneurial activities require unique considerations in the University environment, but can be modeled after the commercialization expansion of the academic healthcare enterprise. Challenges and barriers exist to starting a company as an entrepreneurial faculty member, but the rewards to one's personal and professional lives are incomparable. PMID:20017206

  4. The role of entrepreneurial activities in academic pharmaceutical science research.

    PubMed

    Stinchcomb, Audra L

    2010-06-01

    Academic pharmaceutical science research is expanding further and further from the University setting to encompass the for-profit private company setting. This parallels the National Institutes of Health momentum to include multiple funding opportunities for University and private company collaboration. It has been recognized that the nonprofit and for-profit combination research model can accelerate the commercialization of pharmaceutical products, and therefore more efficiently improve human health. Entrepreneurial activities require unique considerations in the University environment, but can be modeled after the commercialization expansion of the academic healthcare enterprise. Challenges and barriers exist to starting a company as an entrepreneurial faculty member, but the rewards to one's personal and professional lives are incomparable. PMID:20017206

  5. Language, Content and Skills in the Testing of English for Academic Purposes.

    ERIC Educational Resources Information Center

    Gamaroff, R.

    1998-01-01

    A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

  6. [ZHU Lian's New Acupuncture Academic System and acupuncture science initialization].

    PubMed

    Zhang, Shujian; Zhang, Lijian

    2015-11-01

    Acupuncture scientization was a consensus of most of acupuncture scholars who had long-term perspectives in the 20th century, among them Ms. ZHULian was the important one. Ms. ZHU Lian built a systemic new acupuncture" academic structure in practice and theory aspects. At the same time, as the main architect of Institute of Acupuncture-moxibustion of China Academy of Traditional Chinese Medicine, Ms. ZHU Lian was the first one who began to carry out the acupuncture clinical trail and laboratory experiment in modern way, which meant "acupuncture therapy" was transformed into "acupuncture science" by Ms. ZHULian's endeavor.

  7. Describing content in middle school science curricula

    NASA Astrophysics Data System (ADS)

    Schwarz-Ballard, Jennifer A.

    As researchers and designers, we intuitively recognize differences between curricula and describe them in terms of design strategy: project-based, laboratory-based, modular, traditional, and textbook, among others. We assume that practitioners recognize the differences in how each requires that students use knowledge, however these intuitive differences have not been captured or systematically described by the existing languages for describing learning goals. In this dissertation I argue that we need new ways of capturing relationships among elements of content, and propose a theory that describes some of the important differences in how students reason in differently designed curricula and activities. Educational researchers and curriculum designers have taken a variety of approaches to laying out learning goals for science. Through an analysis of existing descriptions of learning goals I argue that to describe differences in the understanding students come away with, they need to (1) be specific about the form of knowledge, (2) incorporate both the processes through which knowledge is used and its form, and (3) capture content development across a curriculum. To show the value of inquiry curricula, learning goals need to incorporate distinctions among the variety of ways we ask students to use knowledge. Here I propose the Epistemic Structures Framework as one way to describe differences in students reasoning that are not captured by existing descriptions of learning goals. The usefulness of the Epistemic Structures framework is demonstrated in the four curriculum case study examples in Part II of this work. The curricula in the case studies represent a range of content coverage, curriculum structure, and design rationale. They serve both to illustrate the Epistemic Structures analysis process and make the case that it does in fact describe learning goals in a way that captures important differences in students reasoning in differently designed curricula

  8. Academic and Research Programs in Exercise Science, South Korea

    PubMed Central

    PARK, KYUNG-SHIN; SONG, WOOK

    2009-01-01

    We appreciate the opportunity to review academic curriculum and current research focus of Exercise Science programs in South Korea. The information of this paper was collected by several different methods, including e-mail and phone interviews, and a discussion with Korean professors who attended the 2009 ACSM annual conference. It was agreed that exercise science programming in South Korea has improved over the last 60 years since being implemented. One of distinguishable achievement is that exercise science programs after the 1980’s has been expanded to several different directions. It does not only produce physical education teachers but also attributes more to research, sports medicine, sports, leisure and recreation. Therefore, it has produced various jobs in exercise-related fields. Some of exercise science departments do not require teacher preparation course work in their curriculum which allows students to focus more on their specialty. Secondly, we believe we South Korea has caught up with advanced countries in terms of research quality. Many Korean researchers have recently published and presented their investigations in international journals and conferences. The quality and quantity of these studies introduced to international societies indicate that Exercise Science programs in South Korea is continuing to develop and plays an important part in the world. PMID:27182314

  9. Teaching-Focused Science Academics Supervising Research Students in Science Education: What's the Problem?

    ERIC Educational Resources Information Center

    Rowland, Susan

    2012-01-01

    Academics who specialise in improving the teaching of "hard" sciences like chemistry, biology, maths and physics are increasing in number and influence at Australian universities. Those in academia who have channelled their energies into teaching are delighted with this development. It means that many committed tertiary teachers can now look…

  10. Factors Influencing High School Students' Science Enrollments Patterns: Academic Abilities, Parental Influences, and Attitudes toward Science.

    ERIC Educational Resources Information Center

    Khoury, Ghada A.; Voss, Burton E.

    This study was designed, using a path analytic model, to assess the relative impact of different factors on science concentration decisions made by grade 10 high school students (N=237). Included in the model were selected demographic and socioeconomic factors, academic abilities factors (including logical thinking), indicators of home and school…

  11. CTE Teachers' Perspectives on the Process of CTE and Science Content Integration: A Grounded Theory

    NASA Astrophysics Data System (ADS)

    Spindler, Matthew Kenneth

    The integration of career and technical education (CTE) and academic curricular content that capitalizes on natural and inherent connections represents a challenge for CTE professionals. The research question that was used to guide the current study was: What are CTE teachers' perspectives of and experiences with the process of CTE and science content integration? And more specifically, to generate a grounded theory which explicates the process of CTE and science content integration from the perspective of CTE teachers. The CTE teachers expressed that the process of CTE and science content integration was a process of evolutionizing. From the perspective of the CTE teachers involved integrating CTE and science content resulted in their programs of study being adapted into something different than they were before the process of integration was begun. The CTE teachers revealed that the evolutions in their programs of study and themselves were associated with three other categories within the grounded theory: (a) connecting; (b) enacting; and (c) futuring. The process of CTE and science content integration represents a deep and complex episode for CTE teachers. The process of CTE and science content integration requires connecting to others, putting ideas into action, and an orienting towards the future.

  12. Who's Using the Language? Supporting Middle School Students with Content Area Academic Language

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2015-01-01

    This mixed-methods study examines middle school students' academic language development in the context of a year-long professional development project titled, Developing Content Area Academic Language (DCAAL). The purpose of DCAAL was to partner middle school teachers (n = 8) with a team of university researchers to explore how to integrate…

  13. Genre-Based Curricula: Multilingual Academic Literacy in Content and Language Integrated Learning

    ERIC Educational Resources Information Center

    Lorenzo, Francisco

    2013-01-01

    This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language…

  14. Burnout among faculty physicians in an academic health science centre

    PubMed Central

    Wright, James Gardner; Khetani, Nicole; Stephens, Derek

    2011-01-01

    BACKGROUND: Burnout experienced by physicians is concerning because it may affect quality of care. OBJECTIVE: To determine the frequency of burnout among physicians at an academic health science centre and to test the hypothesis that work hours are related to burnout. METHODS: All 300 staff physicians, contacted through their personal e-mail, were provided an encrypted link to an anonymous questionnaire. The primary outcome measure, the Copenhagen Burnout Inventory, has three subscales: personal, work related and patient related. RESULTS: The response rate for the questionnaire was 70%. Quantitative demands, insecurity at work and job satisfaction affected all three components of burnout. Of 210 staff physicians, 22% (n=46) had scores indicating personal burnout, 14% (n=30) had scores indicating work-related burnout and 8% (n=16) had scores indicating patient-related burnout. The correlation between total hours worked and total burnout was only 0.10 (P=0.14) DISCUSSION: Up to 22% of academic paediatric physicians had scores consistent with mild to severe burnout. A simple reduction in work hours is unlikely to be successful in reducing burnout and, therefore, quantitative demands, job satisfaction and work insecurity may require attention to address burnout among academic physicians. PMID:22851895

  15. The relation between teachers' personal teaching efficacy and students' academic efficacy for science and inquiry science

    NASA Astrophysics Data System (ADS)

    Kurien, Sarah Anjali

    The purpose of this study was to examine the relation between middle school teachers' personal teaching efficacy and their students' academic efficacy for science and inquiry science. Teachers can create classroom environments that promote the development of students' science self-efficacy (Britner & Pajares, 2006). Teachers who are efficacious and believe they are able to effectively teach science are more comfortable teaching science (Plourde, 2002) and more likely to commit classroom time to teaching science. Additionally, they are better equipped to challenge and support students as they develop their science skills and efficacy beliefs. Therefore, it was expected that teachers' personal teaching efficacy for science would be related to their students' science efficacy. Similarly, it was predicted that teachers' personal teaching efficacy for inquiry science would be related to their students' inquiry science efficacy. It was expected that the relation between teacher and student efficacy would not differ by students' gender. Data was collected from 26 middle school science teachers who were participating in a professional development program and 660 students from their classes. Hierarchical Linear Modeling (HLM) analyses were completed to evaluate the relation between teacher and student efficacy for science and inquiry science. Planned analyses revealed no significant predictors of students' science and inquiry science efficacy. Exploratory analyses were then conducted which added student grade and a measure evaluating the quality of teacher-student relationships to the original HLM analyses. Results indicated a significant interaction between the quality of teacher-student relationships and student grade on the prediction of students' science and inquiry science efficacy. A discussion of the results along with limitations of the study and avenues for future research will be provided.

  16. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School

    NASA Astrophysics Data System (ADS)

    Gose, Robin Margaretha

    English language learners (EL) are the fastest growing sub-group of the student population in California, yet ELs also score the lowest on the science section of the California Standardized Tests. In the area of bilingual education, California has dramatically changed its approach to English learners since the passage of Proposition 227 in 1998, which called for most EL instruction to be conducted in English (Cummins, 2000; Echevarria, Vogt, & Short, 2008). In reality, this means that EL students are often placed in programs that focus on basic language skills rather than rigorous content, meaning that they are not getting access to grade level science content (Lee & Fradd, 1998). As a result, many EL students exit eighth grade without a strong foundation in science, and they continue to score below their English-speaking peers on standardized achievements. While the usefulness of the academic language construct remains controversial (Bailey, 2012), the language used in science instruction is nevertheless often unfamiliar to both EL and English proficient students. The discourse is frequently specialized for discipline-specific interactions and activities (Bailey, 2007; Lemke, 1990). This qualitative case study examined academic language instruction in three middle school science classrooms at a dual language charter school. The goal was to understand how teachers integrate academic language and content for linguistically diverse students. The findings fom this study indicate that targeting language instruction in isolation from science content instruction prohibits students from engaging in the "doing of science" and scientific discourse, or the ability to think, reason, and communicate about science. The recommendations of this study support authentically embedding language development into rigorous science instruction in order to maximize opportunities for learning in both domains.

  17. Using citizen science beyond teaching science content: a strategy for making science relevant to students' lives

    NASA Astrophysics Data System (ADS)

    Jenkins, Lynda L.

    2011-06-01

    I respond to Pike and Dunne by exploring the utilization of citizen science in science education. Their results indicate that students fail to pursue science beyond the secondary level, in part, because of prior educational experiences with science education. Students lack motivation to pursue degrees and careers in science because they feel science is not relevant to their lives or they are simply not good at science. With this understanding, the science education community now needs to move beyond a discussion of the problem and move forward with continued discourse on possible solutions. Science educators need to focus on developing connections between students' everyday lives and science so that they will have tangible reasons for continuing with the lifelong learning of science. In this response, I will show that citizen science as an educational context holds much promise, respectively. Participation in citizen science projects moves scientific content from the abstract to the tangible involving students in hands-on, active learning. In addition, if civic projects are centered within their own communities, then the science becomes relevant to their lives because it is focused on topics in their own backyards.

  18. Developing Academic and Content Area Literacy: The Thai EFL Context

    ERIC Educational Resources Information Center

    Charubusp, Sasima; Chinwonno, Apasara

    2014-01-01

    This study investigated the effects of Academic Literacy-Based Intervention (ALI) on 30 undergraduate Thai university students' English reading proficiency. Based on the English reading proficiency test, these students were sub-classified into 2 groups, 15 in the high English reading proficiency group and 15 in the low English reading…

  19. Policy Route Map for Academic Libraries' Digital Content

    ERIC Educational Resources Information Center

    Koulouris, Alexandros; Kapidakis, Sarantos

    2012-01-01

    This paper presents a policy decision tree for digital information management in academic libraries. The decision tree is a policy guide, which offers alternative access and reproduction policy solutions according to the prevailing circumstances (for example acquisition method, copyright ownership). It refers to the digital information life cycle,…

  20. Educators Who Work in Science: The Narratives of Women Negotiating Careers in Academic Science

    NASA Astrophysics Data System (ADS)

    Tullos, Kimberly C.

    2011-12-01

    The purpose of this life story narrative study was to explore how women scientists develop views of self that enable them to negotiate careers within academic science. I framed the study using feminist standpoint theory as my theoretical foundation, and used possible selves theory as my conceptual framework. Eight women scientists working in academe described their journey regarding their views of self and career-related experiences. The study produced two key findings. First, seven themes emerged from my data analysis; these themes suggest that these women shared significant experiences in their quest to become scientists. Second, my feminist analysis of the participants' narratives indicates that distinct, but submerged gender-related tensions shaped their views of themselves as scientists and their science career decisions. These tensions include career choice and advancement constrained by family obligations, work environments that do not recognize or undervalue their skills and contributions to the profession, and perceived pressure to de-feminize their behavior to blend in to their work environment. Not unlike other women negotiating careers in academic science, they generally accepted their status as women to be an inherent part of their career pursuits and viewed workplace challenges as an opportunity to prove their competency. Seven of the eight women did not attribute their challenges to gender differences. However, the combined narratives revealed underlying conflicts between their views of self as women and as scientists resulting from their experiences in, and perceptions of, academic science environments. The study's principal theoretical contribution, from the feminist standpoint perspective, highlights the pervasive and unseen influence of gender dynamics. In this study, the participants developed views of themselves, not as scientists, but as "educators who work in science." This critical distinction enabled these participants, perhaps unknowingly

  1. An Analysis of Earth Science Content Emphasis as Related to the National Science Education Standards.

    ERIC Educational Resources Information Center

    Boone, William J.; Krockover, Gerald H.; Braile, Lawrence W.; Rizzo, Andrea M.

    2000-01-01

    Analyzes earth science content emphasis as related to the National Science Education Standards. Surveys the amount of time that teachers spend teaching the earth science topics named in the Standards. (CCM)

  2. The Association of Academic Health Sciences Libraries Annual Statistics: a thematic history

    PubMed Central

    Shedlock, James; Byrd, Gary D.

    2003-01-01

    The Annual Statistics of Medical School Libraries in the United States and Canada (Annual Statistics) is the most recognizable achievement of the Association of Academic Health Sciences Libraries in its history to date. This article gives a thematic history of the Annual Statistics, emphasizing the leadership role of editors and Editorial Boards, the need for cooperation and membership support to produce comparable data useful for everyday management of academic medical center libraries and the use of technology as a tool for data gathering and publication. The Annual Statistics' origin is recalled, and survey features and content are related to the overall themes. The success of the Annual Statistics is evident in the leadership skills of the first editor, Richard Lyders, executive director of the Houston Academy of Medicine-Texas Medical Center Library. The history shows the development of a survey instrument that strives to produce reliable and valid data for a diverse group of libraries while reflecting the many complex changes in the library environment. The future of the Annual Statistics is assured by the anticipated changes facing academic health sciences libraries, namely the need to reflect the transition from a physical environment to an electronic operation. PMID:12883579

  3. The Association of Academic Health Sciences Libraries Annual Statistics: a thematic history.

    PubMed

    Shedlock, James; Byrd, Gary D

    2003-04-01

    The Annual Statistics of Medical School Libraries in the United States and Canada (Annual Statistics) is the most recognizable achievement of the Association of Academic Health Sciences Libraries in its history to date. This article gives a thematic history of the Annual Statistics, emphasizing the leadership role of editors and Editorial Boards, the need for cooperation and membership support to produce comparable data useful for everyday management of academic medical center libraries and the use of technology as a tool for data gathering and publication. The Annual Statistics' origin is recalled, and survey features and content are related to the overall themes. The success of the Annual Statistics is evident in the leadership skills of the first editor, Richard Lyders, executive director of the Houston Academy of Medicine-Texas Medical Center Library. The history shows the development of a survey instrument that strives to produce reliable and valid data for a diverse group of libraries while reflecting the many complex changes in the library environment. The future of the Annual Statistics is assured by the anticipated changes facing academic health sciences libraries, namely the need to reflect the transition from a physical environment to an electronic operation.

  4. The transformation of science and mathematics content knowledge into teaching content by university faculty

    NASA Astrophysics Data System (ADS)

    Flynn, Natalie P.

    knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to 'think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the 'side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom. (Abstract shortened by UMI.).

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

    ERIC Educational Resources Information Center

    Lewis, Anna

    2008-01-01

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

  6. Exploring Preschool Children’s Science Content Knowledge

    PubMed Central

    Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

    2014-01-01

    Research Findings The purpose of this study was to describe children’s science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children’s science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed that children exhibited significant gains in science content knowledge over the course of the preschool year. Hierarchical linear modeling results indicated that the level of maternal education (i.e., holding at least a bachelor’s degree) significantly predicted children’s Time 1 science content knowledge. Children’s cognitive, math, and language skills at Time 1 were all significant concurrent predictors of Time 1 science content knowledge. However, only Time 1 math skills significantly predicted residualized gains in science content knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy Factors related to individual differences in young children’s science content knowledge may be important for early childhood educators to consider in their efforts to provide more support to children who may need help with science learning. PMID:25541574

  7. Some Thoughts on the Issue of Making the Liberal Science Courses More Appealing to Academics

    ERIC Educational Resources Information Center

    Khoon, Koh Aik; Jalal, Azman

    2008-01-01

    This paper traces the history of the Liberal Science courses and explores the mechanisms whereby the courses can be made more attractive to academics in the Faculty of Science and Technology (FST) at Universiti Kebangsaan Malaysia (UKM). (Contains 1 table.)

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  9. Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

    ERIC Educational Resources Information Center

    Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

    2013-01-01

    Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This…

  10. Assessment for Effective Intervention: Enrichment Science Academic Program

    NASA Astrophysics Data System (ADS)

    Sasson, Irit; Cohen, Donita

    2012-11-01

    Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept "pressure." We found that the activity moderately improved boys' attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention.

  11. Describing Connections between Science Content and Future Careers: Implementing Texas Curriculum for Rural at-Risk High School Students Using Purposefully-Designed Field Trips

    ERIC Educational Resources Information Center

    Hutson, Tommye; Cooper, Susan; Talbert, Tony

    2011-01-01

    The state of Texas has an "essential knowledge" component in some high school science courses indicating that students be able to describe connections between academic science content and future jobs or training through effective exposure to course content. The participants in this study were from a small rural high school in central Texas. Each…

  12. Science homework with video directions for parents: The impact on parental involvement and academic achievement

    NASA Astrophysics Data System (ADS)

    Hooker, Kathy L.

    The benefits of effective parental involvement in education have been well documented and can be far reaching. When educators make an effort to involve families, parental involvement can be even more meaningful. Homework is a commonly practiced and accepted connection between school and home and affords parents many opportunities to interact with their children on educational endeavors. However, parental involvement may be limited because educators do not reach out to parents, parents feel their children do not need their help, or parents are unfamiliar with the content and therefore unable to help. The purpose of this study was too develop and implement a tool to enhance parental involvement and academic achievement of fourth grade science students. The tool used in this study was a weekly science video to be viewed by parents when it accompanied science homework assignments. To begin, the researcher created six science videos for parents to watch that supplemented weekly homework assignments. Consequently, the researcher set up treatment and comparison groups to test the effectiveness of the supplemental videos in terms of parental involvement and academic achievement. A mixed methods approach was used to collect data from parents and students throughout the study. A combination of quantitative and qualitative data was collected throughout this study from both parents and students. Additionally, data was collected from a variety of sources including baseline, midpoint, and endpoint surveys; scores on homework assignments; and focus group interview sessions with parents and students. Data analysis revealed an overall positive impact on parental involvement and academic achievement when the videos were utilized.

  13. Tracing technology in the Association of Academic Health Sciences Libraries

    PubMed Central

    Guard, J. Roger; Peay, Wayne J.

    2003-01-01

    From the beginning of the association, technology and the Association of Academic Health Sciences Libraries (AAHSL) have been intertwined. Technology was the focus of one of the first committees. Innovative applications of technology have been employed in the operations of the association. Early applications of mini-computers were used in preparing the Annual Statistics. The association's use of network communications was among the first in the country and later applications of the Web have enhanced association services. For its members, technology has transformed libraries. The association's support of the early development of Integrated Advanced Information Management Systems (IAIMS) and of its recent reconceptualization has contributed to the intellectual foundation for this revolution. PMID:12883580

  14. Academic Achievement and Scientific Aptitude in Science among the Students of Standard-X

    ERIC Educational Resources Information Center

    Manichander, T.; Brindhamani, M.

    2014-01-01

    The investigator attempted to find out the significant relationship between Academic Achievement and Scientific Aptitude in Science among the Students of Standard X. Scientific Aptitude Inventory was developed and Academic Achievement in Science Test as a tool was used to assess the Variables for this study. The Investigators employed Stratified…

  15. Can Low-Cost Support Programmes with Coaching Accelerate Doctoral Completion in Health Science Faculty Academics?

    ERIC Educational Resources Information Center

    Geber, Hilary; Bentley, Alison

    2012-01-01

    Career development for full-time Health Sciences academics through to doctoral studies is a monumental task. Many academics have difficulty completing their studies in the minimum time as well as publishing after obtaining their degree. As this problem is particularly acute in the Health Sciences, the PhD Acceleration Programme in Health Sciences…

  16. Academic Research Equipment and Equipment Needs in the Physical Sciences: 1989.

    ERIC Educational Resources Information Center

    Westat, Inc., Rockville, MD.

    This monograph is one in a series of analytical reports presenting findings from the National Science Foundation's 1989-90 National Survey of Academic Research Instruments and Instrumentation Needs. It describes recent national trends in academic research equipment and equipment needs in the physical sciences. It also documents equipment trends in…

  17. Academic Research Equipment in Computer Science, Central Computer Facilities and Engineering: 1989.

    ERIC Educational Resources Information Center

    Westat, Inc., Rockville, MD.

    This monograph is one in a series of analytical reports presenting findings from the National Science Foundation's 1989-90 National Survey of Academic Research Instruments and Instrumentation Needs. It describes recent national trends in academic research equipment and equipment needs in the fields of computer science and engineering. It also…

  18. International trends in health science librarianship part 17: a comparison of health science libraries with academic and research libraries.

    PubMed

    Murphy, Jeannette

    2015-12-01

    Over the last 4 years this Regular Feature has looked at trends in health science librarianship in the 21st century. Although there are still a few more regions to be covered in this series, this issue explores general trends in academic and research libraries with a view to discovering whether the trends identified for health science libraries are similar. Are health science libraries unique? Or do their experiences mirror those found in the wider world of academic and research libraries?

  19. Marrying Content and Process in Computer Science Education

    ERIC Educational Resources Information Center

    Zendler, A.; Spannagel, C.; Klaudt, D.

    2011-01-01

    Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be…

  20. Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

    ERIC Educational Resources Information Center

    Demirdögen, Betül

    2016-01-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

  1. Identifying Mathematics Content and Integrating It into Science Instruction

    ERIC Educational Resources Information Center

    Schwols, Amitra; Miller, Kirsten Brush

    2012-01-01

    Science teachers know that the mathematics concepts taught in the Common Core are critical for students' understanding of science. But what can a teacher do when his/her students lack the necessary mathematics skills to master science content? There may be other reasons besides students not paying attention in their math courses. Maybe the…

  2. Impact of Inquiry Based Distance Learning and Availability of Classroom Materials on Physical Science Content Knowledge of Teachers and Students in Central Appalachia

    ERIC Educational Resources Information Center

    Bradshaw, Timothy John

    2012-01-01

    Physical science is important for developing scientific literacy yet a majority of teachers responsible for physical science courses do not have an academic degree in physical science. Programs aimed at increasing teacher content knowledge can be time consuming. This dissertation examines the impact of an inquiry based, professional development…

  3. The economics of academic health sciences libraries: cost recovery in the era of big science.

    PubMed

    Williams, T L; Lemkau, H L; Burrows, S

    1988-10-01

    With launching of Sputnik by the Soviet Union in the late 1950s, science and technology became a high priority in the United States. During the two decades since, health sciences libraries have experienced changes in almost all aspects of their operations. Additionally, recent developments in medical care and in medical education have had major influences on the mission of health science libraries. In the unending struggle to keep up with new technologies and services, libraries have had to support increasing demands while they receive a decreasing share of the health care dollar. This paper explores the economic challenges faced by academic health sciences libraries and suggests measures for augmenting traditional sources of funding. The development of marketing efforts, institutional memberships, and fee-based services by the Louis Calder Memorial Library, University of Miami School of Medicine, is presented as a case study. PMID:3224223

  4. The economics of academic health sciences libraries: cost recovery in the era of big science.

    PubMed Central

    Williams, T L; Lemkau, H L; Burrows, S

    1988-01-01

    With launching of Sputnik by the Soviet Union in the late 1950s, science and technology became a high priority in the United States. During the two decades since, health sciences libraries have experienced changes in almost all aspects of their operations. Additionally, recent developments in medical care and in medical education have had major influences on the mission of health science libraries. In the unending struggle to keep up with new technologies and services, libraries have had to support increasing demands while they receive a decreasing share of the health care dollar. This paper explores the economic challenges faced by academic health sciences libraries and suggests measures for augmenting traditional sources of funding. The development of marketing efforts, institutional memberships, and fee-based services by the Louis Calder Memorial Library, University of Miami School of Medicine, is presented as a case study. PMID:3224223

  5. The economics of academic health sciences libraries: cost recovery in the era of big science.

    PubMed

    Williams, T L; Lemkau, H L; Burrows, S

    1988-10-01

    With launching of Sputnik by the Soviet Union in the late 1950s, science and technology became a high priority in the United States. During the two decades since, health sciences libraries have experienced changes in almost all aspects of their operations. Additionally, recent developments in medical care and in medical education have had major influences on the mission of health science libraries. In the unending struggle to keep up with new technologies and services, libraries have had to support increasing demands while they receive a decreasing share of the health care dollar. This paper explores the economic challenges faced by academic health sciences libraries and suggests measures for augmenting traditional sources of funding. The development of marketing efforts, institutional memberships, and fee-based services by the Louis Calder Memorial Library, University of Miami School of Medicine, is presented as a case study.

  6. Content Construction: How Content Becomes Curriculum in Secondary Science Classrooms.

    ERIC Educational Resources Information Center

    Grier, Jeanne M.

    The purpose of this study is to create a model that depicts the beliefs and other factors that influence secondary biology teachers when they incorporate newly acquired subject matter knowledge into the planning and instruction of an existing curriculum. Genetics content from Biology Update 1 and Secondary Biology Laboratory Curricula (SBLC) was…

  7. Evaluation in Science: Content or Process?

    ERIC Educational Resources Information Center

    Kjoernsli, Marit; Jorde, Doris

    Science assessment has been included with mathematics and language assessment on the international level since the 1970s. This paper discusses techniques of assessment that have been utilized to measure science process skills. The first section discusses the Assessment Performance Unit, a British project with the aim of developing innovative…

  8. Interaction Between Science Teaching Orientation and Pedagogical Content Knowledge Components

    NASA Astrophysics Data System (ADS)

    Demirdöğen, Betül

    2016-08-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the form of content representation, responses to an open-ended instrument, and semi-structured interviews. Preservice teachers' orientation and PCK were analyzed deductively. Constant comparison analysis of how their orientation interacted with other PCK components revealed three major themes: (1) one's purpose for science teaching determines the PCK component(s) with which it interacts, (2) a teacher's beliefs about the nature of science do not directly interact with his/her PCK, unless those beliefs relate directly to the purposes of teaching science, and (3) beliefs about science teaching and learning mostly interact with knowledge of instructional strategies. Implications for science teacher education and research are discussed.

  9. Science in Discussions: An Analysis of the Use of Science Content in Socioscientific Discussions

    ERIC Educational Resources Information Center

    Nielsen, Jan Alexis

    2012-01-01

    This paper presents a normative pragmatics analysis of students' use of science content in eight socioscientific group discussions about human gene therapy. The specific focus of the paper is on the argumentative role that invocations of science had in the dialectics of the discussions. The analysis suggests that science content occasionally…

  10. Academic Library Web Sites and Distance Education: A Content Analysis

    ERIC Educational Resources Information Center

    Jurkowski, Odin L.

    2004-01-01

    This study focuses on college and university library services provided to distance education students and a content analysis of library Web sites. The Web sites chosen were categorized by the amount of distance education the institution offered to students. Results indicated that the size of the institution had the strongest correlation to library…

  11. Teacher content knowledge in the context of science education reform

    NASA Astrophysics Data System (ADS)

    Doby, Janice Kay

    1997-12-01

    The decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also may foster negative attitudes toward science and science teaching. It is, therefore, highly unlikely that any significant reform in science education will be realized until this major underlying problem is addressed and resolved. The purpose of this study was to examine the effects of an experimental elementary science methods course, which employs the use of laser videodisc technology and instructional implications from cognitive science and instructional design, in terms of preservice teacher gains in Earth and physical science content knowledge and locus of control in science. The experimental elementary science methods course was compared to a more traditional approach to the same course which focused primarily on methods of teaching in the physical sciences and other science domains. The experimental and traditional groups were compared before and after treatment in terms of preservice teachers' content knowledge in Earth and physical science and locus ofcontrol in science. Results indicated that the experimental and traditional groups were comparable prior to treatment. The experimental group (89 preservice teachers) responded correctly to 45% of the items on the Elementary Science Concepts Test (ESCT) pretest and the traditional group (78 preservice teachers) responded correctly to 42% of the pretest items, the difference between groups being nonsignificant. Further, the experimental and traditional groups scored similarly on the pre-assessment of locus of control in

  12. Video-games do not negatively impact adolescent academic performance in science, mathematics or reading.

    PubMed

    Drummond, Aaron; Sauer, James D

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.

  13. Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

    PubMed Central

    Drummond, Aaron; Sauer, James D.

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement. PMID:24699536

  14. 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).…

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

    NASA Astrophysics Data System (ADS)

    Lewis, Anna

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

  16. Similarity of Science Textbooks: A Content Analysis

    ERIC Educational Resources Information Center

    Yost, Michael

    1973-01-01

    Studied the similarity of the astronomy portion in five science textbooks at the fourth through sixth grade levels by comparing students' responses to text authors' requirements. Concluded that the texts had more in common across grade levels than within grade levels. (CC)

  17. Measuring information technology investment among Canadian academic health sciences centres.

    PubMed

    Pederson, Lorraine; Leonard, Kevin

    2005-01-01

    Many recent studies have attempted to accurately measure the expenditure by hospitals in the area of new information technology (IT), for example see Leonard 1998 and Pink et al. 2001. This is usually done as an exercise to compare the healthcare sector with other industries that have had much more success in implementing and leveraging their IT investment (Willcocks 1992; Chan 2000). It is normally hoped that such investigation would help explain some of the differences among the various industries and provide insight into where (and how much) future IT spending should occur in healthcare (Leonard 2004). Herein, we present the results from a study of eight Canadian academic health sciences centres that contributed data in order to analyze the amount of information technology spending in their organizations. Specifically, we focus on one specific indicator: the IT spend ratio. This ratio is defined as the percentage of total IT net costs to total hospital net operating costs, and aims to provide a "relative (or percentage) measure of spending" so as to make the comparisons meaningful. One such comparison shows that hospitals spend only 55% of the amount the financial services sector spends.

  18. Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

    NASA Astrophysics Data System (ADS)

    Fraser, Sharon P.

    2016-02-01

    In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

  19. Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms

    NASA Astrophysics Data System (ADS)

    Oh, Phil Seok; Kim, Kyoung Suk

    2013-06-01

    While a solid understanding of science content knowledge is important in developing expertise in science teaching, it is not necessarily a sufficient condition to teach science effectively in elementary schools. Teachers need to have the ability to transform their knowledge into forms learnable by students. Based on this perspective, the current study explored how science content knowledge was pedagogically transformed in Korean elementary classrooms. Data sources included video-recorded science lessons of five elementary teachers in a metropolitan city of Korea. The analysis of the data revealed that the Korean teachers often engaged in transforming science content knowledge by means of different semiotic modes, including language, pictures, materials, actions, and their complex combinations. Further, their representations of scientific knowledge were in diverse forms, such as personifications, analogies, quiz questions, pictorial models, diagrams, animations, real-life examples, hand demonstrations, videos, flash tools, and songs-and-dances. Future research involving a wider range of participants, such as students, content specialists, and teachers with weak and strong content understanding, was suggested to confirm the findings of this study and find more various ways of pedagogical transformation of science subject matter knowledge.

  20. Exploring the Meaning and Use of Science Content Integration

    ERIC Educational Resources Information Center

    Garner, Jason L.

    2012-01-01

    Science content integration, or the simultaneous teaching of science with other subjects during learning activities, has been explored by multiple studies. However, due to a lack of consensus on its definition, it was difficult for educators in a local school district to discuss and evaluate the effectiveness of this instructional technique. This…

  1. Elementary School Teachers Learning Science Content through Teaching

    ERIC Educational Resources Information Center

    Kinghorn, Brian Edward

    2014-01-01

    SMK and PCK are crucial for effective science teaching, yet the amount of subject matter covered in elementary teacher education programs is limited. This exploratory study of ten elementary school teachers focuses on how teachers learned science content from their teaching practice (including preparing to teach, classroom instruction, and…

  2. Within the Pipeline: Self-Regulated Learning and Academic Achievement among College Students in Science Courses

    ERIC Educational Resources Information Center

    DiBenedetto, Maria K.; Bembenutty, Hefer

    2011-01-01

    The present study examined the associations between self-regulated learning and science achievement and whether the academic self-regulation variables described, such as self-efficacy, delay of gratification, and help seeking, predict science achievement in courses deemed necessary for a major in science. It was hypothesized that students who do…

  3. Impact of Teachers' Motivational Indices on Science Students' Academic Performance in Nigerian Senior Secondary Schools

    ERIC Educational Resources Information Center

    Oredein, Afolakemi; Awodun, Adebisi

    2013-01-01

    The impact of science teachers' motivation on science students' academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population…

  4. Rationale and Content for English-Language Arts. Survey of Academic Skills: Grade 12. Preliminary Edition.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    As a preliminary version of the rationale and content for the English-language arts portion of the "Survey of Academic Skills: Grade 12," this booklet describes elements of the new reading and editing tests to be used to complement a direct writing assessment in this part of the 1987-88 California Assessment Program (CAP). After a brief…

  5. Sustained Content Teaching in Academic ESL/EFL: A Practical Approach.

    ERIC Educational Resources Information Center

    Pally, Marcia, Ed.

    This edited volume provides a rationale for and classroom examples of the effective use of content-based instruction in English-as-Second/English-as-a-Foreign-Language (ESL/EFL), in which the study of an academic subject is sustained over time. Each chapter provides the following: detailed course descriptions; practical suggestions for developing…

  6. Navigating Uncharted Waters: An Accelerated Content-Based English for Academic Purposes Program

    ERIC Educational Resources Information Center

    Hernandez, Kelly; Thomas, Michelle; Schuemann, Cynthia

    2012-01-01

    In 2008, Miami Dade College received a $1.9 million Title V grant from the US Department of Education to develop an Accelerated Content-Based English for Academic Purposes (EAP) track called Project ACE for ESL students. The ACE curriculum is anchored by the principles of flexibility, contextualization, and faculty buy-in--critical matters given…

  7. Students’ Attitudes Toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    PubMed Central

    Newell, Alana D.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.; Zientek, Linda R.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students’ science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Due to the unique nature of these informal learning environments, an understanding of the relationships among aspects of students’ content knowledge acquisition and attitudes toward science may aid in the development of effective science-related interventions. We investigated the impact of a semester-long after-school intervention utilizing an inquiry-based infectious diseases curriculum (designed for use after-school) on 63 urban students’ content knowledge and aspects of their attitudes towards science. Content knowledge increased 24.6% from pre- to posttest. Multiple regression analyses indicated suggested that the “self-directed effort” subscale of the Simpson-Troost Attitude Questionnaire - Revised best predicted increases in students’ science content knowledge. The construct “science is fun for me” served as a suppressor effect. These findings suggest that future after-school programs focusing on aspects of attitudes toward science most closely associated with gains in content knowledge might improve students’ enthusiasm and academic preparedness for additional science coursework by improving student attitudes towards their perceptions of their self-directed effort. PMID:26778859

  8. Content vs. Learning: An Old Dichotomy in Science Courses

    ERIC Educational Resources Information Center

    Bergtrom, Gerald

    2011-01-01

    The principles of course redesign that were applied to a gateway Cell Biology course at the University of Wisconsin-Milwaukee are applicable to courses large and small, and to institutions of any size. The challenge was to design a content-rich science course that kept pace with present and future content and at the same time use principles of…

  9. The role biomedical science laboratories can play in improving science knowledge and promoting first-year nursing academic success

    NASA Astrophysics Data System (ADS)

    Arneson, Pam

    The Role Biomedical Science Laboratories Can Play In Improving Science Knowledge and Promoting First-Year Nursing Academic Success The need for additional nursing and health care professionals is expected to increase dramatically over the next 20 years. With this in mind, students must have strong biomedical science knowledge to be competent in their field. Some studies have shown that participation in bioscience laboratories can enhance science knowledge. If this is true, an analysis of the role bioscience labs have in first-year nursing academic success is apposite. In response, this study sought to determine whether concurrent enrollment in anatomy and microbiology lecture and lab courses improved final lecture course grades. The investigation was expanded to include a comparison of first-year nursing GPA and prerequisite bioscience concurrent lecture/lab enrollment. Additionally, research has indicated that learning is affected by student perception of the course, instructor, content, and environment. To gain an insight regarding students' perspectives of laboratory courses, almost 100 students completed a 20-statement perception survey to understand how lab participation affects learning. Data analyses involved comparing anatomy and microbiology final lecture course grades between students who concurrently enrolled in the lecture and lab courses and students who completed the lecture course alone. Independent t test analyses revealed that there was no significant difference between the groups for anatomy, t(285) = .11, p = .912, but for microbiology, the lab course provided a significant educational benefit, t(256) = 4.47, p = .000. However, when concurrent prerequisite bioscience lecture/lab enrollment was compared to non-concurrent enrollment for first-year nursing GPA using independent t test analyses, no significant difference was found for South Dakota State University, t(37) = -1.57, p = .125, or for the University of South Dakota, t(38) = -0.46, p

  10. The Effects of an Academic Environment Intervention on Science Identification among Women in STEM

    ERIC Educational Resources Information Center

    Ramsey, Laura R.; Betz, Diana E.; Sekaquaptewa, Denise

    2013-01-01

    Academic environments can feel unwelcoming for women in science, technology, engineering, and math (STEM) fields. Two studies examined academic environments of female undergraduates majoring in STEM fields at a university in the United States. In Study 1, we compared women in STEM who are in a welcoming environment to those in a traditional STEM…

  11. German Influences on the Spanish Academic Discourse in Educational Sciences between 1945 and 1990

    ERIC Educational Resources Information Center

    Roith, Christian

    2008-01-01

    The idiosyncrasy of national academic discourses in educational sciences and the flow of ideas between them is a topic that has inspired recent research, even though it has not been treated very exhaustively. This study presents some results of an investigation into German influences on the Spanish academic discourse in educational sciences…

  12. Academic Dismissal, Readmission Conditions, and Retention: A Study of Social Science Majors.

    ERIC Educational Resources Information Center

    Kinloch, Graham C.; And Others

    1993-01-01

    A study assessed the effectiveness of an institution's academic readmission conditions on the subsequent success of about 500 social science majors. Results show specific ethnic, age, and academic experience subgroups to be at highest risk. However, success among those readmitted was most related to gender, quality point deficit, and readmission…

  13. Academic Research Equipment and Equipment Needs in Selected Science and Engineering Fields: 1989-90.

    ERIC Educational Resources Information Center

    Westat, Inc., Rockville, MD.

    This monograph is one in a series of analytical reports presenting findings from the National Science Foundation's 1989-90 National Survey of Academic Research Instruments and Instrumentation Needs. This report documents current status and recent trends in the amounts, costs, and kinds of academic research equipment in seven major…

  14. Formative Assessment and Academic Achievement in Pre-Graduate Students of Health Sciences

    ERIC Educational Resources Information Center

    Carrillo-de-la-Pena, Maria T.; Bailles, Eva; Caseras, Xavier; Martinez, Alvar; Ortet, Generos; Perez, Jorge

    2009-01-01

    Although educational experts recommend the use of formative assessment, there is a dearth of empirical studies on its impact on academic achievement. In this research the authors analyse to what extent participation and performance in formative assessment are associated with positive academic outcomes of pre-graduate students of health sciences. A…

  15. Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

    ERIC Educational Resources Information Center

    August, Diane; Artzi, Lauren; Barr, Christopher

    2016-01-01

    The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than…

  16. Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education. Science & Technology Education Library.

    ERIC Educational Resources Information Center

    Gess-Newsome, Julie, Ed.; Lederman, Norman G., Ed.

    This book presents both historic and current conceptions and practical implications of pedagogical content knowledge (PCK). The content is divided into four sections: (1) introduction; (2) literature; (3) emerging lines of research in science teacher education; and (4) impacts of PCK on the development of science teacher education programs.…

  17. High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction

    NASA Astrophysics Data System (ADS)

    Williams, Theresa

    In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of the 10 participants believed that it is their responsibility to provide reading comprehension. However, the findings also revealed that the participants provided varying levels of reading comprehension instruction as an integral part of their science instruction. The potential for positive social change could be achieved by teachers and administrators. Teachers may use the findings to reflect upon their own personal feelings and beliefs about providing explicit reading comprehension. In addition to teachers' commitment to reading comprehension instruction, administrators could deliberate about professional development opportunities that might improve necessary skills, eventually leading to better comprehension skills for students and success in their education.

  18. PREDICTING ACADEMIC ACHIEVEMENTS OF ENGINEERING AND SCIENCE STUDENTS IN ISRAEL.

    ERIC Educational Resources Information Center

    PERLBERG, ARYE

    A LONGITUDINAL STUDY (HIGH SCHOOL THROUGH COLLEGE) WAS CARRIED OUT AT THE TECHNION-ISRAEL INSTITUTE OF TECHNOLOGY TO INVESTIGATE ACADEMIC PREDICTORS AND PROBLEMS RELATED TO PREDICTION. FOR FOUR YEARS, THREE CLASSES OF 1,087 ENGINEERING STUDENTS WERE FOLLOWED. INTELLECTIVE PREDICTORS AND ACADEMIC CRITERIA ALONE WERE INVESTIGATED. HIGH SCHOOL AND…

  19. Is Academic Freedom a Threat to Teaching Introductory Science?

    ERIC Educational Resources Information Center

    French, Donald P.

    2005-01-01

    Graves (2005) suggested that academic freedom might impede efforts to improve institutional performance and achieve the goals set for learning outcomes, cost efficiency, and preparing students for the workplace. The author's initial response to threats to academic freedom and calls for efficiency is to bristle, because he views these as threats to…

  20. Competence in Mathematics and Academic Achievement: An Analysis of Enrollees in the Bachelor of Science in Actuarial Science Program

    ERIC Educational Resources Information Center

    Wamala, Robert; Maswere, Dyson W.; Mwanga, Yeko

    2013-01-01

    This study investigates the role of prior grounding attained in mathematics in predicting the academic achievement of enrollees in Bachelor of Science in Actuarial Science (BSAS). The investigation is based on administrative records of 240 BSAS enrollees at Makerere University, School of Statistics and Planning in the 2007-2009 cohorts. Students'…

  1. Secondary science students' beliefs about class discussions: a case study comparing and contrasting academic tracks

    NASA Astrophysics Data System (ADS)

    Silva Pimentel, Diane; McNeill, Katherine L.

    2016-08-01

    The dialogue that occurs in science classrooms has been the subject of research for many decades. Most studies have focused on the actual discourse that occurs and the role of the teacher in guiding the discourse. This case study explored the neglected perspective of secondary science students and their beliefs about their role in class discussions. The study participants (N = 45) were students in one of the three differentially tracked chemistry classes taught by the same teacher. Findings about the differences that exist among students from different academic tracks are reported. While it seems that epistemological beliefs focusing on content are common for the students in this study, the students' social framing in the different tracks is important to consider when teachers attempt to transition to more dialogic forms of discourse. Some key findings of this study are (a) students' beliefs that science is a body of facts to be learned influenced the factors they deemed important for whole-class discussion, (b) students from the lower-level track who typically were associated with lower socioeconomic status were more likely to view their role as passive, and (c) students' comfort level with the members of the class seemed to influence their decisions to participate in class discussions.

  2. Examining the relationship between elementary teachers' science self-efficacy and science content knowledge

    NASA Astrophysics Data System (ADS)

    Wimsatt, Mary Jo

    Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service elementary teachers' science content knowledge and self-efficacy constructs. The instrument combines Enochs and Riggs' (1990) Science Teaching Efficacy Beliefs Instrument (STEBI) with the researcher's content knowledge instrument created from a northwest Florida school district's science textbook series. The researcher's instrument was created to access participants' science content knowledge so the results can be compared to science self-efficacy results from the STEBI. The results of this study show there is a statistically significant relationship between the teachers' science self-efficacy and science content knowledge. The researcher concluded that in order to increase in-service teachers' science self-efficacy, district and school personnel need to increase opportunities for teachers to improve their science content knowledge.

  3. Content Based Image Matching for Planetary Science

    NASA Astrophysics Data System (ADS)

    Deans, M. C.; Meyer, C.

    2006-12-01

    Planetary missions generate large volumes of data. With the MER rovers still functioning on Mars, PDS contains over 7200 released images from the Microscopic Imagers alone. These data products are only searchable by keys such as the Sol, spacecraft clock, or rover motion counter index, with little connection to the semantic content of the images. We have developed a method for matching images based on the visual textures in images. For every image in a database, a series of filters compute the image response to localized frequencies and orientations. Filter responses are turned into a low dimensional descriptor vector, generating a 37 dimensional fingerprint. For images such as the MER MI, this represents a compression ratio of 99.9965% (the fingerprint is approximately 0.0035% the size of the original image). At query time, fingerprints are quickly matched to find images with similar appearance. Image databases containing several thousand images are preprocessed offline in a matter of hours. Image matches from the database are found in a matter of seconds. We have demonstrated this image matching technique using three sources of data. The first database consists of 7200 images from the MER Microscopic Imager. The second database consists of 3500 images from the Narrow Angle Mars Orbital Camera (MOC-NA), which were cropped into 1024×1024 sub-images for consistency. The third database consists of 7500 scanned archival photos from the Apollo Metric Camera. Example query results from all three data sources are shown. We have also carried out user tests to evaluate matching performance by hand labeling results. User tests verify approximately 20% false positive rate for the top 14 results for MOC NA and MER MI data. This means typically 10 to 12 results out of 14 match the query image sufficiently. This represents a powerful search tool for databases of thousands of images where the a priori match probability for an image might be less than 1%. Qualitatively, correct

  4. Earth Systems Science in an Integrated Science Content and Methods Course for Elementary Education Majors

    NASA Astrophysics Data System (ADS)

    Madsen, J. A.; Allen, D. E.; Donham, R. S.; Fifield, S. J.; Shipman, H. L.; Ford, D. J.; Dagher, Z. R.

    2004-12-01

    With funding from the National Science Foundation, we have designed an integrated science content and methods course for sophomore-level elementary teacher education (ETE) majors. This course, the Science Semester, is a 15-credit sequence that consists of three science content courses (Earth, Life, and Physical Science) and a science teaching methods course. The goal of this integrated science and education methods curriculum is to foster holistic understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in teaching science in their classrooms. During the Science Semester, traditional subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based elementary science. Exemplary approaches that support both learning science and learning how to teach science are used. In the science courses, students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. In the methods course, students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. An earth system science approach is ideally adapted for the integrated, inquiry-based learning that takes place during the Science Semester. The PBL investigations that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in the PBL investigation that focuses on energy, the carbon cycle is examined as it relates to fossil fuels. In another PBL investigation centered on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. In a PBL investigation that has students learning about the Delaware Bay ecosystem through the story of the horseshoe crab and the biome

  5. Assessing the Genetics Content in the Next Generation Science Standards.

    PubMed

    Lontok, Katherine S; Zhang, Hubert; Dougherty, Michael J

    2015-01-01

    Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards.

  6. Assessing the Genetics Content in the Next Generation Science Standards

    PubMed Central

    Lontok, Katherine S.; Zhang, Hubert; Dougherty, Michael J.

    2015-01-01

    Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards. PMID:26222583

  7. Predicting Stereotype Endorsement and Academic Motivation in Women in Science Programs: A Longitudinal Model

    ERIC Educational Resources Information Center

    Delisle, Marie-Noelle; Guay, Frederic; Senecal, Caroline; Larose, Simon

    2009-01-01

    This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university…

  8. Academic Mentoring and Dropout Prevention for Students in Math, Science and Technology

    ERIC Educational Resources Information Center

    Larose, Simon; Cyrenne, Diane; Garceau, Odette; Harvey, Marylou; Guay, Frederic; Godin, Fanny; Tarabulsy, George M; Deschenes, Claire

    2011-01-01

    In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control…

  9. Self-Regulated Learning Behavior of College Students of Science and Their Academic Achievement

    NASA Astrophysics Data System (ADS)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of science. For students of science, their involvement in motivational components is closely tied to their performance in the examinations. Cognitive strategies have the strongest influence on scores of the English achievement.

  10. Investing in Academic Science for Allied Health Students: Challenges and Possibilities

    ERIC Educational Resources Information Center

    Packard, Becky Wai-Ling; Gagnon, Janelle L.; Moring-Parris, Riana

    2010-01-01

    This study examined the experiences of allied health CTE students and teachers in a new academic science class designed to strengthen science preparation and postsecondary pathways. Situated within a partnership between the community hospital and an urban school district, this case study drew upon the perspectives of the students, the hospital…

  11. Twins or Strangers? Differences and Similarities between Industrial and Academic Science. NBER Working Paper No. 16113

    ERIC Educational Resources Information Center

    Sauermann, Henry; Stephan, Paula E.

    2010-01-01

    Some scholars view academic and industrial science as qualitatively different knowledge production regimes. Others claim that the two sectors are increasingly similar. Large-scale empirical evidence regarding similarities and differences, however, has been missing. Drawing on prior work on the organization of science, we first develop a framework…

  12. Trends of Science Education Research: An Automatic Content Analysis

    NASA Astrophysics Data System (ADS)

    Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

    2010-08-01

    This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000's. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.

  13. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    NASA Astrophysics Data System (ADS)

    Menon, Deepika; Sadler, Troy D.

    2016-07-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

  14. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    NASA Astrophysics Data System (ADS)

    Menon, Deepika; Sadler, Troy D.

    2016-10-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

  15. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    ERIC Educational Resources Information Center

    Mulkerrin, Elizabeth A.

    2012-01-01

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of…

  16. A Degree Is Not Enough: A quantitative study of aspects of pre-service science teachers' chemistry content knowledge

    NASA Astrophysics Data System (ADS)

    Kind, Vanessa

    2014-05-01

    Aspects of chemistry content knowledge held by 265 UK-based pre-service teachers (PSTs) were probed using 28 diagnostic questions in five chemistry concept areas, Particle theory and changes of state, Mass conservation (taught to 11-14-year-olds), and Chemical bonding, Mole calculations and Combustion reactions (taught to 14-16-year-olds). Data were collected over six years from academically able science graduates starting a full-time, university-based teacher education programme of one academic year duration. PSTs in three sub-cohorts ('chemists', 'physicists' and 'biologists' on the basis of their undergraduate degrees) demonstrated similar levels of content knowledge (CK) for Particle theory and changes of state and Mass conservation. Biologists demonstrated statistically significantly weaker understanding than chemists and physicists in Chemical bonding, Mole calculations and Combustion reactions. Forty-four 'triads' each comprising one chemist, physicist and biologist, matched by academic and personal backgrounds, showed that chemists outperformed biologists and physicists in Chemical bonding and Combustion reactions. The findings suggest that non-chemists' CK is insufficient for teaching these chemistry concepts in high schools, despite their possession of 'good' Bachelor of Science degrees. These data have implications for science teacher education, including how best to prepare science graduates from diverse backgrounds for teaching specialist science subjects to 11-16-year-olds.

  17. Balancing Arts and Sciences, Skills, and Conceptual Content.

    ERIC Educational Resources Information Center

    Ryan, Michael; Switzer, Les

    2001-01-01

    Asks program administrators to determine the status of two aspects of journalism and mass communication education that have been widely debated: The relative weight of skills development and conceptual content; and the extent to which students study the liberal arts and sciences in their courses. Concludes the administrators think their programs…

  18. 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…

  19. Content Representations in a Secondary Environmental Science Class.

    ERIC Educational Resources Information Center

    Tomanek, Debra

    The purpose of this study was to determine what representations of content existed in a secondary environmental science class and what happended to those representations during curriculum occasions. Initial data construction involved attention to what was actually going on during class sessions. Following this, a reanalysis of the data corpus with…

  20. Exploring the Meaning and Use of Science Content Integration

    NASA Astrophysics Data System (ADS)

    Garner, Jason L.

    Science content integration, or the simultaneous teaching of science with other subjects during learning activities, has been explored by multiple studies. However, due to a lack of consensus on its definition, it was difficult for educators in a local school district to discuss and evaluate the effectiveness of this instructional technique. This qualitative collective case study, based on a constructivist theoretical foundation, centered on the questions of how teachers defined and used science content integration, and perceptions of impediments to its use. Participants were five teachers in a suburban elementary school. The sources of data for this study were interviews, audio recordings of lessons, and teacher documents in the form of lesson plans. Data analysis was conducted through multiple coding procedures, allowing the emergence of themes. Data analysis showed that participants' beliefs and practices differed according to age levels and developmental needs of their students. Implications for positive social change include building from this study to provide content integration-based professional development, common planning time, and suitable materials to improve teachers' capacity to integrate science content into instruction.

  1. Productive Academic Talk during Inquiry-Based Science

    ERIC Educational Resources Information Center

    Gillies, Robyn M.

    2013-01-01

    This study reports on the types of academic talk that contribute to enhanced explanatory responses, reasoning, problem-solving and learning. The study involved 10 groups of 3-4 students who were provided with one of three linguistic tools (i.e. Cognitive Questioning, Philosophy for Children and Collaborative Strategic Reading (CSR)) to scaffold…

  2. Science: Industry/Academic Cooperation: A Step Forward.

    ERIC Educational Resources Information Center

    Heylin, Michael

    1980-01-01

    Outlined is a concept for bringing the chemical industry and the universities together in chemical research. Objectives listed are to promote mutual understanding and cooperation between academe and the chemical industry, to work toward improving the national climate for creativity and innovation, and to promote education and funding in chemical…

  3. How Does Grit Impact College Students' Academic Achievement in Science?

    ERIC Educational Resources Information Center

    Bazelais, Paul; Lemay, David John; Doleck, Tenzin

    2016-01-01

    Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects student academic performance and success in first-year college physics students in the context of a Quebec Collège d'enseignement…

  4. Examining the Nexus of Science Communication and Science Education: A Content Analysis of Genetics News Articles

    ERIC Educational Resources Information Center

    Shea, Nicole A.

    2015-01-01

    Access to science information via communications in the media is rapidly becoming a central means for the public to gain knowledge about scientific advancements. However, little is known about what content knowledge is essential for understanding issues presented in news media. Very few empirical studies attempt to bridge science communication and…

  5. Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge

    ERIC Educational Resources Information Center

    Guzey, S. Selcen; Roehrig, Gillian H.

    2009-01-01

    This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

  6. Making PCK Explicit--Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

    ERIC Educational Resources Information Center

    Nilsson, Pernilla; Vikström, Anna

    2015-01-01

    One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own…

  7. Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

    NASA Astrophysics Data System (ADS)

    Ajhar, Edward A.; Blackwell, E.; Quesada, D.

    2010-05-01

    In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

  8. L2 Learning Opportunities in Different Academic Subjects in Content-Based Instruction -- Evidence in Favour of "Conventional Wisdom"

    ERIC Educational Resources Information Center

    Lo, Yuen Yi

    2014-01-01

    Content-based instruction (CBI) adopts a second language (L2) as the medium of instruction for some or all academic subjects to facilitate L2 learning. There seem however, no uniform policies concerning which academic subjects should be taught in L2, in case only some subjects are involved. Conventional wisdom tends to favour Humanities subjects…

  9. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

    ERIC Educational Resources Information Center

    Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca

    2014-01-01

    As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…

  10. Incorporating formative assessment and science content into elementary science methods---A case study

    NASA Astrophysics Data System (ADS)

    Brower, Derek John

    Just as elementary students enter the science classroom with prior knowledge and experiences, so do preservice elementary teachers who enter the science methods classroom. Elementary science methods instructors recognize the challenges associated with preparing teachers for the science classroom. Two of these challenges include overcoming limited science content understanding and a low science teaching efficacy. Based upon research in science misconceptions, conceptual change theory, formative assessment, and science teaching efficacy, this design experiment explored the use of formative assessment in an authentic learning environment to address some of these challenges. As a case study, the goal was to identify two specific topics in science which the preservice teachers did not understand and to model consistent use of formative assessment to guide instruction in those science topics for six weeks. The research questions for this study sought to explore the design of the class while also exploring students' understanding of the science content and their understanding of formative assessment. One specific question was whether the formative data could differentiate between deeply held student misconceptions in science and incomplete science understanding. In addition, data was collected to measure changes in science teaching efficacy as well as preservice teachers' desire to use formative assessment in their own future classrooms. Based upon student interviews and a final content quiz, the participants in this study did show improved science content understanding in the areas of plant food/energy and plate tectonics. The course design implemented a variety of formative assessment tools including formative assessment probes, student science notebooks, student concept maps, a non-graded quiz, and more. The STEBI-B survey identified improved science teaching efficacy among the participants. Student final essays indicated improved understanding of formative assessment

  11. An Academic/Vocational Curriculum Partnership: Home Economics and Science.

    ERIC Educational Resources Information Center

    Smith, Frances M.; Hausafus, Cheryl O.

    1993-01-01

    Proposes middle-school curriculum integrating two diverse disciplines (home economics and science), incorporates social issues, and deals with fundamental concerns of young adolescents. Three major areas are included in framework: food additives for appeal, science of textile fibers, and chemistry of household cleaning. All should be taught by…

  12. Natural Resource Management Sciences: A New Association of Academic Disciplines.

    ERIC Educational Resources Information Center

    March, B. E.

    1994-01-01

    It is proposed that the traditional interdisciplinary nature of the agricultural sciences be extended and integrated with management sciences pertaining to other renewable natural resources. Provides rationale for a consolidation of faculties of agriculture, forestry, and fisheries, together with the units that have developed on most campuses to…

  13. Allocation of Academic Workloads in the Faculty of Human and Social Sciences at a South African University

    ERIC Educational Resources Information Center

    Botha, P. A.; Swanepoel, S.

    2015-01-01

    This article reports on the results of a statistical analysis of the weekly working hours of academics in a Faculty of Human and Social Sciences at a South African university. The aim was to quantify, analyse and compare the workload of academic staff. Seventy-five academics self-reported on their workload by completing the workload measuring…

  14. Academic Entrepreneurship and Exchange of Scientific Resources: Material Transfer in Life and Materials Sciences in Japanese Universities

    ERIC Educational Resources Information Center

    Shibayama, Sotaro; Walsh, John P.; Baba, Yasunori

    2012-01-01

    This study uses a sample of Japanese university scientists in life and materials sciences to examine how academic entrepreneurship has affected the norms and behaviors of academic scientists regarding sharing scientific resources. Results indicate that high levels of academic entrepreneurship in a scientific field are associated with less reliance…

  15. History of Science in Science Education: Development and Validation of a Checklist for Analysing the Historical Content of Science Textbooks.

    ERIC Educational Resources Information Center

    Leite, Laurinda

    2002-01-01

    Presents a theoretically grounded checklist developed for analyzing the historical content of science textbooks. Results of the analysis indicate that the checklist is able to reveal differences among textbooks. (Contains 65 references.) (DDR)

  16. Women, race, and science: The academic experiences of twenty women of color with a passion for science

    NASA Astrophysics Data System (ADS)

    Johnson, Angela C.

    Women of color drop out of science at higher rates than other students. This study is an ethnographic examination of why this occurs and how women of color can be supported in studying science. Through participant observation in science classes, labs, and a program supporting high-achieving students of color, as well as interviews with minority women science students, the student identities celebrated by science departments, as well as those embraced by my informants, were uncovered. Cultural norms of science classes often differed from those of the women in the study. Only one identity---apprentice research scientist---was celebrated in science settings, although others were tolerated. The women tended to either embrace the apprentice research scientist identity, form an alternative science-oriented identity, or never form a satisfying science student identity. Women who were more racially marked were more likely to fall into the second and third groups. This study uncovered difficulties which women students of color faced more than other science students. In addition, it uncovered several seemingly neutral institutional features of science lectures and labs which actually served to discourage or marginalize women students of color. It revealed values held in common by the women in the study and how those characteristics (especially altruism and pride and pleasure in academic challenge) led them to study science. It also revealed strategies used by the most successful women science students, as well as by professors and programs most successful at supporting women of color in the study of science. Based on this study, increasing the participation of women of color in science holds the possibility of altering the basic values of science; however, institutional features and personal interactions within science departments tend to resist those changes, primarily by encouraging women of color to abandon their study of science.

  17. Using Citizen Science beyond Teaching Science Content: A Strategy for Making Science Relevant to Students' Lives

    ERIC Educational Resources Information Center

    Jenkins, Lynda L.

    2011-01-01

    I respond to Pike and Dunne by exploring the utilization of citizen science in science education. Their results indicate that students fail to pursue science beyond the secondary level, in part, because of prior educational experiences with science education. Students lack motivation to pursue degrees and careers in science because they feel…

  18. Identification of the Most Critical Content Knowledge Base for Middle School Science Teachers

    ERIC Educational Resources Information Center

    Saderholm, Jon C.; Tretter, Thomas R.

    2008-01-01

    Much has been said about what science content students need to learn (e.g., "Benchmarks for Science Literacy, National Science Education Standards"). Less has been said about what science content teachers need to know to teach the content students are expected to learn. This study analyzed four standards documents and assessment frameworks to…

  19. Non-parallel processing: Gendered attrition in academic computer science

    NASA Astrophysics Data System (ADS)

    Cohoon, Joanne Louise Mcgrath

    2000-10-01

    This dissertation addresses the issue of disproportionate female attrition from computer science as an instance of gender segregation in higher education. By adopting a theoretical framework from organizational sociology, it demonstrates that the characteristics and processes of computer science departments strongly influence female retention. The empirical data identifies conditions under which women are retained in the computer science major at comparable rates to men. The research for this dissertation began with interviews of students, faculty, and chairpersons from five computer science departments. These exploratory interviews led to a survey of faculty and chairpersons at computer science and biology departments in Virginia. The data from these surveys are used in comparisons of the computer science and biology disciplines, and for statistical analyses that identify which departmental characteristics promote equal attrition for male and female undergraduates in computer science. This three-pronged methodological approach of interviews, discipline comparisons, and statistical analyses shows that departmental variation in gendered attrition rates can be explained largely by access to opportunity, relative numbers, and other characteristics of the learning environment. Using these concepts, this research identifies nine factors that affect the differential attrition of women from CS departments. These factors are: (1) The gender composition of enrolled students and faculty; (2) Faculty turnover; (3) Institutional support for the department; (4) Preferential attitudes toward female students; (5) Mentoring and supervising by faculty; (6) The local job market, starting salaries, and competitiveness of graduates; (7) Emphasis on teaching; and (8) Joint efforts for student success. This work contributes to our understanding of the gender segregation process in higher education. In addition, it contributes information that can lead to effective solutions for an

  20. The Stewardship Science Academic Alliance: A Model of Education for Fundamental and Applied Low-energy Nuclear Science

    SciTech Connect

    Cizewski, J.A.

    2014-06-15

    The Stewardship Science Academic Alliances (SSAA) were inaugurated in 2002 by the National Nuclear Security Administration of the U. S. Department of Energy. The purpose is to enhance connections between NNSA laboratories and the activities of university scientists and their students in research areas important to NNSA, including low-energy nuclear science. This paper highlights some of the ways that the SSAA fosters education and training of graduate students and postdoctoral scholars in low-energy nuclear science, preparing them for careers in fundamental and applied research and development.

  1. Current issues in the design of academic health sciences libraries: findings from three recent facility projects*

    PubMed Central

    Nelson, Patricia P.

    2003-01-01

    Planning a new health sciences library at the beginning of the twenty-first century is a tremendous challenge. Technology has radically changed the way libraries function in an academic environment and the services they provide. Some individuals question whether the library as place will continue to exist as information becomes increasingly available electronically. To understand how libraries resolve programming and building design issues, visits were made to three academic health sciences libraries that have had significant renovation or completed new construction. The information gathered will be valuable for planning a new library for the University of Colorado Health Sciences Center and may assist other health sciences librarians as they plan future library buildings. PMID:12883559

  2. Current issues in the design of academic health sciences libraries: findings from three recent facility projects.

    PubMed

    Nelson, Patricia P

    2003-07-01

    Planning a new health sciences library at the beginning of the twenty-first century is a tremendous challenge. Technology has radically changed the way libraries function in an academic environment and the services they provide. Some individuals question whether the library as place will continue to exist as information becomes increasingly available electronically. To understand how libraries resolve programming and building design issues, visits were made to three academic health sciences libraries that have had significant renovation or completed new construction. The information gathered will be valuable for planning a new library for the University of Colorado Health Sciences Center and may assist other health sciences librarians as they plan future library buildings.

  3. A Study of the Academic Performance of Male Students Compared To Female Students in Secondary Elective Science Courses.

    ERIC Educational Resources Information Center

    Mattox, Delores

    The purpose of this study is to compare the academic performance of male and female students in high school elective science courses. The data for this study were drawn from the grade books of six teachers of elective science courses and consists of the grades earned by the males and females during one academic year. The number of students…

  4. Academic Job Placements in Library and Information Science Field: A Case Study Performed on ALISE Web-Based Postings

    ERIC Educational Resources Information Center

    Abouserie, Hossam Eldin Mohamed Refaat

    2010-01-01

    The study investigated and analyzed the state of academic web-based job announcements in Library and Information Science Field. The purpose of study was to get in depth understanding about main characteristics and trends of academic job market in Library and Information science field. The study focused on web-based version announcement as it was…

  5. The Relationship between Academic Averages of Primary School Science and Technology Class and Test Sub-Test Scores of Placement Test of Science

    ERIC Educational Resources Information Center

    Guzeller, Cem Oktay

    2012-01-01

    In this research, the relationship between written exam scores of science and technology class of 6th, 7th, and 8th grades, project, participation in class activities and performance work, year-end academic success point averages and sub-test raw scores of LDT science of 6th, 7th and 8th grades. Academic success point averages were used as…

  6. The association between academic engagement and achievement in health sciences students

    PubMed Central

    2013-01-01

    Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005

  7. Teacher Qualification and Students' Academic Performance in Science Mathematics and Technology Subjects in Kenya

    ERIC Educational Resources Information Center

    Musau, Lydia M.; Abere, Migosi Joash

    2015-01-01

    Performance in Science, Mathematics and Technology (SMT) subjects among students in Kitui County, Kenya has perpetually been unsatisfactory. The aim of this study was to look into the extent to which teacher qualification influenced students' academic performance in SMT subjects. The study applied ex-post-facto survey research design. Random…

  8. Biological, Social, and Organizational Components of Success for Women in Academic Science and Engineering: Workshop Report

    ERIC Educational Resources Information Center

    National Academies Press, 2006

    2006-01-01

    During the last 40 years, the number of women studying science and engineering (S&E) has increased dramatically. Nevertheless, women do not hold academic faculty positions in numbers that commensurate with their increasing share of the S&E talent pool. The discrepancy exists at both the junior and senior faculty levels. In December 2005,…

  9. Current Federal Education Policy regarding the Academically Talented in Mathematics, Science and Technology and Discussant Reactions.

    ERIC Educational Resources Information Center

    Stewart, Krista J.

    This conference paper describes trends in federal policy for education of the academically talented in mathematics, science, and technology. Education legislation considered by the 100th Congress has stressed the themes of creating "equity" and "access." The greatest emphasis has been put on education of the gifted and talented. Proposed…

  10. Quality of Subjective Experience in a Summer Science Program for Academically Talented Adolescents.

    ERIC Educational Resources Information Center

    Tuss, Paul

    This study utilized the flow theory of intrinsic motivation to evaluate the subjective experience of 78 academically talented high school sophomores participating in an 8-day summer research apprenticeship program in materials and nuclear science. The program involved morning lectures on such topics as physics of electromagnetic radiation, energy…

  11. A Survey of the Usability of Digital Reference Services on Academic Health Science Library Web Sites

    ERIC Educational Resources Information Center

    Dee, Cheryl; Allen, Maryellen

    2006-01-01

    Reference interactions with patrons in a digital library environment using digital reference services (DRS) has become widespread. However, such services in many libraries appear to be underutilized. A study surveying the ease and convenience of such services for patrons in over 100 academic health science library Web sites suggests that…

  12. Academic Performance and Pass Rates: Comparison of Three First-Year Life Science Courses

    ERIC Educational Resources Information Center

    Downs, C. T.

    2009-01-01

    First year students' academic performance in three Life Science courses (Botany, Zoology and Bioscience) was compared. Pass rates, as well as the means and distributions of final marks were analysed. Of the three components (coursework, practical and theory examinations) contributing to the final mark of each course, students performed best in the…

  13. Academic Research Equipment in Selected Science Engineering Fields: 1982-83 to 1985-86.

    ERIC Educational Resources Information Center

    Burgdorf, Kenneth; Chaney, Bradford

    This report presents information for identification of the national trends in the amount, age, loss, condition, and perceived adequacy of academic research equipment in selected science and engineering fields. The data were obtained from a stratified probability sample of 55 colleges and universities and from a separately selected sample of 24…

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

    ERIC Educational Resources Information Center

    Sakurai, Yusuke

    2009-01-01

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

  15. Reducing Unintentional Plagiarism amongst International Students in the Biological Sciences: An Embedded Academic Writing Development Programme

    ERIC Educational Resources Information Center

    Divan, Aysha; Bowman, Marion; Seabourne, Anna

    2015-01-01

    There is general agreement in the literature that international students are more likely to plagiarise compared to their native speaker peers and, in many instances, plagiarism is unintentional. In this article we describe the effectiveness of an academic writing development programme embedded into a Biological Sciences Taught Masters course…

  16. Measuring and Comparing Academic Language Development and Conceptual Understanding via Science Notebooks

    ERIC Educational Resources Information Center

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

    2016-01-01

    The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors…

  17. The Role of Teacher Challenge and Support in High School Students' Academic Engagement in Science

    ERIC Educational Resources Information Center

    Strati, Anna D.

    2013-01-01

    Using data collected through classroom videotaping, student surveys, and the Experience Sampling Method (ESM), the present study explored associations between teacher-provided intellectual challenge, two types of support (instrumental and emotional), and students' momentary academic engagement in high school science classrooms. Results of 3-level…

  18. Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers

    ERIC Educational Resources Information Center

    Kelly-Jackson, Charlease; Delacruz, Stacy

    2014-01-01

    This original pedagogical study captured three preservice teachers' experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers' use of visual literacy to teach…

  19. Resolved: Academic Debate Should Be a Part of Political Science Curricula

    ERIC Educational Resources Information Center

    Omelicheva, Mariya Y.

    2007-01-01

    Should political science educators use debate for teaching their undergraduate students? This article argues for incorporation of academic debate into curriculum of undergraduate courses. It demonstrates the process of arriving at a decision favorable of debate through exploration and analysis of competitive reasons, arguments, and evidence for…

  20. The Knowledge of Web 2.0 by Library and Information Science Academics

    ERIC Educational Resources Information Center

    Al-Daihani, Sultan

    2009-01-01

    This research paper reports the results of a Web-based survey designed to explore the attitude of Library and Information Science (LIS) academics to Web 2.0. It investigates their familiarity with Web 2.0 concepts, tools and services and applications as these relate to LIS education, and the barriers to their use. A Web-based questionnaire was…

  1. A Study of Academic Persistence of Science and Technology University Students in a Taiwan University

    ERIC Educational Resources Information Center

    Chang, Chu-Ling; Lin, Kuen-Yi; Hu, Ting-Chen

    2009-01-01

    The graduates of high schools and vocational high schools in Taiwan have different ways to enter colleges and universities offering technology and vocational education programs. In this research, we have traced the 4-year academic performances of science and technology university students who have gained admissions through different channels. For…

  2. Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher's Professional Competence

    ERIC Educational Resources Information Center

    Valeeva, Roza A.; Baykova, Olga V.; Kusainov, Askarbek K.

    2016-01-01

    The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The communicative competence of an academic science teacher under the conditions of international cooperation development is of great importance. The article discusses the problem of…

  3. The Influence of High School Academics on Freshman College Mathematics and Science Courses at SUNY Oswego

    ERIC Educational Resources Information Center

    Hayali, Tolga

    2013-01-01

    This study examined the relationship between 2011 freshman college mathematics and science grades and freshman students' high school academics and demographic data, exploring the factors that contribute to the success of first-year STEM majoring freshman students at State University of New York at Oswego. The variables were Gender, Race, SES,…

  4. The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

    ERIC Educational Resources Information Center

    Abdi, Ali

    2014-01-01

    The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was…

  5. 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…

  6. The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

    ERIC Educational Resources Information Center

    Abdi, Ali; Laei, Susan; Ahmadyan, Hamze

    2013-01-01

    The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected…

  7. 75 FR 32857 - Academic Competitiveness Grant (ACG) and National Science and Mathematics Access To Retain Talent...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-10

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION 34 CFR Part 691 Academic Competitiveness Grant (ACG) and National Science and Mathematics Access To Retain Talent Grant (National Smart Grant) Programs CFR Correction In Title 34 of the Code of...

  8. Indexing Price Trends of French Academic Books in the Humanities and Social Sciences.

    ERIC Educational Resources Information Center

    Austin, Ronald E.

    1994-01-01

    Provides data on price trends for French academic books in the humanities and social sciences for the years 1986-90 based on information from the "Bulletin Critique du Livre Francais," a monthly book-reviewing journal. A method for developing a price index for this material is demonstrated. (Contains eight references.) (LRW)

  9. A Place for Content Literacy: Incorporating Vocabulary and Comprehension Strategies in the High School Science Classroom

    ERIC Educational Resources Information Center

    Misulis, Katherine E.

    2011-01-01

    To help students learn and apply science content, teachers can embed content literacy instruction within science instruction. This involves teaching the content and the literacy skills students need to learn that content, such as vocabulary and comprehension. In this article, the author provides tips on how to incorporate content literacy…

  10. Response to "The Academic Elite in Library Science..."

    ERIC Educational Resources Information Center

    Bates, Marcia J

    1998-01-01

    Refutes the claim that top-rated programs in library science tend to maintain and enhance their reputation by hiring their own and each other's graduates and that this pattern of inbreeding was likely to be harmful to the field. Concludes convincing evidence was not provided and the true situation may be other than claimed. (PEN)

  11. Assessment for Effective Intervention: Enrichment Science Academic Program

    ERIC Educational Resources Information Center

    Sasson, Irit; Cohen, Donita

    2013-01-01

    Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to…

  12. ARL Academic Health Sciences Library Statistics, 2007-2008

    ERIC Educational Resources Information Center

    Kyrillidou, Martha, Comp.; Bland, Les, Comp.

    2009-01-01

    This document presents data that describe collections, expenditures, personnel, and services in 64 medical libraries at Association of Research Libraries (ARL) member institutions throughout North America. In 2007-2008, the reporting health sciences libraries held a median of 240,955 volumes, spent a total of $240,019,298, and employed 2,304…

  13. Scale of Academic Emotion in Science Education: Development and Validation

    ERIC Educational Resources Information Center

    Chiang, Wen-Wei; Liu, Chia-Ju

    2014-01-01

    Contemporary research into science education has generally been conducted from the perspective of "conceptual change" in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used…

  14. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    NASA Astrophysics Data System (ADS)

    Mulkerrin, Elizabeth A.

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were

  15. Holistic Approach to Secondary Earth Science Teacher Professional Development: the Triad of Project-based Instruction, Earth Science Content, and GIS Technology

    NASA Astrophysics Data System (ADS)

    Rubino-Hare, L.; Sample, J. C.; Fredrickson, K.; Claesgens, J.; Bloom, N.; Henderson-Dahms, C.; Manone, M.

    2011-12-01

    We have provided two years of professional development for secondary and middle school teachers with a focus on project-based instruction (PBI) using GIS. The EYE-POD project (funded by NSF-ITEST) involved pairs of teachers from Arizona and the surrounding region in two-week institutes during Summer, 2010, and an advanced institute in Summer, 2011. The NAz-POD project (funded by Arizona Department of Education and administered by Science Foundation Arizona) provided similar PD experiences, but the institutes occurred during weekends in the academic year. The institutes were led by a team with expertise in Earth science content, professional development and pedagogy, and GIS. The teachers developed learning modules using the project based learning instructional model. Pedagogy, content, and GIS skills were combined throughout the professional development activities. Academic year follow up by NAU personnel included classroom observations and technical support. For assessing student work we provided a rubric, but learned that teachers were not prepared to assess GIS products in order to determine the level of student understanding. In year two of the project we incorporated strategies for assessment of student products into the professional development. Teacher-participants and their students completed several pre- and post- assessments. Teacher assessments included a geospatial performance assessment, classroom observations, and content tests. Student data collection included attitude and efficacy questionnaires, content tests, and authentic assessments including products using GIS. Content tests were the same for teachers and students and included spatial reasoning, data analysis, and Earth science content. Data was also collected on teacher perception of professional development delivery and self-reported confidence in teaching with PBI and geospatial technology. Student assessments show that improvement occurred in all areas on the content test. Possible factors

  16. Renovation and expansion of an academic health sciences library.

    PubMed Central

    Horres, M M; Hitt, S

    1984-01-01

    Planning is described for the renovation, expansion, and principal design features of the Health Sciences Library at the University of North Carolina at Chapel Hill. The three-and-a-half-year construction project resulted in the addition of three floors over the existing building and a complete renovation of the original floor space. An architectural summary provides statistics on project costs and building capacities. Images PMID:6743879

  17. WOMEN IN SCIENCE. Comment on "Expectations of brilliance underlie gender distributions across academic disciplines".

    PubMed

    Ginther, Donna K; Kahn, Shulamit

    2015-07-24

    Leslie et al. (Reports, 16 January 2015, p. 262) concluded that "expectations of brilliance" explained the gender makeup of academic disciplines. We reestimated their models after adding measures of disaggregated Graduate Record Examination scores by field. Our results indicated that female representation among Ph.D. recipients is associated with the field's mathematical content and that faculty beliefs about innate ability were irrelevant.

  18. Eliminating traditional reference services in an academic health sciences library: a case study

    PubMed Central

    Schulte, Stephanie J

    2011-01-01

    Question: How were traditional librarian reference desk services successfully eliminated at one health sciences library? Setting: The analysis was done at an academic health sciences library at a major research university. Method: A gap analysis was performed, evaluating changes in the first eleven months through analysis of reference transaction and instructional session data. Main Results: Substantial increases were seen in the overall number of specialized reference transactions and those conducted by librarians lasting more than thirty minutes. The number of reference transactions overall increased after implementing the new model. Several new small-scale instructional initiatives began, though perhaps not directly related to the new model. Conclusion: Traditional reference desk services were eliminated at one academic health sciences library without negative impact on reference and instructional statistics. Eliminating ties to the confines of the physical library due to staffing reference desk hours removed one significant barrier to a more proactive liaison program. PMID:22022221

  19. The Effect of Physical Activity on Science Competence and Attitude towards Science Content

    NASA Astrophysics Data System (ADS)

    Klinkenborg, Ann Maria

    This study examines the effect of physical activity on science instruction. To combat the implications of physical inactivity, schools need to be willing to consider all possible opportunities for students to engage in moderate-to-vigorous physical activity (MVPA). Integrating physical activity with traditional classroom content is one instructional method to consider. Researchers have typically focused on integration with English/language arts (ELA) and mathematics. The purpose of this study was to determine the effect of physical activity on science competence and attitude towards science. Fifty-three third grade children participated in this investigation; one group received science instruction with a physical activity intervention while the other group received traditional science instruction. Participants in both groups completed a modified version of What I Really Think of Science attitude scale (Pell & Jarvis, 2001) and a physical science test of competence prior to and following the intervention. Children were videotaped during science instruction and their movement coded to measure the proportion of time spent in MVPA. Results revealed that children in the intervention group demonstrated greater MVPA during the instructional period. A moderate to large effect size (partial eta squared = .091) was seen in the intervention group science competence post-test indicating greater understanding of force, motion, work, and simple machines concepts than that of the control group who were less physically active. There was no statistically significant attitude difference between the intervention and control groups post-test, (F(1,51) = .375, p = .543). These results provide evidence that integration can effectively present physical science content and have a positive impact on the number of minutes of health-enhancing physical activity in a school day.

  20. The Association of Academic Health Sciences Libraries' legislative activities and the Joint Medical Library Association/Association of Academic Health Sciences Libraries Legislative Task Force.

    PubMed

    Zenan, Joan S

    2003-04-01

    The Association of Academic Health Sciences Libraries' (AAHSL's) involvement in national legislative activities and other advocacy initiatives has evolved and matured over the last twenty-five years. Some activities conducted by the Medical Library Association's (MLA's) Legislative Committee from 1976 to 1984 are highlighted to show the evolution of MLA's and AAHSL's interests in collaborating on national legislative issues, which resulted in an agreement to form a joint legislative task force. The history, work, challenges, and accomplishments of the Joint MLA/AAHSL Legislative Task Force, formed in 1985, are discussed.

  1. Ten steps to increase library impact on an academic health sciences campus.

    PubMed

    Pozdol, Joseph R

    2010-07-01

    In summer 2009, the Norris Medical Library decided to increase outreach efforts in an attempt to revitalize its role in the USC School of Pharmacy for the upcoming academic year. Active networking in the summer and early fall resulted in an increase in use of both educational and reference services by pharmacy students and faculty; the number of planned instruction sessions for the 2009-2010 academic year increased fivefold. This article identifies ten steps that allowed the Library to expand its role considerably in just a few months. If followed wholly, or in part, these ten steps will help any library become more involved on a health sciences campus.

  2. Interpreting the relationships between single gender science classes and girls' academic motivation and interest

    NASA Astrophysics Data System (ADS)

    Johnson, Sonya L.

    The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a single gender science class. The study also measured whether the students' level of interest in science and desire to major in science changes based on their enrollment in a single gender class. Finally, the study investigated the career and college major intentions of the sample population used in the study. Girls in single gender groupings engage in more academic risk taking and participate more than girls in coeducational classes. This benefit alone responds to reform efforts and supports the abolition of gender-based obstacles. Single gender grouping could help encourage more girls to take interest in majoring in science, a field that is considered to be masculine. By increasing students' interest in science while enrolled in single gender classes, students may become more motivated to learn science. This study was conducted using seven, eighth, ninth and tenth grade girls from single sex and coeducational science classes. The students participated in 2 surveys, the Science Motivational Survey and the Test of Science Related Attitudes, at the beginning of the semester and at the end of the semester. In respect to girls in high school single gender science classes, results were contrary to recent studies that state that girls who received science education in a single gender setting have an increase in motivation and attitude towards science. The results did show that middle school girls in single gender science classes did show an increase in motivation.

  3. The Effect of Physical Activity on Science Competence and Attitude towards Science Content

    ERIC Educational Resources Information Center

    Klinkenborg, Ann Maria

    2011-01-01

    This study examines the effect of physical activity on science instruction. To combat the implications of physical inactivity, schools need to be willing to consider all possible opportunities for students to engage in moderate-to-vigorous physical activity (MVPA). Integrating physical activity with traditional classroom content is one…

  4. Improving accountability through alignment: the role of academic health science centres and networks in England

    PubMed Central

    2014-01-01

    Background As in many countries around the world, there are high expectations on academic health science centres and networks in England to provide high-quality care, innovative research, and world-class education, while also supporting wealth creation and economic growth. Meeting these expectations increasingly depends on partnership working between university medical schools and teaching hospitals, as well as other healthcare providers. However, academic-clinical relationships in England are still characterised by the “unlinked partners” model, whereby universities and their partner teaching hospitals are neither fiscally nor structurally linked, creating bifurcating accountabilities to various government and public agencies. Discussion This article focuses on accountability relationships in universities and teaching hospitals, as well as other healthcare providers that form core constituent parts of academic health science centres and networks. The authors analyse accountability for the tripartite mission of patient care, research, and education, using a four-fold typology of accountability relationships, which distinguishes between hierarchical (bureaucratic) accountability, legal accountability, professional accountability, and political accountability. Examples from North West London suggest that a number of mechanisms can be used to improve accountability for the tripartite mission through alignment, but that the simple creation of academic health science centres and networks is probably not sufficient. Summary At the heart of the challenge for academic health science centres and networks is the separation of accountabilities for patient care, research, and education in different government departments. Given that a fundamental top-down system redesign is now extremely unlikely, local academic and clinical leaders face the challenge of aligning their institutions as a matter of priority in order to improve accountability for the tripartite mission from

  5. The establishment of an academic health sciences library in a developing country: a case study.

    PubMed

    Ellis, L S

    1991-07-01

    The development of a Faculty of Medical Sciences (FMS) and an academic health sciences library for the University of the West Indies (UWI) has proven to be a polemical and political issue due to the depressed economy of the country. Although FMS is still shrouded in politics and controversy after its inaugural year, the Medical Sciences Library (MSL) has expanded its dimensions and is actively developing a biomedical information network within the country. This will result in better dissemination and control of biomedical information. The library now participates in joint projects with other health sciences libraries in the country with the goal of joint automated listings of holdings and shared cataloging projects. This paper examines the development of the library and explains the difficulties experienced in its developmental stages due to politics, the delay in appointment of a medical sciences librarian, and the financial decline in the local economy. PMID:1884084

  6. Climate Science Centers: Growing Federal and Academic Expertise in the Nation's Interests

    NASA Astrophysics Data System (ADS)

    Ryker, S. J.

    2014-12-01

    The U.S. Department of the Interior's (Interior) natural and cultural resource managers face increasingly complex challenges exacerbated by climate change. In 2009, under Secretarial Order 3289, Interior created eight regional Climate Science Centers managed by the U.S. Geological Survey's (USGS) National Climate Change and Wildlife Science Center and in partnership with universities. Secretarial Order 3289 provides a framework to coordinate climate change science and adaptation efforts across Interior and to integrate science and resource management expertise from Federal, State, Tribal, private, non-profit, and academic partners. In addition to broad research expertise, these Federal/university partnerships provide opportunities to develop a next generation of climate science professionals. These include opportunities to increase the climate science knowledge base of students and practicing professionals; build students' skills in working across the boundary between research and implementation; facilitate networking among researchers, students, and professionals for the application of research to on-the-ground issues; and support the science pipeline in climate-related fields through structured, intensive professional development. In 2013, Climate Science Centers supported approximately 10 undergraduates, 60 graduate students, and 26 postdoctoral researchers. Additional students trained by Climate Science Center-affiliated faculty also contribute valuable time and expertise, and are effectively part of the Climate Science Center network. The Climate Science Centers' education and training efforts have also reached a number of high school students interested in STEM careers, and professionals in natural and cultural resource management. The Climate Science Centers are coordinating to build on each other's successful education and training efforts. Early successes include several intensive education experiences, such as the Alaska Climate Science Center's Girls on

  7. Academic computer science and gender: A naturalistic study investigating the causes of attrition

    NASA Astrophysics Data System (ADS)

    Declue, Timothy Hall

    Far fewer women than men take computer science classes in high school, enroll in computer science programs in college, or complete advanced degrees in computer science. The computer science pipeline begins to shrink for women even before entering college, but it is at the college level that the "brain drain" is the most evident numerically, especially in the first class taken by most computer science majors called "Computer Science 1" or CS-I. The result, for both academia and industry, is a pronounced technological gender disparity in academic and industrial computer science. The study revealed the existence of several factors influencing success in CS-I. First, and most clearly, the effect of attribution processes seemed to be quite strong. These processes tend to work against success for females and in favor of success for males. Likewise, evidence was discovered which strengthens theories related to prior experience and the perception that computer science has a culture which is hostile to females. Two unanticipated themes related to the motivation and persistence of successful computer science majors. The findings did not support the belief that females have greater logistical problems in computer science than males, or that females tend to have a different programming style than males which adversely affects the females' ability to succeed in CS-I.

  8. Competitive Science Events: Gender, Interest, Science Self-Efficacy, and Academic Major Choice

    ERIC Educational Resources Information Center

    Forrester, Jennifer Harris

    2010-01-01

    Understanding present barriers to choosing a STEM major is important for science educators so that we may better prepare and inspire future generations of scientists and engineers. This study examined the relationships between participation in competitive science events, gender, race, science self-efficacy, interest in science, and choosing a STEM…

  9. A comparison of literature-based and content-based guided reading materials on elementary student reading and science achievement

    NASA Astrophysics Data System (ADS)

    Guns, Christine

    Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with

  10. The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

    ERIC Educational Resources Information Center

    Murphy, Cliona; Smith, Greg

    2012-01-01

    Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

  11. Better governance in academic health sciences centres: moving beyond the Olivieri/Apotex Affair in Toronto.

    PubMed

    Ferris, L E; Singer, P A; Naylor, C D

    2004-02-01

    The Toronto experience suggests that there may be several general lessons for academic health sciences complexes to learn from the Olivieri/Apotex affair (OAA) regarding the ethics, independence, and integrity of clinical research sponsored by for profit enterprises. From a local perspective, the OAA occurred when there already was a focus on the complex and changing relationships among the University of Toronto, its medical school, the fully affiliated teaching hospitals, and off campus faculty because of intertwined interests and responsibilities. The OAA became a catalyst that accelerated various systemic reforms, particularly concerning academic/industry relations. In this article, the evolving governance framework for the Toronto academic health sciences complex is reviewed and these policy and process reforms discussed. These reforms have created collaborative activity among research ethics boards and contract research offices of the partner institutions, and allowed the joint university/hospital ethics centre to play a role in governance and policy, while respecting the missions and mandates of the involved institutions. Although few of the policies are dramatically innovative, what is arguably novel is the elaboration of an overarching governance framework that aims to move ethics to a central focus in the academic complex. Time alone will tell how sustainable and effective these changes are. PMID:14872067

  12. Emotional intelligence and academic performance in university students of natural science

    NASA Astrophysics Data System (ADS)

    Alvarez Cuellar, Jose Habacuc

    This research presents the concept of emotional intelligence, more specifically of John D. Mayer, Peter Salovey and David R. Caruso, as an important element to be applied in learning science. It is an explanatory-correlation study between emotional intelligence and academic performance of students in natural sciences from the University of Puerto Rico, Rio Piedras campus. The population is approximately 2,539 students, with a sample of approximately 337 students. The instrument used to calculate the IE is the TMSS-24 composted of three dimensions of the original scale: Attention, Clarity and Repair. It was validated by Fernandez, B. P., Extremera, N. and Natalio, R. (2004), with reliability in Attention of (0.86), Clarity (0.90) and Repair (0.86). For the calculation of academic achievement (RA) was used an average of the courses seen by the students in the academic semester of 2007. The variables emotional intelligence and its components with academic achievement (RA), Index of general application of the student, gender, age and studies concentration were correlated but it was founded no correlation between them. It was founded a difference in the attention on gender, where it is concluded that woman express better and more the feelings than men.

  13. How hyper are we? A look at hypermedia management in academic health sciences libraries.

    PubMed Central

    Widzinski, L

    1993-01-01

    Advances in instruction-delivery technology have a direct impact on academic media centers. New technology challenges librarians philosophically, financially, and ethically to provide access to information and instructional systems. Each institution has a unique set of circumstances governing decisions to provide access to hypermedia. If patron needs are met satisfactorily through labs outside the library, it may not be necessary for the library to incorporate hypermedia into its collection. Other library media centers may serve as a main point of access, or a substantial alternative computing resource may exist in departments or professional schools. Regardless of which route is taken, hypermedia is a viable instructional delivery system and can coexist with traditional services. Future studies on various aspects of hypermedia and multimedia management should be encouraged. Academic health sciences librarians would benefit from the study of hypermedia and multimedia collection-development policies, equipment, and personnel management. As computer networking of multimedia and image databases becomes available, it will be interesting to see the role academic health sciences libraries assume in integrating these data-bases with traditional information-delivery systems. Changing technology and instructional methods will affect budgets as well as library relationships with academic departments and computing centers. PMID:8428192

  14. Gains in Content Knowledge, Confidence and Comfort Levels from a Physical Science Course

    NASA Astrophysics Data System (ADS)

    van Wormer, Laura; Sorrick, Roxanne

    2009-10-01

    Physical Science for Everyday Thinking (PSET) is a guided inquiry approach to teaching physical science. Pre and post survey data were collected during four years of using PSET. The course was taught in an intensive format at a small, private liberal arts college; at least half the students were education majors. The surveys assessed content knowledge and confidence in the answers, attitudes toward science and understanding of the process of learning science. Analysis indicated significant increases in content knowledge, confidence in content knowledge and comfort levels with physical science; also significant changes in identification as a science person, what is a fact, objectivity of scientists and science as a solitary pursuit.

  15. COAChing Women to Succeed in Academic Careers in the Chemical Sciences

    NASA Astrophysics Data System (ADS)

    Richmond, Geraldine L.

    2005-03-01

    COAChing (Committee on the Advancement of Women Chemists) was formed in 1998 by a group of senior women chemists to address issues related to the documented disparity in hiring, promotion, and advancement of women faculty in academic chemistry departments in the United States. Several national programs have been launched by COACh that are already showing a high degree of impact on the lives and careers of many women chemists in the academic arena. As word of the effectiveness of these programs has spread, other science disciplines (including physics, biology, mathematics, and computer science) have adopted COACh programs with similar goals in mind. This article describes several opportunities that COACh is providing to help increase the number and success of women scientists in academia.

  16. A Call to Action: A Blueprint for Academic Health Sciences in the Era of Mass Incarceration.

    PubMed

    Ferguson, Warren J; Cloud, David; Spaulding, Anne C; Shelton, Deborah; Trestman, Robert L; Altice, Frederick L; Champion-Lippmann, Carisa; Thomas, David; Taxman, Faye S

    2016-01-01

    Over 100 million Americans have criminal records, and the U.S. incarcerates seven times more citizens than most developed countries. The burden of incarceration disproportionately affects people of color and ethnic minorities, and those living in poverty. While 95% of incarcerated people return to society, recidivism rates are high with nearly 75% arrested again within five years of release. Criminal records impede access to employment and other social services such as shelter and health care. Justice-involved people have higher rates of substance, mental health, and some chronic medical disorders than the general population; furthermore, the incarcerated population is rapidly aging. Only a minority of academic health science centers are engaged in health services research, workforce training, or correctional health care. This commentary provides rationale and a blueprint for engagement of academic health science institutions to harness their capabilities to tackle one of the country's most vexing public health crises. PMID:27133508

  17. The association between exaggeration in health related science news and academic press releases: retrospective observational study

    PubMed Central

    Vivian-Griffiths, Solveiga; Boivin, Jacky; Williams, Andy; Venetis, Christos A; Davies, Aimée; Ogden, Jack; Whelan, Leanne; Hughes, Bethan; Dalton, Bethan; Boy, Fred

    2014-01-01

    Objective To identify the source (press releases or news) of distortions, exaggerations, or changes to the main conclusions drawn from research that could potentially influence a reader’s health related behaviour. Design Retrospective quantitative content analysis. Setting Journal articles, press releases, and related news, with accompanying simulations. Sample Press releases (n=462) on biomedical and health related science issued by 20 leading UK universities in 2011, alongside their associated peer reviewed research papers and news stories (n=668). Main outcome measures Advice to readers to change behaviour, causal statements drawn from correlational research, and inference to humans from animal research that went beyond those in the associated peer reviewed papers. Results 40% (95% confidence interval 33% to 46%) of the press releases contained exaggerated advice, 33% (26% to 40%) contained exaggerated causal claims, and 36% (28% to 46%) contained exaggerated inference to humans from animal research. When press releases contained such exaggeration, 58% (95% confidence interval 48% to 68%), 81% (70% to 93%), and 86% (77% to 95%) of news stories, respectively, contained similar exaggeration, compared with exaggeration rates of 17% (10% to 24%), 18% (9% to 27%), and 10% (0% to 19%) in news when the press releases were not exaggerated. Odds ratios for each category of analysis were 6.5 (95% confidence interval 3.5 to 12), 20 (7.6 to 51), and 56 (15 to 211). At the same time, there was little evidence that exaggeration in press releases increased the uptake of news. Conclusions Exaggeration in news is strongly associated with exaggeration in press releases. Improving the accuracy of academic press releases could represent a key opportunity for reducing misleading health related news. PMID:25498121

  18. Managing an academic career in science: What gender differences exist and why?

    NASA Astrophysics Data System (ADS)

    Richards, Gayle Patrice

    The present study examines the career trajectories of academic scientists during the period from 1993 to 2001 to explore gender differences in mobility. Data from the National Science Foundation's Survey of Doctorate Recipients are used to examine and compare gender differences in the odds of promotion. The effects of age, marital and family status, duration of time to complete doctorate, academic discipline, cumulative number of publications and time in the survey are considered as explanatory variables. Event history analyses are conducted for all scientists, for scientists in four major academic disciplines and for scientists in various academic ranks. While no overall gender differences were observed in the odds of promotion, several important similarities and differences were evident. Expectedly, publications had a significant and positive relationship with advancement for both women and men. The role of parent influenced promotions quite differently for women and men. Contrary to expectations based on prior research, academic women scientists who were mothers advanced at similar rates as women without children. Consistent with expectations based on traditional roles, married men and men with children generally advanced more quickly than single or childless men, respectively. Two surprising patterns emerged among subgroups of women. Marriage was associated with greater odds of advancement for women engineers and motherhood was associated with greater odds of advancement for among assistant professors. Possible explanations for these findings are presented.

  19. Three sciences- Two Years- One Solution- Using the Earth System Science Education Alliance On-line Course to build K-12 Teacher Earth System Science Content and Pedagogical Knowledge

    NASA Astrophysics Data System (ADS)

    Slattery, W.; Teed, R.; Low, R.

    2007-12-01

    Starting in 2007 Ohio high school students will need to pass a new Ohio Graduation Test (OGT) taken in the second semester of their sophomore year as a graduation requirement. This high-stakes test was mandated by the Ohio legislature and developed by the Ohio Department of Education to reflect the more rigorous Ohio K-12 Academic Content Standards, including science. The science section of the OGT includes the content areas of Physical science, Life science and Earth/Space science. The Earth/Space science standards use the Earth system as a content organizer and many questions on the Ohio Graduation Test have an Earth system science focus. Ohio law mandates that Physical Science be taught as the 9th grade science course in all Ohio public high schools and that Life science be taught as the 10th grade science offering. This legislation created a profound disconnect between Earth/Space science content and the timing of the Ohio Graduation Test. Although approximately one-third of the OGT science section questions test Earth/Space science content, it is impossible to teach a high school level Earth/Space science course prior to students taking the Ohio Graduation Test. School systems in Ohio have responded to this crisis by either adding the 9th and 10th grade Earth/Space science benchmarks to the Physical Science and Life Science course curricula, or by teaching the 9th and 10th grade Earth/Space science benchmarks at the 7th or 8th grade in an Earth/Space science course that because it contains so much material, must be "a mile wide and an inch deep". In either case, a significant number of the teachers charged with building the Earth/Space science content knowledge for the Ohio Graduation Test do not have a strong Earth/Space science component in their own educational background, although they may have a strong background in the physical or life sciences. Wright State University has a long record of providing Earth/Space science professional development for K-12

  20. Assessment of Service Desk Quality at an Academic Health Sciences Library.

    PubMed

    Blevins, Amy E; DeBerg, Jennifer; Kiscaden, Elizabeth

    2016-01-01

    Due to an identified need for formal assessment, a small team of librarians designed and administered a survey to gauge the quality of customer service at their academic health sciences library. Though results did not drive major changes to services, several important improvements were implemented and a process was established to serve as a foundation for future use. This article details the assessment process used and lessons learned during the project.

  1. Career, Family, and Institutional Variables in the Work Lives of Academic Women in the Chemical Sciences

    NASA Astrophysics Data System (ADS)

    Fassinger, Ruth E.; Scantlebury, Kathryn; Richmond, Geraldine

    This article presents quantitative results of a study of 139 academic women in the chemical sciences who participated in a professional development program sponsored by the Committee on the Advancement of Women Chemists. The study investigated variables frequently examined in the vocational psychology of women: approaches to achievement, coping strategies, career advancement, the home-work interface, workplace climate, and mentoring. The article presents and discusses results in the context of unique issues faced by women in scientific careers.

  2. Assessment of Service Desk Quality at an Academic Health Sciences Library.

    PubMed

    Blevins, Amy E; DeBerg, Jennifer; Kiscaden, Elizabeth

    2016-01-01

    Due to an identified need for formal assessment, a small team of librarians designed and administered a survey to gauge the quality of customer service at their academic health sciences library. Though results did not drive major changes to services, several important improvements were implemented and a process was established to serve as a foundation for future use. This article details the assessment process used and lessons learned during the project. PMID:27391179

  3. Trends in academic health sciences libraries and their emergence as the “knowledge nexus” for their academic health centers*

    PubMed Central

    Kronenfeld, Michael R.

    2005-01-01

    Objectives: The objective of this study was to identify trends in academic health sciences libraries (AHSLs) as they adapt to the shift from a print knowledgebase to an increasingly digital knowledgebase. This research was funded by the 2003 David A. Kronick Traveling Fellowship. Methods: The author spent a day and a half interviewing professional staff at each library. The questionnaire used was sent to the directors of each library in advance of the visit, and the directors picked the staff to be interviewed and set up the schedule. Results: Seven significant trends were identified. These trends are part of the shift of AHSLs from being facility and print oriented with a primary focus on their role as repositories of a print-based knowledgebase to a new focus on their role as the center or “nexus” for the organization, access, and use of an increasingly digital-based knowledgebase. Conclusion: This paper calls for a national effort to develop a new model or structure for health sciences libraries to more effectively respond to the challenges of access and use of a digital knowledgebase, much the same way the National Library of Medicine did in the 1960s and 1970s in developing and implementing the National Network of Libraries of Medicine. The paper then concludes with some examples or ideas for research to assist in this process. PMID:15685271

  4. Identifying Liaison Opportunities through Content Analysis: Academic Library Trends in the Ecological Society of America's Conference Program

    ERIC Educational Resources Information Center

    Conklin, Jamie L.

    2013-01-01

    Science and technology librarians need to continually invest time into professional development activities to gain new skills relevant to the faculty and students they serve. Many academic libraries face diminishing budgets and have few travel dollars available for attendance at library and subject-specific conferences. This study determined that…

  5. Approaching usability: a study of an academic health sciences library web site.

    PubMed

    Ascher, Marie T; Lougee-Heimer, Haldor; Cunningham, Diana J

    2007-01-01

    A usability study was conducted at a medium-sized academic health sciences library with the goal of providing data to inform the future redesign of the library's Web page. A two-stage approach was used: (1) A preliminary survey designed to identify common tasks and issues on which to focus, and (2) usability testing. Responses to the survey indicated general satisfaction with the site and suggested areas for testing. Usability testing participants were asked to perform scripted tasks. The results indicate that users do have considerable difficulty navigating the site and recommendations are presented. This method of testing is recommended for health sciences libraries.

  6. The Benchmarking Capacity of a General Outcome Measure of Academic Language in Science and Social Studies

    ERIC Educational Resources Information Center

    Mooney, Paul; Lastrapes, Renée E.

    2016-01-01

    The amount of research evaluating the technical merits of general outcome measures of science and social studies achievement is growing. This study targeted criterion validity for critical content monitoring. Questions addressed the concurrent criterion validity of alternate presentation formats of critical content monitoring and the measure's…

  7. Alternative funding for academic medicine: experience at a Canadian Health Sciences Center.

    PubMed

    Rosenbaum, Paul; Shortt, S E D; Walker, D M C

    2004-03-01

    In 1994 the School of Medicine of Queen's University in Kingston, Ontario, its clinical teachers, and the three principal teaching hospitals initiated a new approach to funding, the Alternative Funding Plan, a pragmatic response to the inability of fee-for-service billing by clinical faculty to subsidize the academic mission of the health sciences center. The center was funded to provide a package of service and academic deliverables (outputs), rather than on the basis of payment for physician clinical activity (inputs). The new plan required a new governance structure representing stakeholders and raised a number of important issues: how to reconcile the preservation of physician professional autonomy with corporate responsibilities; how to gather requisite information so as to equitably allocate resources; and how to report to the Ontario Ministry of Health and Long-term Care in order to demonstrate accountability. In subsequent iterations of the agreement it was necessary to address issues of flexibility resulting from locked-in funding levels and to devise meaningful performance measures for departments and the center as a whole. The authors conclude that the Alternative Funding Plan represents a successful innovation in funding for an academic health sciences center in that it has created financial stability, as well as modest positive effects for education and research. The Ontario government hopes to replicate the model at the province's other four health sciences centers, and it may have applicability in any jurisdiction in which the costs of medical education outstrip the capacity of faculty clinical earnings. PMID:14985191

  8. Alternative funding for academic medicine: experience at a Canadian Health Sciences Center.

    PubMed

    Rosenbaum, Paul; Shortt, S E D; Walker, D M C

    2004-03-01

    In 1994 the School of Medicine of Queen's University in Kingston, Ontario, its clinical teachers, and the three principal teaching hospitals initiated a new approach to funding, the Alternative Funding Plan, a pragmatic response to the inability of fee-for-service billing by clinical faculty to subsidize the academic mission of the health sciences center. The center was funded to provide a package of service and academic deliverables (outputs), rather than on the basis of payment for physician clinical activity (inputs). The new plan required a new governance structure representing stakeholders and raised a number of important issues: how to reconcile the preservation of physician professional autonomy with corporate responsibilities; how to gather requisite information so as to equitably allocate resources; and how to report to the Ontario Ministry of Health and Long-term Care in order to demonstrate accountability. In subsequent iterations of the agreement it was necessary to address issues of flexibility resulting from locked-in funding levels and to devise meaningful performance measures for departments and the center as a whole. The authors conclude that the Alternative Funding Plan represents a successful innovation in funding for an academic health sciences center in that it has created financial stability, as well as modest positive effects for education and research. The Ontario government hopes to replicate the model at the province's other four health sciences centers, and it may have applicability in any jurisdiction in which the costs of medical education outstrip the capacity of faculty clinical earnings.

  9. Collection development and outsourcing in academic health sciences libraries: a survey of current practices.

    PubMed

    Blecic, D D; Hollander, S; Lanier, D

    1999-04-01

    Academic health sciences libraries in the United States and Canada were surveyed regarding collection development trends, including their effect on approval plan and blanket order use, and use of outsourcing over the past four years. Results of the survey indicate that serials market forces, budgetary constraints, and growth in electronic resources purchasing have resulted in a decline in the acquisition of print items. As a result, approval plan use is being curtailed in many academic health sciences libraries. Although use of blanket orders is more stable, fewer than one-third of academic health sciences libraries report using them currently. The decline of print collections suggests that libraries should explore cooperative collection development of print materials to ensure access and preservation. The decline of approval plan use and the need for cooperative collection development may require additional effort for sound collection development. Libraries were also surveyed about their use of outsourcing. Some libraries reported outsourcing cataloging and shelf preparation of books, but none reported using outsourcing for resource selection. The reason given most often for outsourcing was that it resulted in cost savings. As expected, economic factors are driving both collection development and outsourcing practices. PMID:10219477

  10. Science IA (Agriscience). A Science Credit for Agriculture: Integrating Academic and Vocational Education.

    ERIC Educational Resources Information Center

    Ricketts, Samuel C.

    Because college-bound students often had trouble fitting agricultural education courses into their schedules, and because science teachers rejected the idea of giving a science credit for 2 years of agricultural education, a new integrated course was created in Tennessee. It is now called Science IA (Agriscience). It is taught by a teacher with an…

  11. Use of E-Books in an Academic and Research Environment: A Case Study from the Indian Institute of Science

    ERIC Educational Resources Information Center

    Anuradha, K. T.; Usha, H. S.

    2006-01-01

    Purpose: The purpose of this study is to investigate the use and usability of e-books from the perspectives of users in an academic and research environment. Design/methodology/approach: This study involved an e-mail questionnaire to survey researchers in the academic and research environment of the Indian Institute of Science regarding their use…

  12. The Implementation of a Cost Effectiveness Analyzer for Web-Supported Academic Instruction: An Example from Life Science

    ERIC Educational Resources Information Center

    Cohen, Anat; Nachmias, Rafi

    2012-01-01

    This paper describes implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in our University. The paper presents the cost effectiveness analysis of one academic exemplary course in Life Science department and its introducing to the course lecturer for evaluation. The benefits and…

  13. University Curricula in the Marine Sciences and Related Fields. Academic Years 1971-72 and 1972-73.

    ERIC Educational Resources Information Center

    Naval Oceanographic Office, Washington, DC.

    This document presents a compilation of marine sciences institutions, academic degrees, curricula, teaching and research facilities, and teaching faculties at 134 academic institutions throughout the country. In addition, the document gives the typical requirements for admission to graduate study and information concerning financial assistance…

  14. The supplemental instruction program: Student perceptions of the learning environment and impact on student academic achievement in college science at California State University, San Marcos

    NASA Astrophysics Data System (ADS)

    Hizer, Suzanne Elizabeth

    Higher education in science has been criticized and calls to increase student learning and persistence to degree has been recognized as a national problem by the Department of Education, the National Science Foundation, the National Research Council, and the National Academy of Sciences. One mode of academic assistance that may directly address this issue is the implementation of Supplemental Instruction (SI) in science courses. SI is a specific model of academic assistance designed to help students in historically difficult science classes master course content, thus increasing their academic achievement and retention. This study assessed the SI program at California State University, San Marcos, in supported science courses. Specifically, academic achievement based on final course grades were compared between SI participating and nonparticipating students, multiple affective factors were measured at the beginning and end of the semester, and students' perceptions of the classroom and SI session learning environments recorded. Overall, students who attended five or more SI sessions achieved higher final course grades. Students who chose to participate in SI had higher initial levels of responsibility and anxiety. Additionally, SI participants experienced a reduction in anxiety over the semester whereas nonparticipants experienced an increase in anxiety from beginning to the end of the semester. The learning environment of SI embodies higher levels of constructivist principles of active learning such as cooperation, cohesiveness, innovation, and personalization---with one exception for the physics course, which is a based on problem-based learning. Structural equation modeling of variables indicates that high self-efficacy at the end of the semester is directly related to high final course grades; this is mediated by cohesion in the classroom and the cooperation evidenced in SI sessions. These findings are elaborated by student descriptions of what happened in SI

  15. Identifying and Exploring Future Trends Impacting on Academic Libraries: A Mixed Methodology Using Journal Content Analysis, Focus Groups, and Trend Reports

    ERIC Educational Resources Information Center

    Gwyer, Roisin

    2015-01-01

    This article compares three sources of information about academic libraries to consider what the future could hold and the skills needed to deliver effective services within that future. The starting point is the contents of "New Review of Academic Librarianship" (formerly "British Journal of Academic Librarianship") from 1986,…

  16. WOMEN IN SCIENCE. Comment on "Expectations of brilliance underlie gender distributions across academic disciplines".

    PubMed

    Ginther, Donna K; Kahn, Shulamit

    2015-07-24

    Leslie et al. (Reports, 16 January 2015, p. 262) concluded that "expectations of brilliance" explained the gender makeup of academic disciplines. We reestimated their models after adding measures of disaggregated Graduate Record Examination scores by field. Our results indicated that female representation among Ph.D. recipients is associated with the field's mathematical content and that faculty beliefs about innate ability were irrelevant. PMID:26206926

  17. The development of in-service science teachers' pedagogical content knowledge related to interdisciplinary science inquiry

    NASA Astrophysics Data System (ADS)

    Smith, Erica L.

    This study was situated in a NSF-funded multi-year teacher professional development project, STIS, between the university and a school district in the North Eastern United States. The STIS project affords an opportunity to understand the processes and conditions in which science teachers develop interdisciplinary science inquiry knowledge and how that is translated into their pedagogical content knowledge (PCK). As part of that study and within the framework of PCK in science, this study explored (1) the extent to which the involvement of in-service science teachers in authentic research experiences impacts their PCK of interdisciplinary science inquiry, and (2) the factors that contribute to or constrain the development of interdisciplinary science inquiry PCK. This research study utilized a mixed method, explanatory research design. Cross-case analysis of 10 teachers and the development of 3 case studies were done to examine the development of in-service science teachers PCK over the course of the first 3 years of the STIS project. Results showed that teachers participating in the STIS project demonstrated various levels of change in regards to their PCK, understanding of ISI, and implementation of ISI in classroom practices. The core features of STIS identified as impacting this change included (1) the summer research connection, (2) collaboration with STEM students, (3) an active learning environment, and (4) duration. The core features and the major contextual factors that were identified were utilized to revise the STIS' conceptual framework and create a theory of action. The findings of this study have implications for planning and conducting effective in-service for science educators.

  18. Making Standards Work! A Teacher's Guide to Contextual Learning: Integrating Academic Content Standards with Career Development and Workplace Competencies.

    ERIC Educational Resources Information Center

    Colorado School to Career Partnership, Denver.

    This publication is a tool to help educators weave academic content standards, assessments, and school-to-career methods into an integrated and comprehensive educational strategy that prepares all students to meet their future goals. Examples included in the publication were created by Colorado educators to provide a vision of how teachers can…

  19. Translational science and the hidden research system in universities and academic hospitals: a case study.

    PubMed

    Lander, Bryn; Atkinson-Grosjean, Janet

    2011-02-01

    Innovation systems (IS) and science policy scholarship predominantly focus on linkages between universities and industry, and the commercial translation of academic discoveries. Overlooked in such analyses are important connections between universities and academic hospitals, and the non-commercial aspects of translational science. The two types of institutions tend to be collapsed into a single entity-'the university'-and relational flows are lost. Yet the distinctions and flows between the two are crucial elements of translational science and the biomedical innovation system. This paper explores what has been called the 'hidden research system' that connects hospitals, universities, and their resources, with the clinical and scientific actors who make the linkages possible. Then, using a novel conceptual model of translational science, we examine the individual interactions and dynamics involved in a particular example of the biomedical innovation system at work: the diagnosis of IRAK-4 deficiency, a rare immunological disorder, and the translational flows that result. Contra to conventional IS analyses, we are able to point to the strong role of public-sector institutions, and the weak role of the private-sector, in the translational processes described here. Our research was conducted within a Canadian network of scientists and clinician-scientists studying the pathogenomics of immunological disorders and innate immunity.

  20. Stories of Success: Understanding Academic Achievement of Hispanic Students in Science

    NASA Astrophysics Data System (ADS)

    Harris, Amanda

    A review of the literature shows that there is much evidence to suggest the challenges facing Hispanic students in American public schools. Hispanic enrollment in K--12 public schools has increased from 6 to 19% in the last thirty years, yet schools have not made adequate adjustments to accommodate this changing population. Issues such as remedial tracking and cultural differences have led to low high school graduate rates for Hispanic students and inequities in schooling experiences (Gay, 2000). Particularly in the area of science, Hispanic students struggle with academic success (Cole & Espinoza, 2008). Despite these obstacles, some Hispanic students are academically successful (Rochin & Mello, 2007; Merisotis & Kee, 2006). This dissertation tells the stories of these Hispanic students who have been successful in science in secondary public schools. This study followed a grounded theory methodology and utilized individual interviews to collect data about Hispanics who have demonstrated achievement in the area of science. Through the analysis of these interviews, factors were identified which may have contributed to the success of these Hispanics in the field of science. Implications for future practice in public schools are also discussed.

  1. The Interaction of Reading Skills and Science Content Knowledge when Teaching Struggling Secondary Students

    ERIC Educational Resources Information Center

    Carnine, Linda; Carnine, Douglas

    2004-01-01

    Science content area texts are difficult for most middle school students, particularly whose reading skills are below grade level. This article describes an innovative approach to integrating the teaching of middle school science content and reading skills to increase levels of student success with content area textbooks. For reading instruction,…

  2. Teaching Concepts of Natural Sciences to Foreigners through Content-Based Instruction: The Adjunct Model

    ERIC Educational Resources Information Center

    Satilmis, Yilmaz; Yakup, Doganay; Selim, Guvercin; Aybarsha, Islam

    2015-01-01

    This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences. Content-based…

  3. Development of a turn-key cloud chamber in collaboration with non-academic science enthusiasts

    NASA Astrophysics Data System (ADS)

    Muenkel, Jessica; Harrington, Meghan; Bellis, Matthew; Waldman, Ariel; Bergey, Nathan; Cooper, Ivan; Bombosch, Juliane

    2014-03-01

    Science Hack Day is an event that brings together scientists and science enthusiasts for 24 hours to ``hack'' a science project. These events serve two purposes. The first and most obvious is to provide a structured environment for science outreach. Academics and researchers have the opportunity for ``boots-on-the-ground'' interactions with the general public. The second purpose, though more challenging, is to enable science enthusiasts to donate their skills so that they are able to push back to educators and researchers in a fashion that that benefits their work. We discuss our experiences at the 2013 San Francisco Science Hack Day at the California Academy of Sciences. We worked with attendees of the conference to create a cloud chamber that worked with Peltier thermocoolers, rather than dry ice. In this fashion, we educated attendees about radiation and particle physics, while also benefitting from the experience and knowledge of the attendees in constructing the device. This ``turn-key'' cloud chamber is now in use at Siena College as an outreach and educational device. The properties of this device and the story of its construction will be presented. Representing CMS.

  4. Gaps in Science Content Knowledge Encountered during Teaching Practice: A Study of Early-Career Middle-School Science Teachers

    ERIC Educational Resources Information Center

    Kinghorn, Brian Edward

    2013-01-01

    Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…

  5. Mentor training within academic health centers with Clinical and Translational Science Awards.

    PubMed

    Abedin, Zainab; Rebello, Tahilia J; Richards, Boyd F; Pincus, Harold Alan

    2013-10-01

    Multiple studies highlight the benefits of effective mentoring in academic medicine. Thus, we sought to quantify and characterize the mentoring practices at academic health centers (AHCs) with Clinical and Translational Science Awards (CTSA). Here we report findings pertaining specifically to mentor training at the level of the KL2 mentored award program, and at the broader institutional level. We found only four AHCs did not provide any form of training. One-time orientation was most prevalent at the KL2 level, whereas formal face-to-face training was most prevalent at the institutional level. Despite differences in format usage, there was general consensus at both the KL2 and institutional level about the topics of focus of face-to-face training sessions. Lower-resource training formats utilized at the KL2 level may reveal a preference for preselection of qualified mentors, while institutional selection of resource-heavy formats may be an attempt to raise the mentoring qualifications of the academic community as a whole. The present work fits into the expanding landscape of academic mentoring literature and sets the framework for future longitudinal, outcome studies focused on identifying the most efficient strategies to develop effective mentors.

  6. 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.

  7. Feasibility of physician peer assessment in an academic health sciences centre.

    PubMed

    Ferrari, Sharon; Vozzolo, Ben; Daneman, Denis; Macgregor, Daune

    2011-01-01

    Peer assessment has become an important component of physician evaluation. In an academic health sciences centre, in addition to clinical care there is a significant focus on education, training and research. The literature suggests that the use of a 360-degree evaluation can provide physicians with valuable information on many aspects of their practice and can inform both professional and personal development. We conducted a pilot study to determine the feasibility of using peer assessment as part of the evaluation of our academic physicians. To maintain anonymity, an outside company was engaged to conduct the study. Participants completed a self-assessment and provided the names of eight physician peers and eight non-physician peers who were then requested to complete an evaluation. In addition, 25 patients were asked to provide their feedback. All questionnaires were forwarded directly to the outside company, which then compiled the data and provided each participant with a final report. Results indicate that it is feasible to carry out peer assessment within an academic health sciences centre. Participants noted the value of the process for career development and quality improvement. PMID:21301240

  8. Work and family conflict in academic science: patterns and predictors among women and men in research universities.

    PubMed

    Fox, Mary Frank; Fonseca, Carolyn; Bao, Jinghui

    2011-10-01

    This article addresses work-family conflict as reported among women and men academic scientists in data systematically collected across fields of study in nine US research universities. Arguing that academic science is a particularly revealing case for studying work-family conflict, the article addresses: (1) the bi-directional conflict of work with family, and family with work, reported among the scientists; (2) the ways that higher, compared with lower, conflict, is predicted by key features of family, academic rank, and departments/institutions; and (3) patterns and predictors of work-family conflict that vary, as well as converge, by gender. Results point to notable differences, and commonalties, by gender, in factors affecting interference in both directions of work-family conflict reported by scientists. These findings have implications for understandings of how marriage and children, senior compared with junior academic rank, and departmental climates shape work-family conflict among women and men in US academic science.

  9. Academic Science/Engineering Employment Increased 3% between 1980 and 1981. Science Resources Studies Highlights.

    ERIC Educational Resources Information Center

    National Science Foundation, Washington, DC. Div. of Science Resources Studies.

    Data presented in this report are derived from the National Science Foundation's (NSF) 1981 Survey of Scientific and Engineering Personnel Employed at Universities and Colleges. Highlights of the survey indicate that: 1) science and engineering (S/E) employment in the higher education sector increased 3-percent between January 1980 and January…

  10. Medical students from natural science and nonscience undergraduate backgrounds. Similar academic performance and residency selection.

    PubMed

    Dickman, R L; Sarnacki, R E; Schimpfhauser, F T; Katz, L A

    1980-06-27

    The majority of matriculating US medical students continue to major in the natural sciences as college undergraduates in the belief that this will enhance their chances of admission to and their performance in medical school. The present study compared the academic performance and residency selection of natural science and nonscience majors in three separate medical school classes at the State University of New York at Buffalo. Statistical analysis of grades in the first two years of medical school, clinical performance in the third year, and part I and part II National Board Medical Examination scores revealed no significant differences across three class replications. Residency selection among graduating seniors was also independent of undergraduate major. It is suggested that admissions committees, premedical advisors, and students reconsider their attitudes about the necessity of concentration in the natural sciences before entering medical school.

  11. A content analysis of physical science textbooks with regard to the nature of science and ethnic diversity

    NASA Astrophysics Data System (ADS)

    Brooks, Kristine M.

    The goal of science education is the preparation of scientifically literate students (Abd-El-Khalick & Lederman, 2000, & American Association for the Advancement of Science (AAAS), 1990). In order to instruct students in the nature of science with its history, development, methods and applications, science teachers use textbooks as the primary organizer for the curriculum (Chippetta, Ganesh, Lee, & Phillips, 2006). Science textbooks are the dominant instructional tool that exerts great influence on instructional content and its delivery (Wang, 1998). Science and science literacy requires acquiring knowledge about the natural world and understanding its application in society, or, in other words, the nature of science. An understanding of the nature of science is an important part of science literacy (Abd-El-Khalik & Lederman, 2000, & AAAS, 1990). The nature of science has four basic themes or dimensions: science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science with its interaction with technology and society (Chippetta & Koballa, 2006). Textbooks must relay and incorporate these themes to promote science literacy. The results from this content analysis provide further insights into science textbooks and their content with regard to the inclusion of the nature of science and ethnic diversity. Science textbooks usually downplay human influences (Clough & Olson, 2004) whether as part of the nature of science with its historical development or its interaction with societies of diverse cultures. Minority students are underperforming in science and science is divided on ethnic, linguistic, and gender identity (Brown, 2005). Greater representations of diversity in curriculum materials enable minority students to identify with science (Nines, 2000). Textbooks, with their influence on curriculum and presentation, must include links for science and students of diverse cultures. What is the balance of the four aspects of the

  12. Academic Research Equipment in Selected Science/Engineering Fields, 1982-83. An Analysis of Findings from the Baseline National Survey of Academic Research Instruments and Instrumentation Needs.

    ERIC Educational Resources Information Center

    Burgdorf, Kenneth; Hausman, Howard J.

    The analysis of data from the baseline cycle of the National Science Foundation instrumentation survey has two principal objectives, namely, to construct and examine a variety of quantitative statistical indicators describing major characteristics of the current national stock of academic research equipment and to document differences among…

  13. Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science

    ERIC Educational Resources Information Center

    Bergman, Daniel J.; Morphew, Jason

    2015-01-01

    The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a…

  14. Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

    ERIC Educational Resources Information Center

    Hechter, Richard P.; Guy, Mark

    2010-01-01

    This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

  15. Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

    ERIC Educational Resources Information Center

    Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

    2015-01-01

    In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

  16. Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

    NASA Astrophysics Data System (ADS)

    Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

    2015-10-01

    In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this study. While our findings indicated an increase in technology-related practices, including the use of sophisticated hardware, very little improvements occurred with fostering inquiry-based science and effective science-specific pedagogy. In addition, our conceptual framework, technological pedagogical content knowledge, as a lens to examine teachers' intentions as documented in their lesson plans, provided an additional platform from which to investigate technology integration practices within the ambit of reform science teaching practices. This study, therefore, contributes knowledge about the structure and agenda of professional development initiatives that involve educational technology and integration into content knowledge disciplines such as science.

  17. Using Writing and Culture to Teach Science Content to Preservice Teachers

    ERIC Educational Resources Information Center

    Saint-Hilaire, Line Augustin

    2013-01-01

    This article describes how the incorporation of a writing assignment, creating a book about culture and science, into the syllabus of methods science course for preservice teachers, was used to foster science content learning. Preservice teachers were actively and purposely engaged in science learning through the generation of a book about a…

  18. Longitudinal associations between executive functioning and academic skills across content areas.

    PubMed

    Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Farran, Dale Clark; Dong, Nianbo

    2014-06-01

    This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded EF and achievement factor scores. We examined the longitudinal bidirectional associations between these domains as well as the bidirectional associations among the separate content areas and the EF factor. In the pre-k year, strong bidirectional associations were found for EF skills and mathematics and oral comprehension skills but not for literacy skills. After controlling for pre-k gains in both EF and achievement, EF skills continued to be strong predictors of gains in mathematics in kindergarten and a more moderate predictor of kindergarten language gains. These results provide important information on the interrelationship of the developmental domains of EF and achievement as well as support for efforts to determine effective pre-k activities and/or curricula that can improve children's EF skills. They also suggest that mathematics activities may be a possible avenue for improving EF skills in young children. PMID:24749550

  19. Undergraduate African American females in the sciences: A qualitative study of student experiences affecting academic success and persistence

    NASA Astrophysics Data System (ADS)

    Essien-Wood, Idara R.

    Given the lack of literature on Undergraduate African American females in the sciences (UAAFS), this study sought to explicate their experiences at one large, predominantly White, Research I institution in the southwestern United States. In particular, the purpose of this study was to identify factors that affect the academic success and persistence of Black females in the natural and physical sciences. Data was collected via in-depth, semi-structured interviews with 15 Black female science majors. Findings from this study identified several supportive mechanisms for academic success: family, religion, teaching assistants and friends. Also identified were seven barriers to academic success: employment, lack of diversity, cultural dissonance, unwelcoming Research I environment, faculty, advisors, classmates, and lab groups. Further, an analysis of students' responses revealed numerous instances of racial and gender micro-aggressions. Recommendations are provided to address factors identified as affecting student academic success and persistence as well as a culture of micro-aggressive behavior.

  20. Feeding the fledgling repository: starting an institutional repository at an academic health sciences library.

    PubMed

    Koopman, Ann; Kipnis, Dan

    2009-01-01

    In 2005, the Scott Memorial Library at Thomas Jefferson University started an institutional repository (IR), the Jefferson Digital Commons (JDC) . Originally intended as a showcase for faculty scholarship, it has evolved to serve also as a university press for original journals and newsletters, and as an institutional archive. Many lessons have been learned about marketing techniques, common IR issues, and advantages of an IR for a library. IR recruitment has come to be viewed as yet another form of collection development and has been integrated into all forms of the Library's outreach. Jefferson's academic health sciences environment has proven similar to other academic environments on issues of acceptance and participation.

  1. Feeding the fledgling repository: starting an institutional repository at an academic health sciences library.

    PubMed

    Koopman, Ann; Kipnis, Dan

    2009-01-01

    In 2005, the Scott Memorial Library at Thomas Jefferson University started an institutional repository (IR), the Jefferson Digital Commons (JDC) . Originally intended as a showcase for faculty scholarship, it has evolved to serve also as a university press for original journals and newsletters, and as an institutional archive. Many lessons have been learned about marketing techniques, common IR issues, and advantages of an IR for a library. IR recruitment has come to be viewed as yet another form of collection development and has been integrated into all forms of the Library's outreach. Jefferson's academic health sciences environment has proven similar to other academic environments on issues of acceptance and participation. PMID:19384712

  2. Information Content in Radio Waves: Student Investigations in Radio Science

    NASA Astrophysics Data System (ADS)

    Jacobs, K.; Scaduto, T.

    2013-12-01

    We describe an inquiry-based instructional unit on information content in radio waves, created in the summer of 2013 as part of a MIT Haystack Observatory (Westford, MA) NSF Research Experiences for Teachers (RET) program. This topic is current and highly relevant, addressing science and technical aspects from radio astronomy, geodesy, and atmospheric research areas as well as Next Generation Science Standards (NGSS). Projects and activities range from simple classroom demonstrations and group investigations, to long term research projects incorporating data acquisition from both student-built instrumentation as well as online databases. Each of the core lessons is applied to one of the primary research centers at Haystack through an inquiry project that builds on previously developed units through the MIT Haystack RET program. In radio astronomy, students investigate the application of a simple and inexpensive software defined radio chip (RTL-SDR) for use in systems implementing a small and very small radio telescope (SRT and VSRT). Both of these systems allow students to explore fundamental principles of radio waves and interferometry as applied to radio astronomy. In ionospheric research, students track solar storms from the initial coronal mass ejection (using Solar Dynamics Observatory images) to the resulting variability in total electron density concentrations using data from the community standard Madrigal distributed database system maintained by MIT Haystack. Finally, students get to explore very long-baseline interferometry as it is used in geodetic studies by measuring crustal plate displacements over time. Alignment to NextGen standards is provided for each lesson and activity with emphasis on HS-PS4 'Waves and Their Applications in Technologies for Information Transfer'.

  3. The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

    NASA Astrophysics Data System (ADS)

    Barron, Paul E.

    In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge

  4. University Curricula in the Marine Sciences and Related Fields, Academic Years 1969-70 and 1970-71.

    ERIC Educational Resources Information Center

    National Council on Marine Resources and Engineering Development, Washington, DC.

    This compilation of marine science institutions, academic degrees, curricula, teaching and research facilities and teaching faculties, is based on information supplied by the institutions in response to questionnaires sent by the Committee on Marine Research, Education and Facilities. Programs are categorized in five main sections: Marine Science,…

  5. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  6. Academic health sciences librarians' contributions to institutional animal care and use committees.

    PubMed

    Steelman, Susan C; Thomas, Sheila L

    2014-07-01

    The study gathered data about librarians' membership in institutional animal care and use committees (IACUCs) and their professional activities supporting animal researchers. Libraries affiliated with medical schools that were members of the Association of American Medical Colleges were surveyed. A survey was distributed via library directors' email discussion lists and direct email messages. Sixty surveys were completed: 35 (58%) reported that librarians performed database searches for researchers, and 22 (37%) reported that a librarian currently serves on the IACUC. The survey suggests that academic health sciences librarians provide valuable, yet underutilized, services to support animal research investigators.

  7. Academic health sciences librarians' contributions to institutional animal care and use committees.

    PubMed

    Steelman, Susan C; Thomas, Sheila L

    2014-07-01

    The study gathered data about librarians' membership in institutional animal care and use committees (IACUCs) and their professional activities supporting animal researchers. Libraries affiliated with medical schools that were members of the Association of American Medical Colleges were surveyed. A survey was distributed via library directors' email discussion lists and direct email messages. Sixty surveys were completed: 35 (58%) reported that librarians performed database searches for researchers, and 22 (37%) reported that a librarian currently serves on the IACUC. The survey suggests that academic health sciences librarians provide valuable, yet underutilized, services to support animal research investigators. PMID:25031565

  8. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students

    NASA Astrophysics Data System (ADS)

    Chang, Sandy Ming-San

    As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations, this study investigated fifth-grade students' thoughts on text difficulty, their knowledge of the features of academic language, and the relationship between academic language and reading comprehension. Forty-five fifth-grade students participated in the study; 18 students were classified as English language learners (ELLs) and 27 students were fluent-English speakers. Participants read two science passages, answered comprehension questions, and engaged in a retrospective interview which probed their knowledge on the academic language features of vocabulary, grammar, and discourse. Qualitative analysis was used to code students' thoughts about the challenges to reading comprehension and to identify the challenges that were related to academic language. Quantitative analyses were conducted to examine whether students' knowledge of academic language features and reading comprehension differed by students' ELP designations, as well as to investigate the relationship between students' knowledge of academic language features and reading comprehension. Results for the qualitative analysis revealed that students found difficult vocabulary, reading abilities, and prior knowledge as the greatest challenges to comprehending the science passages. Results from the quantitative analyses indicated that ELL students' knowledge of academic vocabulary, grammar, discourse knowledge, and reading comprehension (as measured by multiple-choice questions) were significantly lower than the fluent-English speaking students. The results also indicated that vocabulary, not grammar or discourse features, was significantly related to students' comprehension scores. The results have implications for understanding the features of academic language that influence students' comprehension of expository

  9. Educating Youth About Health and Science Using a Partnership Between an Academic Medical Center and Community-based Science Museum

    PubMed Central

    Griest, Susan; Howarth, Linda C.; Beemsterboer, Phyllis; Cameron, William; Carney, Patricia A.

    2009-01-01

    Declining student interest and scholastic abilities in the sciences are concerns for the health professions. Additionally, the National Institutes of Health is committed to promoting more research on health behaviors among US youth, where one of the most striking contemporary issues is obesity. This paper reports findings on the impact of a partnership between Oregon Health and Science University (OHSU) and the Oregon Museum of Science and Industry linked to a 17-week exhibition of BodyWorlds3 and designed to inform rural underserved youth about science and health research. Self-administered survey measures included health knowledge, attitudes, intended health behaviors, and interest in the health professions. Four hundred four surveys (88% of participants) were included in analyses. Ninety percent or more found both the Body-Worlds (n = 404) and OHSU (n = 239) exhibits interesting. Dental care habits showed the highest level of intended behavior change (Dental = 45%, Exercise = 34%, Eating = 30%). Overall, females and middle school students were more likely than male and high school students, respectively, to state an intention to change exercise, eating and dental care habits. Females and high school students were more likely to have considered a career in health or science prior to their exhibit visit and, following the exhibit, were more likely to report that this intention had been reinforced. About 6% of those who had not previously considered a career in health or science (n = 225) reported being more likely to do so after viewing the exhibits. In conclusion, high quality experiential learning best created by community-academic partnerships appears to have the ability to stimulate interest and influence intentions to change health behaviors among middle and high school students. PMID:19350372

  10. Educating youth about health and science using a partnership between an academic medical center and community-based science museum.

    PubMed

    Bunce, Arwen E; Griest, Susan; Howarth, Linda C; Beemsterboer, Phyllis; Cameron, William; Carney, Patricia A

    2009-08-01

    Declining student interest and scholastic abilities in the sciences are concerns for the health professions. Additionally, the National Institutes of Health is committed to promoting more research on health behaviors among US youth, where one of the most striking contemporary issues is obesity. This paper reports findings on the impact of a partnership between Oregon Health and Science University (OHSU) and the Oregon Museum of Science and Industry linked to a 17-week exhibition of BodyWorlds3 and designed to inform rural underserved youth about science and health research. Self-administered survey measures included health knowledge, attitudes, intended health behaviors, and interest in the health professions. Four hundred four surveys (88% of participants) were included in analyses. Ninety percent or more found both the BodyWorlds (n = 404) and OHSU (n = 239) exhibits interesting. Dental care habits showed the highest level of intended behavior change (Dental = 45%, Exercise = 34%, Eating = 30%). Overall, females and middle school students were more likely than male and high school students, respectively, to state an intention to change exercise, eating and dental care habits. Females and high school students were more likely to have considered a career in health or science prior to their exhibit visit and, following the exhibit, were more likely to report that this intention had been reinforced. About 6% of those who had not previously considered a career in health or science (n = 225) reported being more likely to do so after viewing the exhibits. In conclusion, high quality experiential learning best created by community-academic partnerships appears to have the ability to stimulate interest and influence intentions to change health behaviors among middle and high school students. PMID:19350372

  11. Educating youth about health and science using a partnership between an academic medical center and community-based science museum.

    PubMed

    Bunce, Arwen E; Griest, Susan; Howarth, Linda C; Beemsterboer, Phyllis; Cameron, William; Carney, Patricia A

    2009-08-01

    Declining student interest and scholastic abilities in the sciences are concerns for the health professions. Additionally, the National Institutes of Health is committed to promoting more research on health behaviors among US youth, where one of the most striking contemporary issues is obesity. This paper reports findings on the impact of a partnership between Oregon Health and Science University (OHSU) and the Oregon Museum of Science and Industry linked to a 17-week exhibition of BodyWorlds3 and designed to inform rural underserved youth about science and health research. Self-administered survey measures included health knowledge, attitudes, intended health behaviors, and interest in the health professions. Four hundred four surveys (88% of participants) were included in analyses. Ninety percent or more found both the BodyWorlds (n = 404) and OHSU (n = 239) exhibits interesting. Dental care habits showed the highest level of intended behavior change (Dental = 45%, Exercise = 34%, Eating = 30%). Overall, females and middle school students were more likely than male and high school students, respectively, to state an intention to change exercise, eating and dental care habits. Females and high school students were more likely to have considered a career in health or science prior to their exhibit visit and, following the exhibit, were more likely to report that this intention had been reinforced. About 6% of those who had not previously considered a career in health or science (n = 225) reported being more likely to do so after viewing the exhibits. In conclusion, high quality experiential learning best created by community-academic partnerships appears to have the ability to stimulate interest and influence intentions to change health behaviors among middle and high school students.

  12. Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings

    ERIC Educational Resources Information Center

    Zwiers, Jeff; Crawford, Marie

    2011-01-01

    Where would we be without conversation? Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. Conversations, particularly those referred to in this book as academic conversations, push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in…

  13. Contemporary Development of Academic Reference Librarianship in the United States: A 44-Year Content Analysis

    ERIC Educational Resources Information Center

    Wang, Hanrong; Tang, Yingqi; Knight, Carley

    2010-01-01

    This study analyzes job advertisements to identify the contemporary development of academic reference librarianship in the United States. Results show that more job openings, higher educational backgrounds, more duties & responsibilities, and variety of titles were assigned to academic reference librarian positions from 1966 through 2009.…

  14. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  15. 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.

  16. Moving comparative effectiveness research into practice: implementation science and the role of academic medicine.

    PubMed

    Bonham, Ann C; Solomon, Mildred Z

    2010-10-01

    The success of the federal investment in comparative effectiveness research will hinge on using the power of science to guide reforms in health care delivery and improve patient-centered outcomes. Translating the results of comparative effectiveness research into practice calls for the rigors of implementation science to ensure the efficient and systematic uptake, dissemination, and endurance of these innovations. Academic medicine can help answer the call by thoroughly integrating its research and training missions with clinical care that is focused on patient-centered outcomes; building multidisciplinary teams that include a wide range of experts such as clinicians, clinical and implementation scientists, systems engineers, behavioral economists, and social scientists; and training future care providers, scientists, and educators to carry innovations forward. PMID:20921492

  17. Academic and Informal Science Education Practitioner Views about Professional Development in Science Education

    ERIC Educational Resources Information Center

    Astor-Jack, Tamsin; McCallie, Ellen; Balcerzak, Phyllis

    2007-01-01

    This study documents the views of effective professional development held by eight professional development (PD) providers, representing four informal science institutions (ISI) and four programs within two institutions of higher education (IHE) in a large midwestern metropolitan area in the United States. This study finds that, while the reported…

  18. The relationship between emotional intelligence and academic stress in students of medical sciences

    PubMed Central

    Miri, Mohammad Reza; Kermani, Tayyebe; Khoshbakht, Hoda; Moodi, Mitra

    2013-01-01

    Background and Aim: Emotional intelligence (EI) theory provides a view about predicting effective factors in people's lives whether in education or profession. According to earlier studies, people who have higher emotional skills are more successful in many of life aspects :e.g., reaction to stress and controlling stress situations. Since students are the future of society, this study was carried out to evaluate the relationship between EI and education stress in the students of Birjand University of Medical Sciences (BUMS). Materials and Methods: In this cross-sectional study, 260 students were selected by proportional sampling in four faculties: Medicine, Nursing and Midwifery, Paramedical Sciences, and Health. Data were collected using two questionnaires: The standardized EI Shering's (33 questions, five domains) and the Student-Life Stress Inventory (57 questions, nine domains). The obtained data were analyzed by independent t-test, Pearson's correlation coefficient, and linear regression at the significant level of α = 0.05. Results: Totally, 65.8% of participants were females and 31.1% were males. The educational level of the participants included Associate's degree (44.6%) Bachelor's degree in science (31.2%), and medical science (23.1%). There was no significant correlation between EI scores and educational stress in students. But there was a significant relationship between EI with sex (P = 0.02) and mean of EI scores with three domains of academic stress: Personal favorites (P = 0.004), reaction to stressors (P = 0.002), and performance in stressful situations (P = 0.001). Conclusion: Although EI growth in different individuals can promote their success, it cannot decrease academic stress by itself which was particularly significant in females. Therefore, other causes of stress such as individual differences must be taken into consideration. PMID:24083290

  19. Where can we find future K-12 science and math teachers? a search by academic year, discipline, and academic performance level

    NASA Astrophysics Data System (ADS)

    Moin, Laura J.; Dorfield, Jennifer K.; Schunn, Christian D.

    2005-11-01

    Responding to the increasing math and science teacher shortage in the United States, this study intended to determine which science, engineering, and math (SEM) majors during which years in their undergraduate education and from which academic performance levels are most interested in K-12 teaching. Results may aid policymakers and practitioners in making most effective use of this traditional undergraduate candidate pool when designing K-12 science and math teacher recruitment programs. A survey of SEM majors from two research-oriented, urban universities is used to assess participants' interest in K-12 teaching both compared to other career choices and in isolation. Results indicate that the more successful targets for K-12 teacher recruitment include (1) SEM undergraduates in their junior and senior years independent of SEM major, (2) SEM undergraduates with mid-academic performance levels independent of SEM major and academic year, and (3) math majors followed by natural science majors and, as least promising targets, engineering majors. Results remain independent from gender and ethnicity variables.

  20. Latina and European American Girls' Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence.

    PubMed

    Brown, Christia Spears; Leaper, Campbell

    2010-12-01

    The study investigated Latina and European American adolescent girls' (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls' reported experiences hearing sexist comments about girls' abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism.

  1. Latina and European American Girls’ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence

    PubMed Central

    Leaper, Campbell

    2010-01-01

    The study investigated Latina and European American adolescent girls’ (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls’ reported experiences hearing sexist comments about girls’ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism. PMID:21212810

  2. Latina and European American Girls' Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence.

    PubMed

    Brown, Christia Spears; Leaper, Campbell

    2010-12-01

    The study investigated Latina and European American adolescent girls' (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls' reported experiences hearing sexist comments about girls' abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism. PMID:21212810

  3. University studies science course selection and academic achievement in relation to the Myers-Briggs Type Indicator

    NASA Astrophysics Data System (ADS)

    Skauge, Suzanne Elizabeth

    This research conducted at a southern regional university studied general education (University Studies - US) science course selection and academic success in US science in relation to Myers-Briggs Type Indicator (MBTI) preference categories (SF, ST, NF and NT). Additionally, differences in type preferences among students with mathematics and/or reading competency were explored. Data was examined for 755 students enrolled in the freshman success seminar course between Fall 1989 and Spring 1995 who had completed the MBTI test as part of that class. US science courses examined were grouped by science study: earth science, biology, chemistry and physics. Academic success was defined as a grade of "C" or higher and proficiency criteria were dictated by the university catalog. The study's nonparametric test results did not find any significant differences between MBTI type preferences and the two main areas of focus, US science course selection and academic success in US science courses. However, significant proportional differences were found between type preferences in relation to student reading competency (sig. = .03), as well as, reading competency and academic success in science (sig. = .04) even though fairly weak relationships existed between the variables with contingency coefficients of .11 and .10 respectively. All other relationships tested proved not significant. Each type's course selection closely reflected the overall sample: Earth Science 52.3%, Biology 34%, Chemistry 7.5% and Physics 6.1%. Nearly one-fifth (19.7%) of the sample were not successful in their selected science course. Less than two-fifths (37.7%) of student sample were not mathematics and/or reading competent. Academically in science intuitive types tended to do better than sensing types and feeling types tended to better than thinking types (NF 2.41, NT 2.36, SF 2.29 and ST 2.23). Further analysis found the TF preference scale contributed more toward the significant differences in reading

  4. College Students' Use of Science Content during Socioscientific Issues Negotiation: Impact of Evolution Understanding and Acceptance

    ERIC Educational Resources Information Center

    Fowler, Samantha R.

    2009-01-01

    The purpose of this study was to explore the evolution science content used during college students' negotiation of biology-based socioscientific issues (SSI) and examine how it related to students' conceptual understanding and acceptance of biological evolution. Specific research questions were, (1a) what specific evolutionary science content do…

  5. The Content of Science: A Constructivist Approach to Its Teaching and Learning.

    ERIC Educational Resources Information Center

    Fensham, Peter, Ed.; And Others

    This book is a result of a workshop where 14 science educators were invited to draft chapters on the implications that the research studies in a specific content area of science have for its teaching. The relations between social forces and perceptions of purpose and content lay behind discussions in the workshop, and influenced the emergence of…

  6. Bridging the language gap: Exploring science teachers' dual role as teachers of content and English literacy

    NASA Astrophysics Data System (ADS)

    Arnold, Suzanne C.

    Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all

  7. A Standards-Based Content Analysis of Selected Biological Science Websites

    ERIC Educational Resources Information Center

    Stewart, Joy E.

    2010-01-01

    The purpose of this study was to analyze the biology content, instructional strategies, and assessment methods of 100 biological science websites that were appropriate for Grade 12 educational purposes. For the analysis of each website, an instrument, developed from the National Science Education Standards (NSES) for Grade 12 Life Science coupled…

  8. Doing the Project and Learning the Content: Designing Project-Based Science Curricula for Meaningful Understanding

    ERIC Educational Resources Information Center

    Kanter, David E.

    2010-01-01

    Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better…

  9. A Philosophical Approach to Describing Science Content: An Example From Geologic Classification.

    ERIC Educational Resources Information Center

    Finley, Fred N.

    1981-01-01

    Examines how research of philosophers of science may be useful to science education researchers and curriculum developers in the development of descriptions of science content related to classification schemes. Provides examples of concept analysis of two igneous rock classification schemes. (DS)

  10. Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida

    ERIC Educational Resources Information Center

    Cavanaugh, Cathy; Dawson, Kara

    2010-01-01

    The Exploring Florida Science project goals were: (1) increasing content knowledge of secondary science teachers, specifically in topics that are important to the future of the state, and (2) providing secondary science students with digital media for use in project-based learning. A team of instructional designers, educators, scientists, web…

  11. Assessing Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) through Observations and Lesson Plans

    ERIC Educational Resources Information Center

    Canbazoglu Bilici, Sedef; Guzey, S. Selcen; Yamak, Havva

    2016-01-01

    Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample:…

  12. Nature-based science and its effect on early childhood teachers' (K--3) attitudes toward science content knowledge and science instruction

    NASA Astrophysics Data System (ADS)

    Sorrick, Roxanne

    Research has shown that early childhood teachers often hold negative attitudes toward science content knowledge and instruction. This study sought to examine the effect of a nature-based professional development course on early childhood teacher attitudes toward science content knowledge and science instruction. Exploratory case study design was utilized to study change in participant attitudes over a five month period. Open ended surveys, interviews, and reflective journals allowed for triangulation of data that was then coded and analyzed using constant comparative method. Qualitative data analysis identified evidence of positive attitude change toward both science content knowledge and science instruction and individual participant epiphanies as a result of the constructivist methodology of the course. Results of this study could be utilized by school districts seeking to design professional development programs that increase primary teacher confidence in both science content knowledge and instruction. Furthermore, study findings could be utilized by higher education institutions seeking to design early childhood science methodology coursework that promotes preservice teachers' positive attitudes toward their own science content knowledge and science instruction. Social change could be realized by increasing primary teacher confidence in science, therefore impacting student achievement through improved science instruction in the early grades.

  13. Academic Performance and Interest in Physical Sciences of Female Learners in the Mafikeng, South Africa, Municipal Area

    NASA Astrophysics Data System (ADS)

    Kgabi, Nnenesi A.

    2005-10-01

    There are notably fewer women than men, worldwide, in the physical sciences and engineering. Numbers also decrease markedly with each step up the career ladder, in both the academic and research (industrial and government laboratories) environments. In this study, academic performance of secondary-school and university females in the mathematical and physical sciences was analyzed. The choice of careers for a group of secondary-school females was also studied. A positive correlation between the choice of career and academic performance among the secondary-school females was observed. The correlation was, however, not obvious for the female university students. This study presents possible reasons for poor performance and lack of interest in physics, and suggests ways of attracting and keeping females in the field of physics and its related sciences.

  14. The contributions of library and information services to hospitals and academic health sciences centers: a preliminary taxonomy

    PubMed Central

    Abels, Eileen G.; Cogdill, Keith W.; Zach, Lisl

    2002-01-01

    Objectives: This article presents a taxonomy of the contributions of library and information services (LIS) in hospitals and academic health sciences centers. The taxonomy emerges from a study with three objectives: to articulate the value of LIS for hospitals and academic health sciences centers in terms of contributions to organizational missions and goals, to identify measures and measurable surrogates associated with each LIS contribution, and to document best practices for communicating the value of LIS to institutional administrators. Methods: The preliminary taxonomy of LIS contributions in hospitals and academic health sciences centers is based on a review of the literature, twelve semi-structured interviews with LIS directors and institutional administrators, and a focus group of administrators from five academic, teaching, and nonteaching hospitals. Results: Derived from the balanced scorecard approach, the taxonomy of LIS contributions is organized on the basis of five mission-level concepts and fifteen organizational goals. LIS contributions are included only if they have measurable surrogates. Conclusions: The taxonomy of LIS contributions offers a framework for the collection of both quantitative and qualitative data in support of communicating the value of LIS in hospitals and academic health sciences centers. PMID:12113510

  15. Experienced Secondary Science Teachers' Representation of Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Lee, Eunmi; Luft, Julie A.

    2008-01-01

    Science teacher educators recognise a professional learning continuum for teachers. This has resulted in studies of science teachers at different career stages, with the goal of building an understanding of teacher learning from preparation through practice. While these explorations help build an understanding about teacher learning over time, the…

  16. Content Analysis of the Diagrammatic Representations of Primary Science Textbooks

    ERIC Educational Resources Information Center

    Liu, Yang; Khine, Myint Swe

    2016-01-01

    Science education research emphasizes the irreplaceable value of textbooks in students' acquisition of scientific knowledge. Illustrations such as diagrams contained in science books are crucial modes of visual representations that facilitate learners' conceptual learning. Through classifying, coding, and analysing diagrams from twenty science…

  17. A content analysis of physical science textbooks with regard to the nature of science and ethnic diversity

    NASA Astrophysics Data System (ADS)

    Brooks, Kristine M.

    The goal of science education is the preparation of scientifically literate students (Abd-El-Khalick & Lederman, 2000, & American Association for the Advancement of Science (AAAS), 1990). In order to instruct students in the nature of science with its history, development, methods and applications, science teachers use textbooks as the primary organizer for the curriculum (Chippetta, Ganesh, Lee, & Phillips, 2006). Science textbooks are the dominant instructional tool that exerts great influence on instructional content and its delivery (Wang, 1998). Science and science literacy requires acquiring knowledge about the natural world and understanding its application in society, or, in other words, the nature of science. An understanding of the nature of science is an important part of science literacy (Abd-El-Khalik & Lederman, 2000, & AAAS, 1990). The nature of science has four basic themes or dimensions: science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science with its interaction with technology and society (Chippetta & Koballa, 2006). Textbooks must relay and incorporate these themes to promote science literacy. The results from this content analysis provide further insights into science textbooks and their content with regard to the inclusion of the nature of science and ethnic diversity. Science textbooks usually downplay human influences (Clough & Olson, 2004) whether as part of the nature of science with its historical development or its interaction with societies of diverse cultures. Minority students are underperforming in science and science is divided on ethnic, linguistic, and gender identity (Brown, 2005). Greater representations of diversity in curriculum materials enable minority students to identify with science (Nines, 2000). Textbooks, with their influence on curriculum and presentation, must include links for science and students of diverse cultures. What is the balance of the four aspects of the

  18. The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

    PubMed

    van Veggel, Nieky; Amory, Jonathan

    2014-01-01

    Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

  19. Making Sense of Principal Leadership in Content Areas: The Case of Secondary Math and Science Instruction

    ERIC Educational Resources Information Center

    Lochmiller, Chad R.; Acker-Hocevar, Michele

    2016-01-01

    We drew upon sense making and leadership content knowledge to explore how high school administrators' understanding of content areas informed their leadership. We used math and science to illustrate our interpretations, noting that other content areas may pose different challenges. We found that principals' limited understanding of these content…

  20. Preschoolers' Recall of Science Content from Educational Videos Presented with and without Songs

    ERIC Educational Resources Information Center

    Schechter, Rachel L.

    2013-01-01

    This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and…

  1. Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

    ERIC Educational Resources Information Center

    Li, Yufeng; Xiong, Jianwen

    2012-01-01

    Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

  2. Modularization and Structured Markup for Learning Content in an Academic Environment

    ERIC Educational Resources Information Center

    Schluep, Samuel; Bettoni, Marco; Schar, Sissel Guttormsen

    2006-01-01

    This article aims to present a flexible component model for modular, web-based learning content, and a simple structured markup schema for the separation of content and presentation. The article will also contain an overview of the dynamic Learning Content Management System (dLCMS) project, which implements these concepts. Content authors are a…

  3. Balance Between Merit and Equity in Academic Hiring Decisions: Judgemental Content Analysis Applied to the Phraseology of Australian Tenure-Stream Advertisements in Comparison with Canadian Advertisements

    ERIC Educational Resources Information Center

    Boyle, Gregory J.; Furedy, John J.; Neumann, David L.; Westbury, H. Rae; Reiestad, Magnus

    2010-01-01

    The wording of university academic job advertisements can reflect a commitment to equity (affirmative action) as opposed to academic merit in hiring decisions. The method of judgemental content analysis was applied by having three judges rate 810 Australian tenure-stream advertisements on seven-point magnitude scales of equity and merit. The…

  4. High school students' science academic achievement: The effect of the Lemov positive framing trust-building technique

    NASA Astrophysics Data System (ADS)

    Gigliette, Linda Marie

    The purpose of this research was to investigate the effect of a trust-building technique called "positive-framing" (Lemov, 2010, p. 204) on the level of student-teacher trust and students' science academic achievement. The existing literature was reviewed under the constructs of trust, types of trust, trust-building strategies, and student academic achievement. The identified problem is a lack of research into the effect of trust from the high school student perspective and the effect of trust on student academic achievement in science. In addition, there is no empirical evidence to support the effectiveness of the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention. The study involved a volunteer, convenience sample of 9th-grade science students at one high school in Northern California (N=240). The study employed a quasi-experimental, pretest, posttest non-equivalent control group design to examine the level of student trust in the teacher, using the "Student trust in faculty scale" (Forsyth, Adams, & Hoy, 2011, p. 180), and the students' academic achievement, according to the Integrated Process Skills Test II (Okey, Wise, & Burns, 1982). The independent variable was the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention; the two dependent variables were the level of student-teacher trust and student academic achievement. The composite data from the "Student trust in faculty scale" and the academic achievement test were evaluated by a multivariate analysis of covariance (MANCOVA). Results of this study indicated that the null hypothesis was accepted. The "positive-framing" (Lemov, 2010, p. 204) trust-building intervention did not have a significant effect on either the student-teacher trust level or academic achievement in science.

  5. Effects of academic-industry relations on the professional socialization graduate science students

    NASA Astrophysics Data System (ADS)

    Holleman, Margaret Ann Phillippi

    This study asks if there has been a change in graduate student socialization in the biological sciences given the increased commercialism of life sciences. Drawing on the work of Steven Brint (1994) and Sheila Slaughter and Larry Leslie (1997) and Sheila Slaughter and Gary Rhoades (2004), this study asks if graduate student socialization has shifted emphasis from the social and moral dimensions of work (social trustee professionalism) to the practical, technical, and commercial dimensions (expert professionalism). Building on the survey results of the Acadia Project (Swazey, Louis, & Anderson, 1994; Louis, Anderson & Rosenberg, 1995), this qualitative study uses interviews with 25 graduate science students at two A.A.U. research universities that have been heavily involved in academic-industry relations to see how the students were professionally socialized throughout their educational careers. The student configuration compares males and females, U.S. and international students, and those funded by the government versus those receiving at least partial support from industry. It uses critical professionalization theory as a framework. The study found that students' career goals and values were usually set before graduate school primarily by females in non-elite institutions, such as community colleges, women's and liberal arts colleges, and non-flagship state universities. Also, university science faculty tend to continue to socialize students---even those planning to go into industry---for the professoriate, as their prestige is based on placing proteges into other elite schools. U.S. females and most students going into academics or government labs had the values of social trustee professionals while those going into industry held those of expert professionals. The former were more likely to recognize situations involving conflicts of interest or commitment. Almost all the students were disillusioned by the grants and promotion and tenure systems. They feel both

  6. CTE Teachers' Perspectives on the Process of CTE and Science Content Integration: A Grounded Theory

    ERIC Educational Resources Information Center

    Spindler, Matthew Kenneth

    2011-01-01

    The integration of career and technical education (CTE) and academic curricular content that capitalizes on natural and inherent connections represents a challenge for CTE professionals. The research question that was used to guide the current study was: What are CTE teachers' perspectives of and experiences with the process of CTE and science…

  7. The Teacher Trainer as Researcher: Exploring the Initial Pedagogical Content Concerns of Prospective Science Teachers.

    ERIC Educational Resources Information Center

    de Jong, Onno

    2000-01-01

    Examined preservice teachers' concerns about transforming their academic knowledge into teaching activities (pedagogical content concerns). Prospective chemistry teachers individually prepared high school chemistry lessons. During group meetings, they presented and discussed the lesson plans. Data from interviews during individual and group…

  8. The influence of high school academics on freshman college mathematics and science courses at SUNY Oswego

    NASA Astrophysics Data System (ADS)

    Hayali, Tolga

    This study examined the relationship between 2011 freshman college mathematics and science grades and freshman students' high school academics and demographic data, exploring the factors that contribute to the success of first-year STEM majoring freshman students at State University of New York at Oswego. The variables were Gender, Race, SES, School Size, Parent with College Education, High School Grade Point Average (HSGPA), Transfer Credit, SAT Composite Score, and New York State Regents Exam results, based on data from 237 freshman students entering college immediately following high school. The findings show HSGPA as a significant predictor of success in freshman College Mathematics and Sciences, Transfer Credit as a significant predictor in College Mathematics and College Chemistry, SES as a significant predictor in College Biology and College Chemistry, Parent with College Education as a significant predictor in College Biology and New York State Chemistry Regents Exam as a significant predictor in College Chemistry. Based on these findings, guidance counselors, science educators, and education institutions can develop a framework to determine which measurements are meaningful and advise students to focus on excellent performance in the Chemistry Regents Exams, take more college courses during high school, and maintain a high grade point average.

  9. A pocket guide to electronic laboratory notebooks in the academic life sciences

    PubMed Central

    Dirnagl, Ulrich; Przesdzing, Ingo

    2016-01-01

    Every professional doing active research in the life sciences is required to keep a laboratory notebook. However, while science has changed dramatically over the last centuries, laboratory notebooks have remained essentially unchanged since pre-modern science. We argue that the implementation of electronic laboratory notebooks (eLN) in academic research is overdue, and we provide researchers and their institutions with the background and practical knowledge to select and initiate the implementation of an eLN in their laboratories. In addition, we present data from surveying biomedical researchers and technicians regarding which hypothetical features and functionalities they hope to see implemented in an eLN, and which ones they regard as less important. We also present data on acceptance and satisfaction of those who have recently switched from paper laboratory notebook to an eLN.  We thus provide answers to the following questions: What does an electronic laboratory notebook afford a biomedical researcher, what does it require, and how should one go about implementing it? PMID:26835004

  10. The Poetry of Dandelions: Merging Content-Area Literacy and Science Content Knowledge in a Fourth-Grade Science Classroom

    ERIC Educational Resources Information Center

    Madden, Lauren; Peel, Anne; Watson, Heather

    2014-01-01

    As teachers begin to implement the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), they are challenged to focus on informational texts across the disciplines and engage children in critical thinking about complex scientific ideas. In this article, we present an integrated science-language arts lesson that explores…

  11. Hydroponics: Content and Rationale

    ERIC Educational Resources Information Center

    Ernst, Jeremy V.; Busby, Joe R.

    2009-01-01

    Technology education has the means of becoming the catalyst for integrated content and curricula, especially in core academic areas, such as science and mathematics, where it has been found difficult to incorporate other subject matter. Technology is diverse enough in nature that it can be addressed by a variety of content areas, serving as a true…

  12. Dynamics of identity in the academic field and implications to science students' identity formation

    NASA Astrophysics Data System (ADS)

    Rezende, Flavia

    2011-03-01

    Aydeniz and Hodge investigated how college professors negotiate their responsibilities as teachers and as researchers and the rationales behind their pedagogical approaches. Their findings illustrate how difficult it can be to keep the balance between these two responsibilities in a university that does not support professor's enactment of teaching goals. Thinking identity as a dynamics in self and institutional boundary, Albrecht and Fortney in their forum contribution, expand the analysis of Professor G's professional identity and conclude that in his case, institutional boundary is impermeable as it values research scientist more than teacher identity. In this forum contribution I emphasize the role of institutional culture in the identitarian process, interpreting the identity and identity formation of a science college teacher within the dynamics of the academic field. I expand the discussion to the other side of the problem, bringing excerpts of an interview with a Physics student from a Brazilian university as an illustration of how the academic habitus can impact the formation of a student's identity.

  13. Web usage mining at an academic health sciences library: an exploratory study

    PubMed Central

    Bracke, Paul J.

    2004-01-01

    Objectives: This paper explores the potential of multinomial logistic regression analysis to perform Web usage mining for an academic health sciences library Website. Methods: Usage of database-driven resource gateway pages was logged for a six-month period, including information about users' network addresses, referring uniform resource locators (URLs), and types of resource accessed. Results: It was found that referring URL did vary significantly by two factors: whether a user was on-campus and what type of resource was accessed. Conclusions: Although the data available for analysis are limited by the nature of the Web and concerns for privacy, this method demonstrates the potential for gaining insight into Web usage that supplements Web log analysis. It can be used to improve the design of static and dynamic Websites today and could be used in the design of more advanced Web systems in the future. PMID:15494757

  14. Perspectives on academic health sciences libraries in the 1980s: indicators from a Delphi study.

    PubMed Central

    Matheson, N W

    1982-01-01

    A Delphi study was undertaken to identify the changes in library roles and functions that the directors of academic health sciences libraries believe will occur over the next decade. The methodology is described and the results are summarized. Two scenarios resulted: one, highly desirable; the other, highly probable. They overlap by 64%. Library directors expect moderate evolutionary changes in the next ten years. Users are perceived to be the force maintaining the status quo, while technology is the force advancing change. The adoption of technology is seen as desirable and within the libraries' span of control. Education and service roles of librarians will expand. Library and institutional priorities are seen as obstacles to change. PMID:7037086

  15. A New Strategic Direction for the AAHSLD Annual Statistics: Planning, Service Roles, Performance Measures, and Management Information Systems for Academic Health Science Libraries: Final Report for Phase I.

    ERIC Educational Resources Information Center

    McClure, Charles R.; And Others

    This report presents a summary of activities, findings, and recommendations from Phase I of a project to improve the effectiveness of academic health science libraries and their provision of information services. The objectives for Phase I of the project are given: (1) to identify academic health science library requirements in the areas of…

  16. Telecommuting Academics within an Open Distance Education Environment of South Africa: More Content, Productive, and Healthy?

    ERIC Educational Resources Information Center

    Tustin, Deon Harold

    2014-01-01

    Outside an academic setting, telecommuting has become fairly popular in recent years. However, research on telecommuting practices within a higher education environment is fairly sparse, especially within the higher distance education sphere. Drawing on existing literature on telecommuting and the outcome of a valuation study on the success of an…

  17. The Effects of Arts Integration on Long-Term Retention of Academic Content

    ERIC Educational Resources Information Center

    Hardiman, Mariale; Rinne, Luke; Yarmolinskaya, Julia

    2014-01-01

    Previous correlational and quasi-experimental studies of arts integration--the pedagogical practice of "teaching through the arts"--suggest its value for enhancing cognitive, academic, and social skills. This study reports the results of a small, preliminary classroom-based experiment that tested effects of arts integration on long-term…

  18. Integrating Academic Content into Business Education: Results from Research in Illinois.

    ERIC Educational Resources Information Center

    Haynes, Thomas S.; And Others

    Illinois State University and University of Illinois faculty collaborated to pilot test and evaluate Applied Academics curricula in Illinois. Three sets of pilot sites included the following: (1) 14 local education agencies that pilot tested Applied Communications and/or Mathematics; (2) 10 sites at which vocational teachers collaborated with…

  19. Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Kellems, Ryan O.; Edwards, Sean

    2016-01-01

    Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

  20. Elementary teachers' use of content knowledge to evaluate students' thinking in the life sciences

    NASA Astrophysics Data System (ADS)

    Sabel, Jaime L.; Forbes, Cory T.; Flynn, Leslie

    2016-05-01

    Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students' sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students' ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers' development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers' life science content knowledge influences their evaluation of students' ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students' ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students' ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development.

  1. The Public Good and Academic Capitalism: Science and Engineering Doctoral Students and Faculty on the Boundary of Knowledge Regimes

    ERIC Educational Resources Information Center

    Szelényi, Katalin; Bresonis, Kate

    2014-01-01

    This article examines the research-related experiences of 48 doctoral students and 22 faculty in science and engineering fields at three research universities, with specific emphasis on the intersection of the public good and academic capitalism. Identifying an expansive, intersecting organizational space between the public good and academic…

  2. A Study of Well-Being and School Satisfaction among Academically Talented Students Attending a Science High School in Korea

    ERIC Educational Resources Information Center

    Jin, Suk-Un; Moon, Sidney M.

    2006-01-01

    The purpose of this study was to examine whether academically talented adolescents attending a residential science high school in Korea had different levels of psychological well-being or school life satisfaction than their high-ability peers in regular high schools. The participating high-ability students (n=299) were in their second year of high…

  3. The Academic Librarian Labor Market and the Role of the Master of Library Science Degree: 1975 through 2005

    ERIC Educational Resources Information Center

    Grimes, Marybeth F.; Grimes, Paul W.

    2008-01-01

    To examine the evolving role of the Master of Library Science (MLS) degree in academic libraries, pooled cross-sectional data were collected from job advertisements in "College and Research Library News." Beginning with 1975 and continuing at 5-year intervals through 2005, pertinent information from all job advertisements in each monthly issue…

  4. STEMming the Tide: Understanding the Academic Success of Black Male College Students in Science, Technology, Engineering, and Mathematics Majors

    ERIC Educational Resources Information Center

    Yohannes-Reda, Saba

    2010-01-01

    Because Black males are significantly underrepresented in science, technology, engineering, and mathematics (STEM) majors at predominantly White institutions (PWIs), this study sought to answer what the relationships are between racial identity, self-efficacy, institutional integration, and academic experience of successful Black, male STEM majors…

  5. Using the Personal Background Preparation Survey to Identify Health Science Professions Students at Risk for Adverse Academic Events

    ERIC Educational Resources Information Center

    Johnson, Craig W.; Johnson, Ronald; McKee, John C.; Kim, Mira

    2009-01-01

    In the first predictive validity study of a diagnostic and prescriptive instrument for averting adverse academic status events (AASE) among multiple populations of diverse health science professions students, entering matriculates' personal background and preparation survey (PBPS) scores consistently significantly predicted 1st- or 2nd-year AASE.…

  6. Predictive Validity of Pre-University Examinations Test Scores for University Science Undergraduates' Academic Achievement in South West, Nigeria

    ERIC Educational Resources Information Center

    Gbore, L. O.

    2012-01-01

    This study examined the predictive validity of pre-university examinations test scores (university matriculation examination (UME), Post-UME and pre-degree) for undergraduate academic achievement. The study is planned along the lines of correlational and ex-post-facto research design. A sample of four hundred university science based…

  7. Navigating Careers: Perceptions of Sciences Doctoral Students, Post-PhD Researchers and Pre-Tenure Academics

    ERIC Educational Resources Information Center

    McAlpine, Lynn; Emmioglu, Esma

    2015-01-01

    While the doctorate was once perceived as preparation for an academic position, internationally more than half of all graduates leave the higher education sector by choice or lack of opportunity. We know little of how they perceive and navigate the transition from PhD to other career. This longitudinal study of 23 sciences doctoral students,…

  8. Computer Simulations in the High School: Students' Cognitive Stages, Science Process Skills and Academic Achievement in Microbiology.

    ERIC Educational Resources Information Center

    Huppert, J.; Lomask, S. Michal; Lazarowitz, R.

    2002-01-01

    Investigates the impact of computer simulation on students' academic achievement and their mastery of science process skills with regard to their cognitive stages. Based on the computer simulation program "The Growth Curve of Microorganisms" which requires 10th grade biology students to use problem solving skills while simultaneously manipulating…

  9. The Mediator Effects of Imagination between Learning Environment and Academic Performance: A Comparison between Science and Engineering Majors

    ERIC Educational Resources Information Center

    Hsu, Ming-Chieh; Chiang, Chenwei; Liang, Chaoyun

    2014-01-01

    The purpose of the present study was twofold: (1) to examine the mediator effects of imagination between learning environment and academic performance, and (2) to compare differences between the environment--imagination--performance structural models of science and engineering majors. A survey was administered at eight universities across…

  10. Home Influences on the Academic Performance of Agricultural Science Students in Ikwuano Local Government Area of Abia State, Nigeria

    ERIC Educational Resources Information Center

    Ndirika, Maryann C.; Njoku, U. J.

    2012-01-01

    This study was conducted to investigate the home influences on the academic performance of agricultural science secondary school students in Ikwuano Local Government Area of Abia State. The instrument used in data collection was a validated questionnaire structured on a two point rating scale. Simple random sampling technique was used to select…

  11. The Effects of Problem-Based Active Learning in Science Education on Students' Academic Achievement, Attitude and Concept Learning

    ERIC Educational Resources Information Center

    Akinoglu, Orhan; Tandogan, Ruhan Özkardes

    2007-01-01

    The aim of this study was to determine the effects of problem-based active learning in science education on students' academic achievement and concept learning. In the study, both quantitative and qualitative research methods were utilized. Quantitative data were obtained via the pre/post-test, treatment-control groups test model. Qualitative data…

  12. Science, Technology, Engineering and Math (STEM) Academic Librarian Positions during 2013: What Carnegie Classifications Reveal about Desired STEM Skills

    ERIC Educational Resources Information Center

    Trei, Kelli

    2015-01-01

    This study analyzes the requirements and preferences of 171 science, technology, engineering, and math (STEM) academic librarian positions in the United States as advertised in 2013. This analysis compares the STEM background experience preferences with the Carnegie rankings of the employing institution. The research examines the extent to which…

  13. The influence of classroom climate on science process and content achievement of community college students

    NASA Astrophysics Data System (ADS)

    Haukoos, Gerry D.; Penick, John E.

    The effect of two specific classroom climates on learning of science process skills and content achievement in college level science classes was studied. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with the Science Laboratory Interaction Categories. These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course, but students in the discovery classroom climate achieved significantly higher scores in science process skills as measured by the Welch Science Process Inventory. This study, conducted in a large, suburban community college, offers some useful information to the person who has educational goals beyond, but including, the learning of science information and concepts, and possibly science process. Students in the less directive discovery climate learned as much content as those in a more directive comparison class-they lost nothing of what is traditionally sought in a college science class. In addition, the discovery climate facilitated the development of science process skills which were significantly better than the comparison class. A five-week intensive class using the discovery climate was found to provide as much content acquisition as the ten-week nondiscovery climate.

  14. Incorporating Formative Assessment and Science Content into Elementary Science Methods--A Case Study

    ERIC Educational Resources Information Center

    Brower, Derek John

    2012-01-01

    Just as elementary students enter the science classroom with prior knowledge and experiences, so do preservice elementary teachers who enter the science methods classroom. Elementary science methods instructors recognize the challenges associated with preparing teachers for the science classroom. Two of these challenges include overcoming limited…

  15. Science and children's literature: Kindergarten teachers' attitudes and pedagogical content knowledge

    NASA Astrophysics Data System (ADS)

    Al-Hooli, Abeer Abdullah

    2001-10-01

    The present study, incorporating both quantitative and qualitative methodologies, examined Kuwaiti kindergarten teachers' attitudes toward teaching science, their understanding of science content and pedagogical knowledge, and the role that using children's literature in science teaching plays in those relationships. Three hundred kindergarten teachers responded to the researcher-developed questionnaire entitled "Teaching Science and Using Children's Literature for Science Instruction." Additionally, six in-service teachers were purposely selected for the follow-up interviews. The quantitative data were analyzed through appropriate descriptive statistics including Pearson Product Moment correlations, ANOVA, Tukey Post Hoc tests, Eta, and Eta squared. The data analysis revealed that a large percentage of teachers reported high levels of comfort and enjoyment as well as little anxiety about teaching science. Teachers indicated that they had sufficient background and strong pedagogical knowledge to teach required kindergarten science themes. Moreover, teachers reported a positive perception of teaching science with children's literature, indicating its usefulness in science instruction. Fifty-five percent of the teachers indicated however, that there was a need for more training in how best to use children's literature for science instruction. The qualitative data was systematically analyzed through a process of content analysis. It revealed that the six selected Kuwaiti kindergarten teachers had varying interests and ideas about teaching of science with children's literature; these seemed to be linked to their principal-reported low, average, and high levels of knowledge about and attitudes toward science. Furthermore, the six case studies suggest a pattern of relationships between background and classroom success and the suggestions and complaints made by the teachers regarding their ongoing training and support. The interview data analysis suggested that that there

  16. Exploring Plant and Animal Content in Elementary Science Textbooks

    ERIC Educational Resources Information Center

    Schussler, Elisabeth E.; Link-Perez, Melanie A.; Weber, Kirk M.; Dollo, Vanessa H.

    2010-01-01

    Student knowledge about plants is typically less than student knowledge about animals. Textbooks are a commonly-used curriculum material in elementary grades and contain embedded cultural ideologies that may impact instruction. This study analyzed two nationally-syndicated elementary science textbook series to explore their presentation of plant…

  17. Examining Perceptions of the Science Fair Project: Content or Process?

    ERIC Educational Resources Information Center

    Watson, Jinx Stapleton

    2003-01-01

    Discusses student research, information literacy and research skills, and the role of inquiry in the research process. Presents a case study of a middle school science fair project that examined what students should accomplish in their research and what the role of stakeholders is, including teachers, parents, and school library media specialists.…

  18. Plant Content in the National Science Education Standards

    ERIC Educational Resources Information Center

    Hershey, David R.

    2005-01-01

    The National Science Education Standards (NSES) provides few resources for teaching about plants. To assure students understand and appreciate plants, the author advocates teaching about plants as a basic biological concept, avoiding animal chauvinism in biology coursework, correcting pseudoscience and anthropomorphisms about plants, and making…

  19. Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

    ERIC Educational Resources Information Center

    Lederman, Norman G.; Gess-Newsome, Julie

    1992-01-01

    Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

  20. Racial-ethnic identity in mid-adolescence: content and change as predictors of academic achievement.

    PubMed

    Altschul, Inna; Oyserman, Daphna; Bybee, Deborah

    2006-01-01

    Three aspects of racial-ethnic identity (REI)-feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)-were hypothesized to promote academic achievement. Youth randomly selected from 3 low-income, urban schools (n=98 African American, n=41 Latino) reported on their REI 4 times over 2 school years. Hierarchical linear modeling shows a small increase in REI and the predicted REI-grades relationship. Youth high in both REI Connectedness and Embedded Achievement attained better grade point average (GPA) at each point in time; youth high in REI Connectedness and Awareness of Racism at the beginning of 8th grade attained better GPA through 9th grade. Effects are not moderated by race-ethnicity.

  1. Effect of structure in problem based learning on science teaching efficacy beliefs and science content knowledge of elementary preservice teachers

    NASA Astrophysics Data System (ADS)

    Sasser, Selena Kay

    This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qualitative data. Participants completed instruments designed to assess science teaching efficacy beliefs, science background, and demographic data. Quantitative data from pre and posttests was obtained using the science teaching efficacy belief instrument-preservice (STEBI-B) developed by Enochs and Riggs (1990) and modified by Bleicher (2004). Data collection instruments also included a demographic questionnaire, an analytic rubric, and a structured interview; both created by the researcher. Quantitative data was analyzed by conducting ANCOVA, paired samples t-test, and independent samples t-test. Qualitative data was analyzed using coding and themes. Each of the treatment groups received the same problem scenario, one group experienced a more structured PBL setting, and one group experienced a limited structure PBL setting. Research personnel administered pre and posttests to determine the elementary preservice teachers' science teaching efficacy beliefs. The results show elementary preservice teachers'science teaching efficacy beliefs can be influence by the problem based learning instructional model. This study did not find that the amount of structure in the form of core ideas to consider and resources for further research increased science teaching efficacy beliefs in this sample. Results from the science content knowledge rubric indicated that structure can increase

  2. Academic Language Development through Technology: English Learners in a Fifth Grade Science Class

    NASA Astrophysics Data System (ADS)

    Kim, Hye Yeong

    Grounded in sociocultural models of learning, this study explores structures for participation and types of interaction that occur during the performance of technology-assisted tasks in a science classroom to detail some of the opportunities for learning made available to English learners (ELs) and some practices that might constitute effective instruction within such a context. In particular, this study explores how ELs use language to socialize and how they are socialized to use language during technology-assisted tasks in a science classroom within a given participant structure. Findings show that five different participant structures were used during technology-assisted tasks, all of which required ELs to understand and use varied interaction patterns; different levels of authority and responsibilities were given to interlocutors in each structure. As different participant structures employed different interactional patterns and practices, learners behaved according to differing norms expected by each participant structure. Findings showed that members of the class shared the rules regarding the initiation of interactions and open topics, as well as allowing time to listen and follow the cue of teachers or technology. In this sense, the class functioned as a community of practice (Lave & Wenger, 1991). Each participant structure appeared to contribute to the variety of the interaction types, as well as to kinds of subsequent learning and socialization of ELs, providing divergent levels of transparency, legitimacy, and peripherality to ELs. The integration of technology unfolded differently across participant structures and has implications for ELs' academic language learning opportunities.

  3. Seeing (and Inferring) is Believing: Using the Nature of Science to reinforce process skills and teach relevant science content.

    NASA Astrophysics Data System (ADS)

    Egge, Noah; Bell, Randy

    2010-05-01

    If science education can be compared to building a house, then conceptually it can be divided into three parts: content knowledge, process skills, and nature of science or science as a way of thinking. The basis of understanding any discipline begins with the accumulation of facts, theories and concepts. These are the building blocks which are used to construct and strengthen a foundation. Next are the investigatory processes and the methods; these are the tools necessary to create new knowledge and enable students to strengthen and expand their foundation. Closely linked with processes and methods are the values and assumptions that are intertwined with interpretations and conclusions. Students must be taught that science is not infallible or an absolute field. Theories and relationships are created and refuted based on the availability of data, and are heavily laden with personal and cultural bias. Teachers need to emphasize the importance of the different aspects of the nature of science—for example the connection between creativity and science—so that students will know there is not merely a single set of blueprints to build the house but an infinite number that merely await discovery. In the United States, the National Science Education Standards recognize the importance of the nature of science as an instructional objective. As a consequence many states have incorporated the nature of science into their standards. In this presentation we will clarify what is meant by "nature of science" and relate it to the more traditional topics of science content and process skills. The focus of the presentation will be on introducing a sequence of teacher-tested activities designed for middle and secondary school students. These activities address specific aspects of the nature of science; they are designed to be engaging and student-centered and to link abstract concepts of the nature of science to more familiar science process-skills.

  4. Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

    NASA Astrophysics Data System (ADS)

    Lin, Tzu-Chiang; Tsai, Chin-Chung; Chai, Ching Sing; Lee, Min-Hsien

    2013-06-01

    The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers' perceptions of technological pedagogical content knowledge (TPACK) addressing teachers' perceptions of the affordances of technology application in instruction. A total of 222 pre- and in-service science teachers in Singapore were surveyed. Structural equation models analysis was utilized to examine the model of TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The results confirm the seven-factor model and indicate that the science teachers' perceived TPC significantly and positively correlated with all the other TPACK factors. This paper further reveals the relationships between the science teachers' perceptions of TPACK and their demographic characteristics such as teaching experience, gender, and age. The findings indicate that female science teachers perceive higher self-confidence in pedagogical knowledge but lower self-confidence in technological knowledge than males. Further, female in-service science teachers' perceptions of TK, TPK, TCK, and TPC significantly and negatively correlate with their age.

  5. Exploring Pedagogical Content Knowledge in Science Teacher Education

    ERIC Educational Resources Information Center

    Loughran, John; Mulhall, Pamela; Berry, Amanda

    2008-01-01

    While the development of pedagogical content knowledge (PCK) is considered to be a goal of teacher education, teaching about the concept itself is an unusual practice. In this case study, we explore the outcomes when a teacher educator explicitly introduces student-teachers to ideas about PCK through the use of a CoRes and PaP-eRs…

  6. Secondary Agricultural Science as Content and Context for Teaching

    ERIC Educational Resources Information Center

    Roberts, T. Grady; Ball, Anna L.

    2009-01-01

    The purpose of this philosophical article was to examine the role of agriculture in agricultural education. This philosophical argument, in many ways, reexamines the very discussions pondered by Dewey and Snedden almost a century ago. In secondary agricultural education classes today, is agriculture the content learned, or the context in which…

  7. An analysis of factors correlated with the achievement of the goal standard for the science portion of the Connecticut Academic Performance Test

    NASA Astrophysics Data System (ADS)

    Kmetz, Barbara Fotta

    2001-07-01

    This study sought to identify factors that could be used to predict the success of students on the science portion of the grade ten Connecticut Academic Performance Test (CAPT). While the Connecticut State Department of Education measures student achievement in mathematics, reading and writing in grades 4, 6, and 8, science is assessed only in the grade ten CAPT. Since the CAPT science test does not identify specific areas in need of improvement, it is not possible to determine causes for low test scores. To address this, the study investigated the predictive values of the grade eight Mastery Tests in mathematics and reading, the student ability scores of the Otis-Lennon School Ability Index, and grades in prior science courses. The research sample consisted of five hundred and twenty-five students, member of the graduating classes of 2000 and 2001 in a large suburban high school. Students in the study had participated in the district testing program and their scores for the grade seven Otis-Lennon School Ability Test (OLSAT), the grade eight Connecticut Mastery Tests (CMT) and the grade ten Connecticut Academic Performance Tests (CAPT) were available for analysis. This study investigated correlations between student achievement on the CMT and the science subtest of the CAPT, between OLSAT scores and the CAPT science scores, and between grades in ninth grade science and CAPT science scores. Scores were disaggregated by gender and by course level. Hypotheses 1, 2, 3 and 4 investigated the Pearson Product Moment Correlations of the OLSAT, CMT and course grades with scores on the science portion of the CAPT. Hypothesis 5 compared the scores of male and female students, using the t-test of independent sample means. Calculations showed moderate correlations for hypotheses 1--4, and the hypotheses were accepted. Hypothesis 5 was accepted for one class and rejected for the other. On the whole, female students received higher course grades and lower standardized test

  8. Analytic Concepts and the Relation Between Content and Process in Science Curricula.

    ERIC Educational Resources Information Center

    Smith, Edward L.

    The interrelation of science content and process is discussed in terms of analytic and systemic concepts. Analytic concepts identify the type or form of systemic concepts found in particular disciplines. In terms of analytic concepts, science processes such as observation, deduction, and prediction can be identified and defined as operations…

  9. Modeling Pedagogical Content Knowledge in Physical Science for Prospective Middle School Teachers: Problems and Possibilities.

    ERIC Educational Resources Information Center

    Doster, Elizabeth C.; Jackson, David F.; Smith, Darwin W.

    1997-01-01

    One innovative course for prospective middle school science teachers, theoretically grounded in pedagogical content knowledge, was taught by an instructional team of scientists, science educators, and practicing teachers who utilized discussion and experiential learning. Data from discussions and observations indicated that students were…

  10. A Mixed Methods Content Analysis of the Research Literature in Science Education

    ERIC Educational Resources Information Center

    Schram, Asta B.

    2014-01-01

    In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18…

  11. Pre-Service Science Teachers' Pedagogical Content Knowledge in the Physics, Chemistry, and Biology Topics

    ERIC Educational Resources Information Center

    Bektas, Oktay

    2015-01-01

    This study investigated pre-service science teachers' pedagogical content knowledge in the physics, chemistry, and biology topics. These topics were the light and sound, the physical and chemical changes, and reproduction, growth, and evolution. Qualitative research design was utilized. Data were collected from 33 pre-service science teachers…

  12. Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities

    ERIC Educational Resources Information Center

    Spooner, Fred; Knight, Vicki; Browder, Diane; Jimenez, Bree; DiBiase, Warren

    2011-01-01

    A comprehensive review of the literature was conducted for articles published between 1985 and May 2009 to (a) examine the degree to which science content was taught to students with severe developmental disabilities and (b) and evaluate instructional procedures in science as evidence-based practices. The review was organized by a conceptual model…

  13. Applying the Think-Aloud Strategy to Improve Reading Comprehension of Science Content

    ERIC Educational Resources Information Center

    Jackson, Virginie

    2016-01-01

    This research was designed to investigate the effectiveness of using the think-aloud strategy to improve the reading comprehension in the content area of science. Based on state standards assessments, many early elementary grade students who were considered fluent readers struggled with evaluative science comprehension. In this quasi-experimental…

  14. Preservice Science and Technology Teachers' Pedagogical Content Knowledge on Cell Topics

    ERIC Educational Resources Information Center

    Usak, Muhammet

    2009-01-01

    The purpose of this study is to explain prospective science and technology teachers' pedagogical content knowledge (PCK) about the cell. Lesson preparation, laboratory plan, interview with teacher candidates, and concept mapping were used to collect the data for prospective teacher's PCK. The study was conducted with six prospective science and…

  15. Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

    ERIC Educational Resources Information Center

    Lin, Tzu-Chiang; Tsai, Chin-Chung; Chai, Ching Sing; Lee, Min-Hsien

    2013-01-01

    The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers' perceptions of technological pedagogical content knowledge (TPACK) addressing teachers' perceptions of the affordances of technology application in…

  16. Assessing New Zealand High School Science Teachers' Technological Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris

    2015-01-01

    Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

  17. Content Structure in Science Instructional Materials and Knowledge Structure in Students' Memories.

    ERIC Educational Resources Information Center

    Champagne, Audrey B.; And Others

    The research reported in this paper concerns the design of instructional materials that represent the content structure of a science discipline and the development of methods of probing and representing the knowledge structure in a student's memory. The science discipline selected for the study was geology. Specifically, the conceptual structures…

  18. School Subject Departments as Sites for Science Teachers Learning Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    McNicholl, Jane; Childs, Ann; Burn, Katharine

    2013-01-01

    This paper reports a study that explored science teacher learning of pedagogical content knowledge and the factors that facilitated this in their workplace, schools. The research design employed interview and observation in two secondary school science departments in England. A seven part construct of PCK was used to analyse all data and the…

  19. Research Trends on Socioscientific Issues: A Content Analysis of Publications in Selected Science Education Journals

    ERIC Educational Resources Information Center

    Tekin, Nurcan; Aslan, Oktay; Yilmaz, Suleyman

    2016-01-01

    Socioscientific issues (SSIs) have gained recently more importance in science education. SSIs are an important component of scientific literacy. SSIs are social dilemmas including conceptual or technological links to science. The present study aims to determine SSIs related research trends via content analyses of the articles published from 2004…

  20. Learning on the Trail: A Content Analysis of a University Arboretum's Exemplary Interpretive Science Signage System

    ERIC Educational Resources Information Center

    Wandersee, James H.; Clary, Renee M.

    2007-01-01

    This is an in-depth content analysis of an exemplary outdoor science signage system. The authors offer useful criteria for assessing the quality of the "opportunity to learn" within science signage systems in informal educational sites. This research may be helpful in the design or improvement of trailside interpretive signage systems.

  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. Retraining Public Secondary Science Teachers by Upgrading Their Content Knowledge and Pedagogical Skills.

    ERIC Educational Resources Information Center

    Irving, Marilyn M.; Dickson, Leon A., Jr.; Keyser, Janice

    1999-01-01

    Surveyed public secondary science teachers before and after participating in professional development courses taught by university faculty and designed to integrate science content with pedagogy and collected data from participants' journals and electronic portfolios. Results confirmed that the courses not only augmented teachers' content…

  3. Process as Content in Computer Science Education: Empirical Determination of Central Processes

    ERIC Educational Resources Information Center

    Zendler, A.; Spannagel, C.; Klaudt, D.

    2008-01-01

    Computer science education should not be based on short-term developments but on content that is observable in multiple domains of computer science, may be taught at every intellectual level, will be relevant in the longer term, and is related to everyday language and/or thinking. Recently, a catalogue of "central concepts" for computer science…

  4. Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

    NASA Astrophysics Data System (ADS)

    Dietz, Laura

    The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

  5. Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.

    PubMed

    Senler, Burcu; Sungur-Vural, Semra

    2013-01-01

    The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes. PMID:23866205

  6. Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.

    PubMed

    Senler, Burcu; Sungur-Vural, Semra

    2013-01-01

    The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

  7. Inequality in societies, academic institutions and science journals: Gini and k-indices

    NASA Astrophysics Data System (ADS)

    Ghosh, Asim; Chattopadhyay, Nachiketa; Chakrabarti, Bikas K.

    2014-09-01

    Social inequality is traditionally measured by the Gini-index (g). The g-index takes values from 0 to 1 where g=0 represents complete equality and g=1 represents complete inequality. Most of the estimates of the income or wealth data indicate the g value to be widely dispersed across the countries of the world: g values typically range from 0.30 to 0.65 at a particular time (year). We estimated similarly the Gini-index for the citations earned by the yearly publications of various academic institutions and the science journals. The ISI web of science data suggests remarkably strong inequality and universality (g=0.70±0.07) across all the universities and institutions of the world, while for the journals we find g=0.65±0.15 for any typical year. We define a new inequality measure, namely the k-index, saying that the cumulative income or citations of (1-k) fraction of people or papers exceed those earned by the fraction (k) of the people or publications respectively. We find, while the k-index value for income ranges from 0.60 to 0.75 for income distributions across the world, it has a value around 0.75±0.05 for different universities and institutions across the world and around 0.77±0.10 for the science journals. Apart from above indices, we also analyze the same institution and journal citation data by measuring Pietra index and median index.

  8. Understanding the factors that influence high science achievers' academic choices and intent to pursue or opt out of the hard sciences

    NASA Astrophysics Data System (ADS)

    Quihuis, Gisell

    Drawing on Eccles and her colleagues' Expectancy-Value model of academic behavior and choice, this dissertation study set out to serve three purposes: (1) to understand how high achieving high school students who aspire to science college degrees compare, in terms of motivational beliefs and social experiences, with other high achievers who do not aspire to science college degrees; (2) to understand why some high school students who excel in the hard sciences are unsure about pursuing a science degree in college; and (3) to examine whether gender differences in motivational beliefs and social experiences found in previous research on math (see Eccles 1984) exist for science among high achieving high school students. Survey and interview data showed that gender differences previously found in Eccles' research on math exist for science among a select group of high achieving high school students. Yet, these gender differences did not explain students' aspirations for science. Motivation, classroom perceptions, science engagement, as well as other science-related experiences at home and school, including parent and teacher influences, were also important factors associated with students' aspirations for science. Results and implications for this study are encouraging because they suggest that both parents and educators can help more high achievers become interested in science. Parents can expose their children, male and female alike, to science at home early on in their childhood and teachers can help students sustain and further develop an interest in science at school. In this manner, both parents and teachers can work together as a team to encourage more high achievers to aspire to science degrees in their future. Lastly, it is important to note that this study found Eccles' model of motivation and choice helpful in understanding not only gender differences in math and the hard sciences, but also aspiration differences that cut across gender among students

  9. Analysis of databases appropriation in the academic staffs of Iranian Universities of Medical Sciences according to the social appropriation approach

    PubMed Central

    Keyvanara, Mahmoud; Sohrabi, Mozaffar Cheshmeh; Zare, Firoozeh; Hassnazadeh, Akbar; Malekahmadi, Parisa

    2014-01-01

    Background: Numerous researches conducted on about the quality of perception of media messages shows that the people are not passive receivers but they have the ability of understanding, interpreting and accepting or rejecting messages. In order to make clear the relationship of information and communication technologies with social changes and to gain a broader vision from this scope, sociological theories about information and communication technologies’ usage, especially appropriation approach can be very useful. So, keeping in mind the important role of Databases in the qualitative expansion of education, research, diagnosis, remedy and medical services presentation, this research was carried out with the aim of status determination of databases appropriation in the academic staffs of Iranian Universities of Medical Sciences according to the social appropriation approach in 2012. Materials and Methods: This is an applicative research of an analytical-descriptive type, which was carried out by measurement approach. The statistical society of this research was composed of the academic staffs of the Iranian Universities of Medical Sciences in 2012 and finally 390 academic staffs were selected according to the Cochran's formula were selected. The research tool are searcher's made questionnaire, which was composed of nine separate parts. Its validity was accepted by the specialists and its reliability was calculated and found to be 0.961 by Cronbakh's alpha. Results: Database appropriation score in the academic staffs of Iranian Universities of Medical Sciences with 65.020% was in a good status and data bases dis appropriation score with 71.484 was in a high status. Conclusion: According to the findings of this research, Librarians and politicians in this scope-with determination of the academic staff's positive and negative points in usage and appropriation would be capable of accurately diagnozing and analyzing the chances and challenges of the academic staffs

  10. Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students

    ERIC Educational Resources Information Center

    De La Paz, Susan; Wissinger, Daniel R.

    2015-01-01

    Historians use a range of genres in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content. However, the influence genre and content knowledge are relatively unmeasured in this discipline. To learn more, the authors asked 101 eleventh-grade students to compose an…

  11. What's in a Word? Using Content Vocabulary to "Generate" Growth in General Academic Vocabulary Knowledge

    ERIC Educational Resources Information Center

    Flanigan, Kevin; Templeton, Shane; Hayes, Latisha

    2012-01-01

    The role of vocabulary knowledge in supporting students' comprehension and understanding of their content-area reading is critical. This article explores how content-area teachers can help students become aware of, understand, and apply generative knowledge about English words to grow and develop their vocabularies. Generative vocabulary…

  12. Technical Communications in OSS Content Management Systems: An Academic Institutional Case Study

    ERIC Educational Resources Information Center

    Cripps, Michael J.

    2011-01-01

    Single sourcing through a content management system (CMS) is altering technical communication practices in many organizations, including institutions of higher education. Open source software (OSS) solutions are currently among the most popular content management platforms adopted by colleges and universities in the United States and abroad. The…

  13. Coverage of Team Science by Public Information Officers: Content Analysis of Press Releases about the National Science Foundation Science and Technology Centers

    ERIC Educational Resources Information Center

    Graube, Marita; Clark, Fiona; Illman, Deborah L.

    2010-01-01

    This study examines the content of press releases from the National Science Foundation (NSF) Science and Technology Centers (STCs) to determine how public information officers (PIOs) presented the outcomes of centers to journalists and the public. A total of 68 press releases were analyzed for type of news covered, visibility of centers and their…

  14. Focusing on the Classical or Contemporary? Chinese Science Teacher Educators' Conceptions of Nature of Science Content to Be Taught to Pre-Service Science Teachers

    ERIC Educational Resources Information Center

    Wan, Zhi Hong; Wong, Siu Ling; Wei, Bing; Zhan, Ying

    2013-01-01

    Drawing from the phenomenographic perspective, an exploratory study investigated Chinese teacher educators' conceptions of teaching Nature of Science (NOS) to pre-service science teachers through semi-structured interviews. Five key dimensions emerged from the data. This paper focuses on the dimension, "NOS content to be taught to…

  15. College Students' Attitudes towards Sexually Themed Science Content: A Socioscientific Issues Approach to Resolution

    ERIC Educational Resources Information Center

    Yahaya, Jamil Mikhail; Nurulazam, Ahmad; Karpudewan, Mageswary

    2016-01-01

    A socioscientific issues integrated instruction was used in the study to resolve college students attitude towards sexually-themed science content. Some 200 college students participated in the study as experimental and control groups. The former consisting of 98 students from one college was taught the content using the socioscientific issues…

  16. Using Content-Specific Interest To Evaluate Contemporary Science Learning Environments.

    ERIC Educational Resources Information Center

    Hickey, Daniel T.; And Others

    This paper describes a framework for studying and evaluating learning environments which contextualize school science content within a larger real-world scientific endeavor, such as carrying on a space mission. A central feature of this framework is its incorporation of recent research on content-specific personal interest. This framework was…

  17. Science Sampler: The Use of Stations to Develop Inquiry Skills and Content for Rock Hounds

    ERIC Educational Resources Information Center

    Veal, William R.; Chandler, Anna T.

    2008-01-01

    Teaching the rock cycle can overwhelm even the most enthusiastic rock hound. As middle school science teachers, we constantly struggle with an appropriate balance between Earth system content and experiential activities. The authors have found that stations can be successfully employed to teach rock cycle content while reinforcing development of…

  18. Paraprofessional staff: a review and report on current duty assignment in academic health sciences libraries in North America.

    PubMed

    Makinen, R H; Speer, S

    1993-04-01

    This paper reviews paraprofessional employment in libraries and examines the trend toward assigning increasingly complex duties to academic library paraprofessionals. During the spring of 1989, directors of academic health sciences libraries in the United States and Canada were surveyed to determine the duties assigned to paraprofessionals. The results show that paraprofessionals are assigned a wide range of duties, including supervising functional areas, such as circulation and interlibrary loan, and some tasks often considered professional, such as original cataloging and in-depth reference work. The findings illustrate the importance of the paraprofessional to librarianship. PMID:8472000

  19. Beyond knowledge transfer: The social construction of autonomous academic science in university-industry agricultural biotechnology research collaborations

    NASA Astrophysics Data System (ADS)

    Biscotti, Dina Louise

    Autonomy is a social product. Although some might view autonomy as the absence of social interference in individual action, it is in fact produced through social institutions. It enables social actors to act; it is the justification for the allocation of enormous public resources into institutions classified as "public" or "nonprofit;" it can lead to innovation; and, significantly, it is key to the public acceptance of new technologies. In this dissertation, I analyze the social construction of autonomy for academic science in U.S. university-industry agricultural biotechnology research collaborations. University-industry relationships (UIRs) are a site of concern about the influence of commercial interests on academic science. Agricultural biotechnology is a contentious technology that has prompted questions about the ecological and public health implications of genetically-modified plants and animals. It has also spurred awareness of the industrialization of agriculture and accelerating corporate control of the global food system. Through analysis of in-depth interviews with over 200 scientists and administrators from nine U.S. research universities and thirty agricultural biotechnology companies, I find that both the academy and industry have a vested interest in the social construction of the academy as an autonomous space from which claims to objective, disinterested scientific knowledge can be made. These claims influence government regulation, as well as grower and public acceptance of agricultural biotechnology products. I argue that the social production of autonomy for academic science can be observed in narratives and practices related to: (1) the framing of when, how and why academic scientists collaborate with industry, (2) the meanings ascribed to and the uses deemed appropriate for industry monies in academic research, and (3) the dissemination of research results into the public domain through publications and patents. These narratives and practices

  20. Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

    NASA Astrophysics Data System (ADS)

    Williams, John; Eames, Chris; Hume, Anne; Lockley, John

    2012-11-01

    Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

  1. Understanding Today's Students: Entry-Level Science Student Involvement in Academic Dishonesty

    ERIC Educational Resources Information Center

    Nelson, Lynda P.; Nelson, Rodney K.; Tichenor, Linda

    2013-01-01

    Academic dishonesty and its implications to learning within and outside of the academic arena are of historical concern to college faculty. Faculty generally associate actions and attitudes displayed in the academic environment as indicators of behavior throughout the student's life. As technology and societal changes occur, student…

  2. Fun Science: The Use of Variable Manipulation to Avoid Content Instruction

    NASA Astrophysics Data System (ADS)

    Peters-Burton, Erin E.; Hiller, Suzanne E.

    2013-02-01

    This study examined the beliefs and rationale pre-service elementary teachers used to choose activities for upper-elementary students in a 1-week intensive science camp. Six undergraduate elementary pre-service teachers were observed as they took a semester-long science methods class that culminated in a 1-week science camp. This qualitative, phenomenological study found that counselors chose activities with the possibility of fun being a priority rather than teaching content, even after they were confronted with campers who demanded more content. Additionally, all six of the counselors agreed that activities involving variable manipulation were the most successful, even though content knowledge was not required to complete the activities. The counselors felt the variable manipulation activities were successful because students were constructing products and therefore getting to the end of the activity. Implications include building an awareness of the complexity of self-efficacy of science teaching and outcome expectancy to improve teacher education programs.

  3. Engaging Students with Subject Matter Experts and Science Content Through Classroom Connection Webinars

    NASA Technical Reports Server (NTRS)

    Graff, P. V.; Rampe, E.; Stefanov, W. L.; Vanderbloemen, L.; Higgins, M.

    2015-01-01

    Connecting students and teachers in classrooms with science, technology, engineering, and mathematics (STEM) experts provides an invaluable opportunity. Subject matter experts can share exciting science and science-related events as well as help to "translate" science being conducted by professionals. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Division at the NASA Johnson Space Center, has been providing virtual access to subject matter experts through classroom connection webinars for the last five years. Each year, the reach of these events has grown considerably, especially over the last nine months. These virtual connections not only help engage students with role models, but are also designed to help teachers address concepts and content standards they are required to teach. These events also enable scientists and subject matter experts to help "translate" current science in an engaging and understandable manner while actively involving classrooms in the journey of science and exploration.

  4. Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

    NASA Astrophysics Data System (ADS)

    Henrichs, Lotte F.; Leseman, Paul P. M.

    2014-11-01

    Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over science. In this paper, we investigate whether science lessons might be integrated with learning the language functional for school: academic language. The occurrence of scientific reasoning and sophisticated vocabulary in brief science lessons with 5-year-olds is evaluated. The aim of the study was twofold: first, to explore the nature of kindergarten science discourse without any researcher directions (pre-intervention observation). Second, in a randomized control trial, we evaluated the effect on science discourse of a brief teacher training session focused on academic language awareness. The science lessons focussed on air pressure and mirror reflection. Analyses showed that teachers from the intervention group increased their use of scientific reasoning and of domain-specific academic words in their science discourse, compared to the control group. For the use of general academic words and for lexical diversity, the effect was task-specific: these dependent measures only increased during the air pressure task. Implications of the study include the need to increase teachers' awareness of possibilities to combine early science instruction and academic language learning.

  5. From Science as "Content" to Science as "Interpretive Key": Experiences and Reflections from a Science Course in Teacher Education

    ERIC Educational Resources Information Center

    Colucci-Gray, Laura; Fraser, Christine

    2012-01-01

    Despite science's central role in European culture, public perception of, and participation with, science is characterised by contradictions and conflicting agenda. School curriculum reform, for example by Scottish Government, promotes "science for citizenship", yet teachers' understandings of the nature of science and its relationship with…

  6. Students' Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign.

    PubMed

    Camiel, Lana Dvorkin; Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

    2016-05-25

    Objective. To evaluate students' performance/attitudes toward a flipped team-based learning (TBL) format in a "very large" self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed "all" or "most" of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did. PMID:27293234

  7. Students' Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign.

    PubMed

    Camiel, Lana Dvorkin; Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

    2016-05-25

    Objective. To evaluate students' performance/attitudes toward a flipped team-based learning (TBL) format in a "very large" self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed "all" or "most" of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did.

  8. Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

    PubMed Central

    Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

    2016-01-01

    Objective. To evaluate students’ performance/attitudes toward a flipped team-based learning (TBL) format in a “very large” self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed “all” or “most” of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did. PMID:27293234

  9. `It's Her Body'. When Students' Argumentation Shows Displacement of Content in a Science Classroom

    NASA Astrophysics Data System (ADS)

    Orlander Arvola, Auli; Lundegård, Iann

    2012-12-01

    This paper approaches learning as a response instead of the acquisition of something previously expected. More specifically, it describes a process of argumentation on socioscientific issues in a classroom situation in school science amongst 15-year-old students in Sweden. The analysis of an argumentation on abortion in a science classroom highlights how science content becomes relevant to students' experiences, but also how the students' unique voices shift focus and cause displacement of the science content. The analysis demonstrates some of the tensions and possible conflicts that may lead to the exclusion of different voices. This paper argues that focusing the research or education on questions that argumentation brings to light creates interesting educational opportunities to identify and incorporate the students' experiences in the classroom. The results indicate, however, that students' spontaneous acts lead to some difficulties in finding a point of contact with the rational discourse of science education.

  10. Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge

    NASA Astrophysics Data System (ADS)

    Wahbeh, Nader; Abd-El-Khalick, Fouad

    2014-02-01

    This study (a) assessed the influence of an integrated nature of science (NOS) instructional intervention on inservice secondary science teachers' understandings, retention of those understandings, and their NOS instructional planning and practices; and (b) examined factors that mediated the translation of teachers' NOS understandings into practice. Nineteen teachers participated in an intensive, 6-week NOS course, which concluded with teachers developing plans to address NOS in their classrooms. Next, 6 participants were observed as they implemented their instructional plans. Data sources included pretest, posttest, and delayed-test NOS assessments, classroom observations, and several teacher-generated artifacts. The NOS course was effective in helping teachers develop informed NOS conceptions and retain those understandings 5 months after its conclusion. Teachers met with challenges and successes as they attempted to address NOS instructionally. The translation of NOS conceptions into practice was primarily mediated by the very nature of teachers' newly acquired NOS understandings, which were situated within the science contents, contexts, and experiences in which they were developed (i.e. the NOS course); thus, limiting participants' abilities to transfer their understandings into novel contexts and contents. The results helped build a model of the sources of science teachers' pedagogical content knowledge for teaching about NOS in content-rich contexts.

  11. Science as Story: "Communicating the Nature of Science through Historical Perspectives on Science"

    ERIC Educational Resources Information Center

    Wieder, Will

    2006-01-01

    Historical perspectives on science serve to humanize the sciences, increase student motivation, communicate academic content, and convey the nature of science. This paper briefly reviews pertinent literature regarding the history of science and narrates the author's experiences of incorporating historical perspectives in high school biology…

  12. Science in drug control: the alkaloid content of afghan opium.

    PubMed

    Remberg, Barbara; Sterrantino, Anna Freni; Artner, Robert; Janitsch, Christoph; Krenn, Liselotte

    2008-09-01

    Opium samples from Afghanistan were analyzed by HPLC for their content of morphine and three further alkaloids (codeine, thebaine, and papaverine). To our knowledge, this is the largest set of authentic opium samples analyzed in one study until now. The purpose was to assess possible correlations between samples and selected external factors, such as region of origin within Afghanistan, year of harvest, or intra-batch variation. In the investigated samples, a trend towards higher morphine concentrations in opium from the North-Eastern parts of Afghanistan was observed in the period from 2003 to 2005. More than 75% of the samples contained above 10% of morphine, the overall average was 14.4%.

  13. Student Preferences for Academic Structure and Content in a Distance Education Setting.

    ERIC Educational Resources Information Center

    Minton, Tara M.; Willett, Lois Schertz

    2003-01-01

    The University of Florida's Indian River Research and Education Center (IRREC) has offered on-site and distance education courses in agribusiness management, horticultural sciences, and agricultural education and communication since 1998. A survey of current and potential students at IRREC was recently conducted which examines preferences for…

  14. Quality markers and use of electronic journals in an academic health sciences library*

    PubMed Central

    Wulff, Judith L.; Nixon, Neal D.

    2004-01-01

    Objectives: Patterns of use of electronic versions of journals supplied by an academic health sciences library were examined to determine whether they differed from patterns of use among corresponding print titles and to relate the applicability of print collection development practices to an electronic environment. Methods: Use data supplied by three major vendors of electronic journals were compared to reshelving data for corresponding print titles, impact factors, and presence on Brandon/Hill Lists. Results: In collections where one-click access from a database record to the full text of articles was possible, electronic use correlated with print use across journal pairs. In both versions, Brandon/Hill titles were used more frequently than non-Brandon/Hill titles, use had modest correlations with journals' impact factors, and clinical use appeared to be higher than research use. Titles that had not been selected for the library's print collections, but which were bundled into publishers' packages, received little use compared to electronic titles also selected in print. Conclusions: Collection development practices based on quality and user needs can be applied with confidence to the electronic environment. Facilitating direct connections between citation databases and the corresponding journal articles regardless of platform or publisher will support scholarship and quality health care. PMID:15243637

  15. Popularising science through astronomy, an Algerian experience in grassroot activism and its academic spin-off

    NASA Astrophysics Data System (ADS)

    Mimouni, Jamal

    2011-06-01

    We relate the success story of an amateur astronomy association based at Constantine, which has spearheaded the efforts of spreading astronomy and scientific culture in Algeria. This association has organised throughout the past decade many activities from large national yearly gatherings to a weekly radio program, through public sighting campaigns. It has been instrumental in the establishment of a pluri-university graduate study program in astrophysics, the so called Ecole Doctorale d'Astrophysique (EDA), the first of its kind in Algeria. We describe in particular how astronomers from various parts of Algeria involved in amateur astronomy have known each other, and banded together to the point of constituting a critical size group able to set up such a national graduate program with plans for the establishment of the first observatory in our country, the Aurès Observatory in Eastern Algeria Aurès mountain range. A strong interest for the project has been shown by the astronomical community, some site testing undertaken, and international collaboration sought. With some dedicated support, its foundation could take place within the year 2009. Could IAY2009 be turned into an annus mirabilis for Algeria and a showcase for the astronomy community worldwide with behind it a textbook case of synergy between amateur astronomy and academic endeavor in the astronomical sciences?

  16. Investigating the Function of Content and Argumentation Items in a Science Test: A Multidimensional Approach.

    PubMed

    Yao, Shih-Ying; Wilson, Mark; Henderson, J Bryan; Osborne, Jonathan

    2015-01-01

    The latest national science framework has formally stated the need for developing assessments that test both students' content knowledge and scientific practices. In response to this call, a science assessment that consists of (a) content items that measure students' understanding of a grade eight physics topic and (b) argumentation items that measure students' argumentation competency has been developed. This paper investigated the function of these content and argumentation items with a multidimensional measurement framework from two perspectives. First, we performed a dimensionality analysis to investigate whether the relationship between the content and argumentation items conformed to test deign. Second, we conducted a differential item functioning analysis in the multidimensional framework to examine if any content or argumentation item unfairly favored students with an advanced level of English literacy. Methods and findings of this study could inform future research on the validation of assessments measuring higher-order and complex abilities.

  17. Hats off to Science

    ERIC Educational Resources Information Center

    Jackson, Julie K.; Newell, Nancy

    2012-01-01

    Words are the foundation of knowledge. They are powerful tools used to express ideas, communicate with others, access knowledge, and learn about new concepts. Research shows a strong relationship between student word knowledge and academic achievement. As a result, building academic content vocabulary is an important part of science instruction.…

  18. Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

    NASA Astrophysics Data System (ADS)

    Murrah, William M., III

    The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

  19. The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students

    PubMed Central

    Amory, Jonathan

    2014-01-01

    Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials. PMID:25024925

  20. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    ERIC Educational Resources Information Center

    Menon, Deepika; Sadler, Troy D.

    2016-01-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science…

  1. Content Analysis of International Research in Geographical and Environmental Education: 18 Years of Academic Publishing

    ERIC Educational Resources Information Center

    Kidman, Gillian; Papadimitriou, Fivos

    2012-01-01

    This paper examines the history of the "International Research in Geographical and Environmental Education" (IRGEE) journal in terms of its sustainable future. The development of geographical and environmental education is evaluated, as reflected from the papers published in the journal "IRGEE". A content analysis of all papers and forum sections…

  2. Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

    ERIC Educational Resources Information Center

    Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

    2015-01-01

    This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

  3. Misplaced Multiculturalism: Representations of American Indians in U.S. History Academic Content Standards

    ERIC Educational Resources Information Center

    Anderson, Carl B.

    2012-01-01

    This qualitative textual analysis investigates the ideological lenses through which U.S. History content standards for grades 5-12 for Arizona and Washington frame interactions between American Indians and European Americans during U.S. national development. The study's multiperspective critical conceptual framework interrogates the standards not…

  4. Integrating nature of science instruction into a physical science content course for preservice elementary teachers: NOS views of teaching assistants

    NASA Astrophysics Data System (ADS)

    Hanuscin, Deborah L.; Akerson, Valarie L.; Phillipson-Mower, Teddie

    2006-09-01

    Teacher education programs have met with limited success in improving teachers' understanding of the nature of science (NOS). Research suggests that such efforts could be enhanced by addressing NOS in preservice teachers' science courses. We planned NOS instruction in a physical science content course for preservice elementary teachers. Our first concern was the NOS views of the instructors for the course, which included undergraduate teaching assistants (UTAs). We examined the NOS views of nine UTAs, and the impact of job-embedded professional development on their views. Although initially UTAs held a number of views inconsistent with science education reforms, four modes of explicit-and-reflective interventions, including analysis of NOS views of preservice teachers, resulted in favorable changes in UTAs' views.

  5. College students' use of science content during socioscientific issues negotiation: Impact of evolution understanding and acceptance

    NASA Astrophysics Data System (ADS)

    Fowler, Samantha R.

    The purpose of this study was to explore the evolution science content used during college students' negotiation of biology-based socioscientific issues (SSI) and examine how it related to students' conceptual understanding and acceptance of biological evolution. Specific research questions were, (1a) what specific evolutionary science content do college students evoke during SSI negotiation, (1b) what is the depth of the evolutionary science content reflected in college students. SSI negotiation, and (2) what is the nature of the interaction between evolution understanding and evolution acceptance as they relate to depth of use of evolution content during SSI negotiation? The Socioscientific Issues Questionnaire (SSI-Q) was developed using inductive data analysis to examine science content use and to develop a rubric for measuring depth of evolutionary science content use during SSI negotiation. Sixty upper level undergraduate biology and non-biology majors completed the SSI-Q and also the Conceptual Inventory of Natural Selection (CINS: Anderson, Fisher, & Norman, 2002) to measure evolution understanding and the Measure of Acceptance of the Theory of Evolution (MATE: Rutledge & Warden, 1999) to measure evolution acceptance. A multiple regression analysis tested for interaction effects between the predictor variables, evolution understanding and evolution acceptance. Results indicate that college students primarily use science concepts related to evolution to negotiate biology-based SSI: variation in a population, inheritance of traits, differential success, and change through time. The hypothesis that the extent of one's acceptance of evolution is a mitigating factor in how evolution content is evoked during SSI negotiation was supported by the data. This was seen in that evolution was the predominant science content used by participants for each of the three SSI scenarios used in this study and used consistently throughout the three SSI scenarios. In addition to

  6. ACADEMIC GENEALOGIES WITH RESPECT TO NARRATIVE IN HUMAN AND SOCIAL SCIENCES AND THEIR IMPLICATION FOR PUBLIC POLICIES

    NASA Astrophysics Data System (ADS)

    Fujii, Satoshi; Hasegawa, Taiki; Nakano, Takeshi; Hatori, Tsuyoshi

    In human and society science, narrative is regarded as an important issue to understand dynamic actions of human being and society. Therefore, narrative is also expected to be important for public policies that try to improve dynamic actions of human being and society. In th is study, we review academic genealogies with respect to narratives including western philosophy, hermeneutics, historical science, historical philosophy, literary criticism, clinical psychology and sociology, narrative psychology and folklore. Then we discuss how narrative can be pragmatically applied for public policies.

  7. Providing health information to the general public: a survey of current practices in academic health sciences libraries.

    PubMed

    Hollander, S M

    2000-01-01

    A questionnaire was mailed to 148 publicly and privately supported academic health sciences libraries affiliated with Association of American Medical Colleges (AAMC-accredited medical schools in the United States and Canada to determine level of access and services provided to the general public. For purposes of this study, "general public" was defined as nonaffiliated students or health care professionals, attorneys and other nonhealth-related professionals, patients from affiliated or other hospitals or clinics, and general consumers. One hundred five (71%) libraries responded. Results showed 98% of publicly supported libraries and 88% of privately supported libraries provided access to some or all of the general public. Publicly supported libraries saw greater numbers of public patrons, often provided more services, and were more likely to circulate materials from their collections than were privately supported libraries. A significant number of academic health sciences libraries housed a collection of consumer-oriented materials and many provided some level of document delivery service, usually for a fee. Most allowed the public to use some or all library computers. Results of this study indicated that academic health sciences libraries played a significant role in serving the information-seeking public and suggested a need to develop written policies or guidelines covering the services that will be provided to minimize the impact of this service on primary clientele.

  8. Understanding the relationship between science and faith, the nature of science, and controversial content understandings

    NASA Astrophysics Data System (ADS)

    Dickerson, Daniel Lee

    This study examines the views of the relationship between science and faith and the understandings of biological evolution, geologic history and the nature of science, with emphasis on the use of evidence, held by United Methodist ministers, pre-service science teachers, and pre-service language arts/social studies teachers. By completing a nineteen and a twenty-item, combination multiple-choice/open-ended questionnaire and individual interviews, participants demonstrated a wide array of scientific understandings and articulated in some cases how those understandings inform their views of the relationship between alternative ways of knowing. Findings included little disparity overall between participant groups' scientific understandings, although slightly more ministers demonstrated more informed understandings of the concepts assessed. Additionally, findings indicated that pre-service science teachers viewed scientific literacy as less important than other participant groups and few participants reported any change in their views of science as a result of formal post-secondary instruction. Almost all participants considered evidence to be used in faith but little to no distinction was made between scientific, historical, and faith-based types of evidence. Recommendations are included regarding curriculum development for science teacher and religious education, as well as implications for potential partnerships between the science educators and clergy.

  9. Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida

    NASA Astrophysics Data System (ADS)

    Cavanaugh, Cathy; Dawson, Kara

    2010-10-01

    The Exploring Florida Science project goals were: (1) increasing content knowledge of secondary science teachers, specifically in topics that are important to the future of the state, and (2) providing secondary science students with digital media for use in project-based learning. A team of instructional designers, educators, scientists, web designers and teacher educators designed an online professional development environment. Needs analysis included identification of the high incidence topics on the state science achievement test and topics of socio-scientific importance in the state. Development followed tenets of design-based research, and was guided by E-Learning for Educators standards and evaluated for content, pedagogy and usability using rubrics based on established guidelines. This paper details design, development, and evaluation frameworks, and summarizes pilot testing outcomes.

  10. Urban Underrepresented Minority Students in Science, Technology, Engineering, and Math: An Analysis of the Differences between Developmental Assets and Academic Achievement

    ERIC Educational Resources Information Center

    Wells, Jovan Grant

    2013-01-01

    The purpose of this study is to determine the relationship between the developmental assets and academic achievement of urban underrepresented minority male and female students in a specialized science, technology, engineering, and math program, and the developmental assets and academic achievement of urban underrepresented minority male and…

  11. What's Language Got to Do with It?: A Case Study of Academic Language Instruction in a High School "English Learner Science" Class

    ERIC Educational Resources Information Center

    Richardson Bruna, Katherine; Vann, Roberta; Perales Escudero, Moises

    2007-01-01

    This article presents a case study of academic language instruction in a high school "English Learner Science" course. It illustrates how a teacher's understanding of academic language affects her instruction and students' opportunities for learning. We examine a transcript of classroom discourse for the "didactic tension" that exists between this…

  12. Did They Sell Their Soul to the Devil? Some Comparative Case-Studies on Academic Entrepreneurs in the Life Sciences in Europe

    ERIC Educational Resources Information Center

    Provasi, Giancarlo; Squazzoni, Flaminio; Tosio, Beatrice

    2012-01-01

    This paper looks at eight comparative case-studies on academic entrepreneurs in life sciences conducted in Europe in 2008. The interviewees were selected from the KEINS database that lists all academic inventors from Italy, France, Sweden and the Netherlands who have one or more patent applications registered at the European Patent Office,…

  13. ESIP meeting session: Institutionalizing the merger of Earth and information sciences for critical US federal government and academic innovation and applications – status and next steps

    EPA Science Inventory

    Earth sciences organizations from around the world – including US government agencies, federally funded efforts and academic institutions – have achieved various levels of maturity in taking advantage of our digital age. Concepts of participatory web, software interop...

  14. Testing a Model of the Relationship of Demographic, Affective, and Fitness Variables to Academic Achievement among Non-Science Majors at an Independent University

    NASA Astrophysics Data System (ADS)

    Dutra, Andrew Martin

    The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self

  15. From access to success in science: An academic-student affairs intervention for undergraduate freshmen biology students

    NASA Astrophysics Data System (ADS)

    Aldridge, Jacqueline Nouvelle

    The first year experience is known to present an array of challenges for traditional college students. In particular, freshmen who major in a STEM discipline have their own unique set of challenges when they transition from high school science and math to college science and math; especially chemistry. As a result, students may encounter negative experiences which lower academic and social confidence. This project was designed as a pilot study intervention for a small group of freshmen biology students who were considered academically at-risk due their math SAT scores. The study occurred during the fall semester involving an enhanced active learning component based on the Peer-led Team Learning (PLTL) general chemistry supplemental pedagogy model, and a biology-focused First Year Experience (FYE). PLTL workshops took place in freshmen residence halls, creating a live-n-learn community environment. Mid-term and final chemistry grades and final math grades were collected to measure academic progress. Self-reporting surveys and journals were used to encourage participants to reconstruct their experiences and perceptions of the study. Descriptive analysis was performed to measure statistical significance between midterm and final grade performance, and a general inductive qualitative method was used to determine academic and social confidence as well as experiences and perceptions of the project. Findings of this project revealed a statistically significant improvement between chemistry midterm and final grades of the sample participants. Although academic confidence did not increase, results reveal that social confidence progressed as the majority of students developed a value for studying in groups.

  16. Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project

    NASA Astrophysics Data System (ADS)

    Wells, Jennifer Gayle

    The Next Generation Science Standards represent a significant challenge for K--12 school reform in the United States in the science, technology, engineering and mathematics (STEM) disciplines (NSTA, 2012). One important difference between the National Science Education Standards (NRC, 1996) and the Next Generation Science Standards (Achieve, 2013) is the more extensive inclusion of nanoscale science and technology. Teacher PD is a key vehicle for implementing this STEM education reform effort (NRC, 2012; Smith, 2001). The context of this dissertation study is Project Nanoscience and Nanotechnology Outreach (NANO), a secondary level professional development program for teachers that provides a summer workshop, academic year coaching and the opportunity for teacher participants to borrow a table-top Phenom scanning electron microscope and a research grade optical microscope for use in their classrooms. This designed-based descriptive case study examined the thinking of secondary teachers in the 2012 Project NANO cohort as they negotiated the inclusion of novel science concepts and technology into secondary science curriculum. Teachers in the Project NANO 2012 summer workshop developed a two-week, inquiry-based unit of instruction drawing upon one or more of nine big ideas in nanoscale science and technology as defined by Stevens, Sutherland, and Krajcik (2011). This research examined teacher participants' metastrategic thinking (Zohar, 2006) which they used to inform their pedagogical content knowledge (Shulman, 1987) by focusing on the content knowledge teachers chose to frame their lessons, their rationales for such choices as well as the teaching strategies that they chose to employ in their Project NANO unit of instruction. The study documents teachers various entry points on a learning progression as teachers negotiated the inclusion of nanoscale science and technology into the curriculum for the first time. Implications and recommendations for teacher

  17. WOMEN IN SCIENCE. Response to Comment on "Expectations of brilliance underlie gender distributions across academic disciplines".

    PubMed

    Cimpian, Andrei; Leslie, Sarah-Jane

    2015-07-24

    Ginther and Kahn claim that academics' beliefs about the importance of brilliance do not predict gender gaps in Ph.D. attainment beyond mathematics and verbal test scores. However, Ginther and Kahn's analyses are problematic, exhibiting more than 100 times the recommended collinearity thresholds. Multiple analyses that avoid this problem suggest that academics' beliefs are in fact uniquely predictive of gender gaps across academia.

  18. Factors Associated with the Academic Success of First Year Health Science Students

    ERIC Educational Resources Information Center

    Mills, Christina; Heyworth, Jane; Rosenwax, Lorna; Carr, Sandra; Rosenberg, Michael

    2009-01-01

    The academic success of students is a priority for all universities. This study identifies factors associated with first year academic success (performance and retention) that can be used to improve the quality of the student learning experience. A retrospective cohort study was conducted with a census of all 381 full time students enrolled in the…

  19. The Conflicts between Science Research and Teaching in Higher Education: An Academic's Perspective

    ERIC Educational Resources Information Center

    Karagiannis, Sophia N.

    2009-01-01

    Academics are now expected to manage increasingly demanding research, administrative, and teaching obligations. These demands in practice mean that the pressures to balance teaching and research duties render cultivating links between the two activities a less-than-intuitive process. The author describes the difficulties faced by academics in the…

  20. Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology

    ERIC Educational Resources Information Center

    Anderton, Ryan S.; Evans, Tess; Chivers, Paola T.

    2016-01-01

    Students commencing tertiary education enter through a number of traditional and alternative academic pathways. As a result, tertiary institutions encounter a broad range of students, varying in demographic, previous education, characteristics and academic achievement. In recent years, the relatively constant increase in tertiary applications in…

  1. Deviancy from the Norms of Science: The Effects of Anomie and Alienation in the Academic Profession.

    ERIC Educational Resources Information Center

    Braxton, John M.

    1993-01-01

    A study applying anomie theory to behavior of college faculty, especially as alienation from the academic reward system results in deviation from professional norms of communality, disinterestedness, universalism, and organized skepticism, is reported. Implications for use of norms as interpretive devices, ambivalence of academics toward norms,…

  2. Academic Buoyancy in Secondary School: Exploring Patterns of Convergence in English, Mathematics, Science, and Physical Education

    ERIC Educational Resources Information Center

    Malmberg, Lars-Erik; Hall, James; Martin, Andrew J.

    2013-01-01

    Past research into the ability of students to "bounce back" from everyday academic setback (academic buoyancy) has lacked sensitivity to the contexts in which children demonstrate this behavior. Here we aimed to contextualize past findings by reporting the results of an exploratory investigation that featured: (1) repeated measurement of students'…

  3. Bourdieu and Academic Capitalism: Faculty "Habitus" in Materials Science and Engineering

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Kuntz, Aaron M.; Berger, Joseph B.

    2012-01-01

    We present Bourdieu's notions of field, capital, "habitus," and strategy and how these concepts apply today in light of academic capitalism using an empirical study of faculty work in one specific field in engineering that exemplifies current tendencies brought by academic capitalism. We conclude with a discussion of practical implications.…

  4. A Complete Circuit Is a Complete Circle: Exploring the Potential of Case Materials and Methods To Develop Teachers' Content Knowledge and Pedagogical Content Knowledge of Science.

    ERIC Educational Resources Information Center

    Daehler, Kirsten R.; Shinohara, Mayumi

    2001-01-01

    Explores the potential of science teaching cases to deepen teachers' content knowledge and pedagogical content knowledge. While many teachers began discussions without a clear understanding of certain key concepts, after a two-hour case discussion and brief hands-on activities, they collaboratively developed a deeper understanding of the content.…

  5. Focusing on the Classical or Contemporary? Chinese Science Teacher Educators' Conceptions of Nature of Science Content to Be Taught to Pre-service Science Teachers

    NASA Astrophysics Data System (ADS)

    Wan, Zhi Hong; Wong, Siu Ling; Wei, Bing; Zhan, Ying

    2013-12-01

    Drawing from the phenomenographic perspective, an exploratory study investigated Chinese teacher educators' conceptions of teaching Nature of Science (NOS) to pre-service science teachers through semi-structured interviews. Five key dimensions emerged from the data. This paper focuses on the dimension, NOS content to be taught to pre-service science teachers. A total of 20 NOS elements were considered by the Chinese science teacher educators to be important ideas to be taught. It was also found that among these educators, whether focusing on the classical or contemporary NOS elements in NOS instruction was a prominent controversy. After explaining the criteria for differentiating between classical and contemporary NOS elements, this paper reports the specific NOS elements suggested by Chinese science teacher educators in this study. Afterward, it describes how all educators in this study were categorized in term of NOS content taught by them to pre-service science teachers. In the end, it discusses three factors influencing the decision on NOS content to be taught, i.e., view of the concept of NOS itself, vision of teaching NOS, and belief in general philosophy.

  6. A Comparison of Biologic Content in Three Elementary-School Science Curriculum Projects: ESS, S-APA, SCIS

    ERIC Educational Resources Information Center

    Simpson, Ronald D.

    1974-01-01

    Three elementary school science curriculum projects, Elementary Science Study (ESS), Science - A Process Approach (S-APA), and Science Curriculum Improvement Study (SCIS), are compared concerning the biologic content each project contains. The reviewer found a lack of activities designed to represent functions at the cellular level. Two projects…

  7. A Mixed Methods Content Analysis of the Research Literature in Science Education

    NASA Astrophysics Data System (ADS)

    Schram, Asta B.

    2014-10-01

    In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18 studies from science education journals as they relate to the definition, design, and overall practice of using mixed methods. I scrutinized a purposeful sample, derived from 3 journals (the International Journal of Science Education, the Journal of Research in Science Teaching, and the Research in Science Education) in terms of the type of data collected, timing, priority, design, the mixing of the 2 data strands in the studies, and the justifications authors provide for using mixed methods. Furthermore, the articles were evaluated in terms of how well they met contemporary definitions for mixed methods research. The studies varied considerably in the use and understanding of mixed methods. A systematic evaluation of the employment of mixed methods methodology was used to identify the studies that best reflected contemporary definitions. A comparison to earlier content analyses of mixed methods research indicates that researchers' knowledge of mixed methods methodology may be increasing. The use of this strategy in science education research calls, however, for an improved methodology, especially concerning the practice of mixing. Suggestions are given on how to best use this approach.

  8. Women's Advancement in Political Science. A Report on the APSA Workshop on the Advancement of Women in Academic Political Science in the United States (Washington, DC, March 4-5, 2004)

    ERIC Educational Resources Information Center

    American Political Science Association (NJ1), 2005

    2005-01-01

    In March 2004, the National Science Foundation funded a two-day workshop by the American Political Science Association (APSA) on the advancement of women in academic political science in the United States. The workshop was prompted by an alarming stall in the number of women entering the discipline and persisting through early years of faculty…

  9. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university

    NASA Astrophysics Data System (ADS)

    Hroch, Amber Michelle

    2011-12-01

    This grounded theory study revealed the common factors of backgrounds, strategies, and motivators in academically successful undergraduate women in science, engineering, and mathematics (SEM) fields at a private, research university in the West. Data from interviews with 15 women with 3.25 or better grade point averages indicated that current academic achievement in their college SEM fields can be attributed to previous academic success, self awareness, time management and organizational skills, and maintaining a strong support network. Participants were motivated by an internal drive to academically succeed and attend graduate school. Recommendations are provided for professors, advisors, and student affairs professionals.

  10. Academic Commentary Faculty Development: Some Thoughts About the Process and Content

    PubMed Central

    Heffernan, M. W.

    1979-01-01

    Faculty development, particularly that aspect of it concerned with increasing the educational and teaching skills of faculty members, is currently a major issue for medicine in general—and family medicine in particular. This article presents the author's views about what might be aspects of the guiding philosophy and content of such a program of faculty development, where it is concerned with increasing teaching skills. These views have been distilled over several years of personal growth and development, whilst working in this area as an educator within the RACGP's family medicine program, as a participant and facilitator in international workshops examining related topics, and most recently as a visiting professor within the McGill Department of Family Medicine at Jewish General Hospital, Montreal. PMID:21297745

  11. Food Science. Content Modules for Food Science Featuring Problem-Solving Activities in Family and Consumer Sciences.

    ERIC Educational Resources Information Center

    Roff, Lori; Stringer, Lola

    The food science course developed in Missouri combines basic scientific and mathematics principles in a hands-on instructional format as a part of the family and consumer sciences education curriculum. Throughout the course, students conduct controlled experiments and use scientific laboratory techniques and information to explore the biological…

  12. Academic and non-academic career options for marine scientists. - Support measures for early career scientists offered at MARUM - Center for Marine Environmental Sciences, University of Bremen, Germany

    NASA Astrophysics Data System (ADS)

    Hebbeln, Dierk; Klose, Christina

    2015-04-01

    Early career scientists at MARUM cover a wide range of research topics and disciplines including geosciences, biology, chemistry, social sciences and law. Just as colourful as the disciplinary background of the people, are their ideas for their personal careers. With our services and programmes, we aim to address some important career planning needs of PhD students and early career Postdocs, both, for careers in science and for careers outside academia. For PhD students aiming to stay in science, MARUM provides funding opportunities for a research stay abroad for a duration of up to 6 months. A range of courses is offered to prepare for the first Postdoc position. These include trainings in applying for research funding, proposal writing and interview skills. Following MARUM lectures which are held once a month, early career scientists are offered the opportunity to talk to senior scientists from all over the world in an informal Meet&Greet. Mentoring and coaching programmes for women in science are offered in cooperation with the office for equal opportunities at the University of Bremen. These programmes offer an additional opportunity to train interpersonal skills and to develop personal career strategies including a focus on special challenges that especially women might (have to) face in the scientific community. Early career scientists aiming for a non-academic career find support on different levels. MARUM provides funding opportunities for placements in industry, administration, consulting or similar. We offer trainings in e.g. job hunting strategies or interview skills. For a deeper insight into jobs outside the academic world, we regularly invite professionals for informal fireside chats and career days. These events are organised in cooperation with other graduate programmes in the region to broaden the focus of both, the lecturers and the participants. A fundamental component of our career programmes is the active involvement of alumni of MARUM and our

  13. Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Climate Change Content

    NASA Astrophysics Data System (ADS)

    Campbell, K. M.; Roehrig, G.; Dalbotten, D. M.; Bhattacharya, D.; Nam, Y.; Varma, K.; Wang, J.

    2011-12-01

    The need to deepen teachers' knowledge of the science of climate change is crucial under a global climate change (GCC) scenario. With effective collaboration between researchers, scientists and teachers, conceptual frameworks can be developed for creating climate change content for classroom implementation. Here, we discuss how teachers' conceptualized content knowledge about GCC changes over the course of a professional development program in which they are provided with place-based and culturally congruent content. The NASA-funded Global Climate Change Education (GCCE) project, "CYCLES: Teachers Discovering Climate Change from a Native Perspective", is a 3-year teacher professional development program designed to develop culturally-sensitive approaches for GCCE in Native American communities using traditional knowledge, data and tools. As a part of this program, we assessed the progression in the content knowledge of participating teachers about GCC. Teachers were provided thematic GCC content focused on the elements of the medicine wheel-Earth, Fire, Air, Water, and Life -during a one week summer workshop. Content was organized to emphasize explanations of the natural world as interconnected and cyclical processes and to align with the Climate and Earth Science Literacy Principles and NASA resources. Year 1 workshop content was focused on the theme of "Earth" and teacher knowledge was progressively increased by providing content under the themes of 1) understanding of timescale, 2) understanding of local and global perspectives, 3) understanding of proxy data and 4) ecosystem connectivity. We used a phenomenographical approach for data analysis to qualitatively investigate different ways in which the teachers experienced and conceptualized GCC. We analyzed categories of teachers' climate change knowledge using information generated by tools such as photo elicitation interviews, concept maps and reflective journal perceptions. Preliminary findings from the pre

  14. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    ERIC Educational Resources Information Center

    Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

    2016-01-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

  15. Learning about the Nature of Science Using Newspaper Articles with Scientific Content

    ERIC Educational Resources Information Center

    García-Carmona, Antonio; Acevedo Díaz, José Antonio

    2016-01-01

    This article presents a study aiming at assessing the efficacy of reading newspaper articles with scientific content in order to incorporate nature of science (NOS) aspects in initial primary teacher education. To this aim, a short teaching intervention based on newspaper articles was planned and performed under regular class conditions. First,…

  16. Open, Dynamic Content and e-Learning Management Infrastructure for Engineering and Natural Sciences

    ERIC Educational Resources Information Center

    Stav, John B.; Tsalapatas, Hariklia

    2004-01-01

    NS-eCMS is developing an open web-based content management, communication, and collaboration eLearning platform that addresses the specialized requirements for distance education in natural sciences. The federated architecture enables straightforward development, exchange, and publication of material through open standards like XML/MathML. The…

  17. A Functional Approach to Evaluating Content Knowledge and Language Development in ESL Students' Science Classification Texts.

    ERIC Educational Resources Information Center

    Huang, Jingzi; Morgan, Glenn

    2003-01-01

    Investigates use of a functional approach to discourse analysis--knowledge structure analysis, which focuses on meaning, form, and function simultaneously--to evaluate both writing development and content learning. Examined written texts in science, produced by English-as-a-Second-Language students with limited to intermediate English language…

  18. A Behavioral Content Analysis of Teacher's Editions of Selected Junior High School Inquiry Science Curricula.

    ERIC Educational Resources Information Center

    LaDuca, Anthony

    The purpose of this study was to identify the teaching models contained in teacher's editions of selected junior high school inquiry science materials. The methodology employed a systematic content analysis of the teacher's editions using an instrument of the investigator's design. The sample consisted of the commercially published teacher's…

  19. Role of Gender in Reviewers' Appraisals of Quality in Political Science Books: A Content Analysis

    ERIC Educational Resources Information Center

    McGinty, Stephen; Moore, Anne C.

    2008-01-01

    This study examines the changing roles for women in academia from 1991 to 2001 through a content analysis of quality characteristics in 626 "American Political Science Review" book reviews. Results revealed increases for women over men in quantity of books and reviews published, as well as quality appraisals of books written. (Contains 2 tables…

  20. The Interaction of Michigan Environmental Education Curriculum, Science Teachers' Pedagogical Content Knowledge, and Environmental Action Competence

    ERIC Educational Resources Information Center

    Alvarado, Angelita P.

    2010-01-01

    One of the main goals of Environmental Education (EE) is to develop people's environmental stewardship, which includes people's capacity to take environmental action--their action competence (AC). The purposes of my study were to characterize the interactions found in an EE curriculum, science teachers' pedagogical content knowledge (PCK), and…

  1. Exploring Challenges of Assessing Pre-Service Science Teachers' Pedagogical Content Knowledge (PCK)

    ERIC Educational Resources Information Center

    Aydeniz, Mehmet; Kirbulut, Zubeyde Demet

    2014-01-01

    The purpose of this paper is to report on the challenges we faced in designing an instrument aimed at measuring pre-service science teachers' topic-specific pedagogical content knowledge (PCK). After the instrument was conceptualised and developed, it was administered to 30 pre-service chemistry teachers. The findings suggest that the…

  2. Pedagogical Content Knowledge (PCK): Exploring Its Usefulness for Science Lecturers in Higher Education

    ERIC Educational Resources Information Center

    Fraser, Sharon P.

    2016-01-01

    In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly…

  3. Teaching Language and Content: Instructor Strategies in a Bilingual Science Class at a Chinese University

    ERIC Educational Resources Information Center

    Liang, Xiaoping; Smith, Sara W.

    2012-01-01

    The present research analyzes instructional strategies used to integrate the learning of content and English as a foreign language in a bilingual physics class at a university in Shanghai, China. It examines how the instructor handles meaning and form of new English science vocabulary in concept-focused physics lectures and the strategies he used…

  4. When Teaching Makes a Difference: Developing Science Teachers' Pedagogical Content Knowledge through Learning Study

    ERIC Educational Resources Information Center

    Nilsson, Pernilla

    2014-01-01

    It is a common view that developing teachers' competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers' pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a…

  5. Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

    ERIC Educational Resources Information Center

    Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training.…

  6. Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study

    ERIC Educational Resources Information Center

    Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong

    2011-01-01

    This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree…

  7. Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices

    ERIC Educational Resources Information Center

    Dawkins, Karen R.; Dickerson, Daniel L.; McKinney, Sueanne E.; Butler, Susan

    2008-01-01

    Content knowledge and pedagogical practices are of particular concern to middle school science instructors teaching density. First introduced in elementary grades with the ideas of floating and sinking, density taught in middle school is geared toward understanding through the use of mathematical formulas. Using a lesson-plan study design, the…

  8. Measuring beyond Content: A Rubric Bank for Assessing Skills in Authentic Research Assignments in the Sciences

    ERIC Educational Resources Information Center

    Kishbaugh, Tara L. S.; Cessna, Stephen; Horst, S. Jeanne; Leaman, Lori; Flanagan, Toni; Neufeld, Doug Graber; Siderhurst, Matthew

    2012-01-01

    Herein we report the development of an analytic rubric bank to assess non-content learning, namely higher order cognitive skills, the understanding of the nature of science, and effective scientific communication skills in student research projects. Preliminary findings indicate that use of this tool enhances our students' learning in these areas,…

  9. Developing Content-Area Academic Literacy: A Randomized Control Trial of the Reading Apprenticeship Improving Secondary Education (RAISE) Project

    ERIC Educational Resources Information Center

    Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail

    2016-01-01

    Nationally, two-thirds of high school students are unable to read and comprehend complex academic materials, think critically about texts, and synthesize information from multiple sources, or communicate what they have learned. Without a substantial change in their academic literacy, U.S. high school students face continued academic problems in…

  10. Urban fifth graders' connections-making between formal earth science content and their lived experiences

    NASA Astrophysics Data System (ADS)

    Brkich, Katie Lynn

    2014-03-01

    Earth science education, as it is traditionally taught, involves presenting concepts such as weathering, erosion, and deposition using relatively well-known examples—the Grand Canyon, beach erosion, and others. However, these examples—which resonate well with middle- and upper-class students—ill-serve students of poverty attending urban schools who may have never traveled farther from home than the corner store. In this paper, I explore the use of a place-based educational framework in teaching earth science concepts to urban fifth graders and explore the connections they make between formal earth science content and their lived experiences using participant-driven photo elicitation techniques. I argue that students are able to gain a sounder understanding of earth science concepts when they are able to make direct observations between the content and their lived experiences and that when such direct observations are impossible they make analogies of appearance, structure, and response to make sense of the content. I discuss additionally the importance of expanding earth science instruction to include man-made materials, as these materials are excluded traditionally from the curriculum yet are most immediately available to urban students for examination.

  11. Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

    NASA Astrophysics Data System (ADS)

    Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

    2016-05-01

    Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

  12. CTE Teachers as Content Area Reading Teachers

    ERIC Educational Resources Information Center

    O'Connor, Patrick J.

    2010-01-01

    Career and technical education (CTE) is emerging as a reading content area similar to other academic areas such as social studies, math and science. The primary reason for this is that CTE is more integrated with academic subjects. This trend is prompting CTE teachers to become more active in supporting their students' reading through their CTE…

  13. Examining the Relationship between Elementary Teachers' Science Self-Efficacy and Science Content Knowledge

    ERIC Educational Resources Information Center

    Wimsatt, Mary Jo

    2012-01-01

    Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service…

  14. Understanding Ecology Content Knowledge and Acquiring Science Process Skills through Project-Based Science Instruction

    ERIC Educational Resources Information Center

    Colley, Kabba E.

    2006-01-01

    This activity discusses a two-day unit on ecology implemented during the summer of 2004 using the project-based science instructional (PBSI) approach. Through collaborative fieldwork, group discussions, presentations, and reflections, students planned, implemented, and reported their own scientific investigations on the environmental health of…

  15. [Productivity and academic assessment in the Brazilian public health field: challenges for Human and Social Sciences research].

    PubMed

    Bosi, Maria Lúcia Magalhães

    2012-12-01

    This article analyzes some challenges for knowledge output in the human and social sciences in the public health field, under the current academic assessment model in Brazil. The article focuses on the qualitative research approach in human and social sciences, analyzing its status in comparison to the other traditions vying for hegemony in the public health field, conjugating the dialogue with the literature, especially the propositions pertaining to the social fields present in the work of Pierre Bourdieu, with elements concerning the field's dynamics, including some empirical data. Challenges identified in the article include hurdles to interdisciplinary dialogue and equity in the production of knowledge, based on recognition of the founding place of human and social sciences in the public health field. The article discusses strategies to reshape the current correlation of forces among centers of knowledge in public health, especially those capable of impacting the committees and agendas that define the accumulation of symbolic and economic capital in the field. PMID:23288072

  16. [Productivity and academic assessment in the Brazilian public health field: challenges for Human and Social Sciences research].

    PubMed

    Bosi, Maria Lúcia Magalhães

    2012-12-01

    This article analyzes some challenges for knowledge output in the human and social sciences in the public health field, under the current academic assessment model in Brazil. The article focuses on the qualitative research approach in human and social sciences, analyzing its status in comparison to the other traditions vying for hegemony in the public health field, conjugating the dialogue with the literature, especially the propositions pertaining to the social fields present in the work of Pierre Bourdieu, with elements concerning the field's dynamics, including some empirical data. Challenges identified in the article include hurdles to interdisciplinary dialogue and equity in the production of knowledge, based on recognition of the founding place of human and social sciences in the public health field. The article discusses strategies to reshape the current correlation of forces among centers of knowledge in public health, especially those capable of impacting the committees and agendas that define the accumulation of symbolic and economic capital in the field.

  17. A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

    NASA Astrophysics Data System (ADS)

    Torres, Hector Neftali, Sr.

    2000-11-01

    lends support to Cummins' theoretical framework, which indicates that learning science content subject matter requires cognitive academic language proficiency (CALP). The study also indicates that CALP maybe the combination of high order English language proficiency and high levels of reasoning skills. (Abstract shortened by UMI.)

  18. The impact of professional development in informal science contexts on teachers' content knowledge and discourse

    NASA Astrophysics Data System (ADS)

    Holliday, Gary M.

    The Contextual Model of Learning (CML; Falk & Dierking, 1992, 2000) and reform documents have emphasized the unique learning environments that ISIs provide and the social aspects of that learning. As a result, individuals are able to use "each other as vehicles for reinforcing beliefs and meaning making" (Kisiel, 2003, p. 3). This study looked at two science content courses that were taught over two years by education staff of a large science and technology museum located in the Midwest. Data from six courses, with 187 participating elementary and middle school teachers, included content tests, portfolios and graduate credit assignments, daily and final evaluations of the course, as well as audio and video recordings of teachers while they were interacting with exhibits or engaged in an exhibit related activity. Results of this study found that PD educators' use of exhibits during both courses did not fully take into account the sociocultural context of CML and did not incorporate opportunities for discourse into the course instruction. However, when PD staff did make explicit connections between exhibits, science content, and activities, participants were more likely to be involved in in-depth, content related and pedagogical conversations while engaged in the courses. At the same time, even though teachers were very satisfied with the courses and felt that PD staff was effective in their instruction, participating teachers did not increase their science content knowledge even when explicit content connections were made to exhibits. It was unclear what outcomes the PD educators expect or want for their teacher students other than relaying content in a didactic manner (which was a secondary concern), sparking an interest in science, and providing many hands-on activities to bring back to the classroom. There is a need for a standardized professional development program for ISI educators and a need for restructuring ISI professional development so that it will

  19. The effect of scaffolded strategies on content learning in a designed science cyberlearning environment

    NASA Astrophysics Data System (ADS)

    Kern, Cynthia Lee

    Scientific inscriptions---graphs, diagrams, and data---and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in inscriptions. Furthermore, when learners engage in argumentation, learning science content becomes secondary to the learning of argumentation skills. This design-based research study is nested within the larger effort to inform the design and development of the 5-Featured Dynamic Inquiry Enterprise design framework (5-DIE) for cyberlearning environments and to advance theory associated with the difficulties learners have with scientific inscriptions and the consequences related to using argumentation to learn science content. In an attempt to engage participants in the process of learning science content with scientific inscriptions and argumentation, two learning strategies were embedded in a 5-DIE lessons. The two learning strategies evaluated in this study were (1) self-explanation prompts paired with a scientific inscription and (2) faded worked examples for the evaluation and development of scientific knowledge claims. The participants consisted of ninth and tenth grade students (age: 13-16 years; N=245) enrolled in one of three state-mandated biology courses taught by four different teachers. A three factor mixed model analysis of variance (ANOVA) with two between factors (self-explanation prompts and faded worked examples) and one within factor (pre, post, delayed post-test) was used to evaluate the effects of the learning strategies on the acquisition and retention of domain-specific content knowledge. Both between factors had two levels (with & without) and are described by the following experimental conditions: (1) control condition (general prompts), (2) self-explanation condition, (3) faded worked examples

  20. Making Standards Work! A Teacher's Guide to Integrating Academic Content Standards and Assessments with Workplace Competencies and School-to-Career Activities.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This handbook, which is intended for K-12 teachers in Colorado, explains how to integrate academic content standards and assessments with workplace competencies and school-to-career activities. The handbook is divided into four sections. The first presents the Colorado General Workplace Competencies, which describe the skills and knowledge…