Fish. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. There are many types of fish that live in oceans, lakes, and streams. Students learn about fish characteristics and environmental habitats,…

Marine & Other Invertebrates. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. Invertebrate animals include a vast array of spineless creatures. In this video, students discover marine lifeforms such as jellyfish,…

Evolution. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The story of evolution starts with the study of fossils that helps scientists link today's living organisms with those of the past. Students…

Plant & Animal Interdependency. Plant Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

In every ecosystem, organisms rely on each other in unique relationships that ensure each other's survival. In Plant & Animal Interdependency, find out how plants and animals interact, cooperate and compete. All living things have basic needs and depend on other living things to meet those needs. Discover why the constant exchange of nutrients and…

Amphibians. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. Students find out about the world of amphibians as they examine their physical characteristics, environments, and life cycles, as well as…

Animal Interdependency. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. No organism on Earth can exist independently. Students find out more about animal relationships such as predator/prey relationships and…

Plant Biodiversity. Plant Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

What organisms have adapted to life in environments ranging from the ocean floor to desert sands, from frigid the tundra to the deepest, darkest jungle? None other than plants! From microscopic algae to the largest trees, millions of plant species have evolved in every habitat on the planet. In Plant Biodiversity, learn how plants developed in the…

Plant Structure & Growth. Plant Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

What if you could build a machine that could make it's own fuel, adapt to changing conditions, and generate priceless products like air and water? Over millions of years, vascular plants have developed roots, stems and leaves that work together to perform these feats, as well as provide energy for every living thing on Earth! In Plant Structure…

Reptiles. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

1999

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The ancestors of reptiles date back to the dinosaurs. After the dinosaurs died out, it was one of the best-adapted species that survived and…

Animal Behavior & Communication. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The way an animal acts or behaves helps it get what it needs to survive. Students find out why some animal behaviors are instinctive while…

Birds. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. There are many different types of birds, over 9,000 different species. While not all birds take to the air, they all have feathers. Students…

Endangered & Extinct Animals. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. Due to environmental factors and human interference, many of Earth's creatures have ceased to exist or are on the verge of extinction. In…

Food Chains. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The food chain provides a clear example of how life continues year after year. Students learn how the cycle of energy starts with the sun,…

Animal Classification. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. They learn what the terms "kingdom", "phylum", and "order" mean, and discover how the 3.5 million-plus organisms found on Earth fit into…

Insects & Other Arthropods. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. They also learn that there are more species of insects than any other animal class in the world. Insects are incredible creatures with many…

Animal Adaptations. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. As animals adapt to new environments, their bodies and life cycles may change over thousands of years. In this video, students find out about…

Animal Needs. Animal Life in Action[TM]. Life in Action. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. All animals need food, water, and shelter to grow, reproduce, and survive. Students learn about the needs of animals and how, over time, if…

All about Motion & Balance. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Walking on a balance beam or riding a bike both require motion and balance. This program will reveal how unbalanced forces create motion, while balanced forces keep things still. Students also learn how concepts like velocity, acceleration, and momentum fit into this puzzle. A unique hands-on activity combined with vivid imagery and graphics…

All about Waves. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Sound. Light. Heat. Even earthquakes! They all travel in waves. Waves are a transfer of energy and understanding them allows us to better understand the world around us. Discover the two ways in which waves move, and learn about the characteristics of waves; wavelength, amplitude and frequency. Students learn about the common characteristics of…

All about Properties of Matter. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Most children know how to describe an object--by color, size, and shape. Here they'll learn that all objects are made of matter and that all matter can be described with basic scientific properties--mass, weight, volume and density. Each of these properties is described using fun, real-life examples. With clear illustrations and hands-on…

All about Forces & Gravity. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

A force is a push or a pull. In All About Forces and Gravity, kids will join our host on a parasailing adventure to investigate how forces impact and shape everything that happens in the world around us. Learn about gravity and the work of Sir Isaac Newton, the English scientists whose scientific principles forever changed the way people looked at…

All about Solids, Liquids & Gases. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

In All About Solids, Liquids and Gases, young students will be introduced to the three common forms of matter. They'll learn that all things are made up of tiny particles called atoms and that the movement of these particles determines the form that matter takes. In solids, the particles are packed tightly together and move very little. The…

All about Simple Machines. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

All kids know the word "work." But they probably don't understand that work happens whenever a force is used to move something--whether it's lifting a heavy object or playing on a see-saw. All About Simple Machines introduces kids to the concepts of forces, work and how machines are used to make work easier. Six simple machines are…

All about Flight. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Up, up and away! A hot air balloon, an airplane and even the space shuttle all defy the force of gravity, but they all do it in different ways. Children will learn about the basic concepts that make flight possible. With clear demonstrations and a hands-on project, students will be able to understand more easily the basic concepts behind various…

All about Plant & Animal Interdependency. Plant Life for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Plants provide oxygen, food, shelter, medicine and more for all animals, including humans. In fact, people depend on plants for their very survival just as plants rely on animals! In All About Plant & Animal Interdependency, join aspiring botanists as they discover how plants and animals interrelate. Learn about the constant exchange of gases…

All about Caring for Plants. Plant Life for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

What do plants require in order to survive? In All About Caring for Plants, join young plant enthusiasts as they investigate what plants need to grow from seedlings to healthy adult plants. Discover the basic necessities of a variety of plants, including sunlight, water, appropriate temperature and proper nutrients. Learn how to provide the proper…

All about Plant Adaptation. Plant Life for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Plants can survive in even the harshest of environments, from the freezing Arctic to the arid desert. In All About Plant Adaptation, join young plant lovers as they uncover some of the amazing ways that plants have adapted over millions of years enabling them to survive almost anywhere on Earth. Discover how some plants living in cold, arctic…

All about Plant Pollination: Fruit, Flowers & Seeds. Plant Life for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Flowers are not only pretty, they are also one of the key elements in the process of plant pollination and reproduction that goes from flowers to fruits to seeds! In All About Plant Pollination: Fruit, Flowers & Seeds, young scientists learn about the different parts of a flower through the use of microscopic photography and detailed diagrams.…

All about Plant Structure & Growth. Plant Life for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

How does a tiny seed sprout and grow into a towering tree? Join the kids from M.A.P.L.E as they learn about some of the incredible transformations that a plant goes through during its lifetime. In All About Plant Structure & Growth, uncover the secrets of roots, stems and leaves - structures that are vital to a plant's role as an energy…

Public education and media relations in psychology.

PubMed

Wedding, Danny

2017-11-01

This article reviews psychology's attempts to influence public attitudes about both the science and the profession of psychology. The early history of the profession is reviewed, and the efforts of the American Psychological Association (APA) to shape the public's perception of psychology are discussed. The rise of social media is reviewed, and important social media outlets relevant to psychology are identified. The activities of the Society for Media Psychology and Technology (APA Division 46) are illustrated, and the presidents of the Division are identified. The work of those psychologists who are noted public intellectuals or who have received Nobel prizes or National Medal of Science awards for their research is briefly reviewed, and the public notoriety of 4 prominent media celebrities (Joy Browne, Joyce Brothers, Laura Schlessinger, and Phil McGraw) is discussed. Several controversies in the field of psychology that have influenced the public and their attitudes about psychology are also briefly reviewed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Developmentally Regulated Ribosomal rDNA Genes in Plasmodium vivax: Biological Implications and Practical Applications

DTIC Science & Technology

1994-08-10

R. A" Moore, P. B. , Schlessinger, D., Warner, J. R., eds. American Society for Microbiology , Washington, D. C. pp. 73-92. Nomura, M., Morgan, E...HEIFFER, M. H. , DAVIDSON, D. E., JR" AND KORTE, D. W., JR. 1984. Preclinical TeSiing . In " Handbook of Experimental Pharmacology" (W. Peters and

Dynamical basis sets for algebraic variational calculations in quantum-mechanical scattering theory

NASA Technical Reports Server (NTRS)

Sun, Yan; Kouri, Donald J.; Truhlar, Donald G.; Schwenke, David W.

1990-01-01

New basis sets are proposed for linear algebraic variational calculations of transition amplitudes in quantum-mechanical scattering problems. These basis sets are hybrids of those that yield the Kohn variational principle (KVP) and those that yield the generalized Newton variational principle (GNVP) when substituted in Schlessinger's stationary expression for the T operator. Trial calculations show that efficiencies almost as great as that of the GNVP and much greater than the KVP can be obtained, even for basis sets with the majority of the members independent of energy.

Observations and mechanisms of GATE waterspouts

NASA Technical Reports Server (NTRS)

Simpson, J.; Mccumber, M. C.; Morton, B. R.; Penc, R. S.

1986-01-01

The present numerical and observational investigation of interacting cumulus processes implicated in the formation of waterspouts, the GATE database for days 261 and 186 is noted to imply that the existence of cumulus-scale parent vortices is a necessary (albeit not sufficient) condition for the production of waterspouts. A high resolution version of the Schlessinger (1975) three-dimensional cumulus model with a Kessler (1969) type precipitation scheme is used to analyze cumulus-scale vorticity organization, which on the two days in question exhibited contrasting thermal stratification and cloud features. The observations from both days suggest that the waterspouts formed ahead of the wind shift, due to the passage of a gust front.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Willard, H.F.; Cremers, F.; Mandel, J.L.

A high-quality integrated genetic and physical map of the X chromosome from telomere to telomere, based primarily on YACs formatted with probes and STSs, is increasingly close to reality. At the Fifth International X Chromosome Workshop, organized by A.M. Poustka and D. Schlessinger in Heidelberg, Germany, April 24--27, 1994, substantial progress was recorded on extension and refinement of the physical map, on the integration of genetic and cytogenetic data, on attempts to use the map to direct gene searches, and on nascent large-scale sequencing efforts. This report summarizes physical and genetic mapping information presented at the workshop and/or published sincemore » the reports of the fourth International X Chromosome Workshop. The principle aim of the workshop was to derive a consensus map of the chromosome, in terms of physical contigs emphasizing the location of genes and microsatellite markers. The resulting map is presented and updates previous versions. This report also updates the list of highly informative microsatellites. The text highlights the working state of the map, the genes known to reside on the X, and the progress toward integration of various types of data.« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lachiewicz, A.; Rao, K.; Aylsworth, A.

A 2-year-old boy with Martin-Bell syndrome was referred for molecular testing and found to have a large deletion of FMRI. His mother was found to have two FMR-1 alleles in the normal range for CGG repeats. DNA probes located both proximal and distal to FRAXA were used to delineate the approximation location of the deletion endpoints. Proximal to the fragile site, DXS312 (pX135) was absent but DXS98 (4D8) was present. Distal to the fragile site, DXS296 (VK21) was absent but DXS304 (U6.2) was present. Our patient does not appear to have clinical findings other than those typically associated with fragilemore » X syndrome suggesting that the deletion does not remove other contiguous genes, e.g., IDS. The deletion in this patient is larger than the patient reported by Gedeon et al., in whom approximately 2.5 megabases were estimated to be deleted. Using the physical map of Schlessinger et al., the physical extent of the deletion can be estimated to be at least 3 megabases. This patient may be useful in physical mapping of the chromosomal region near FMR-1. Continued long-term evaluation of this patient may uncover clinical findings suggestive that the deletion removes other genes near to FMR-1 or, alternatively, no findings atypical of the fragile X syndrome suggesting that no other genes lie in the deletion interval.« less

Science engagement and science achievement in the context of science instruction: a multilevel analysis of U.S. students and schools

NASA Astrophysics Data System (ADS)

Grabau, Larry J.; Ma, Xin

2017-05-01

Using data from the 2006 Program for International Student Assessment (PISA), we explored nine aspects of science engagement (science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities) as outcomes and predictors of science achievement. Based on results from multilevel modelling with 4456 students nested within 132 schools, we found that all aspects of science engagement were statistically significantly and positively related to science achievement, and nearly all showed medium or large effect sizes. Each aspect was positively associated with one of the (four) practices (strategies) of science teaching. Focus on applications or models was positively related to the most aspects of science engagement (science self-concept, enjoyment of science, instrumental motivation for science, general value of science, and personal value of science). Hands-on activities were positively related to additional aspects of science engagement (science self-efficacy and general interest in learning science) and also showed a positive relationship with science achievement.

A validation study of an alternate state science assessment: Alignment of the Pennsylvania Alternate System of Assessment (PASA) science assessment

NASA Astrophysics Data System (ADS)

Heh, Peter

The current study examined the validation and alignment of the PASA-Science by determining whether the alternate science assessment anchors linked to the regular education science anchors; whether the PASA-Science assessment items are science; whether the PASA-Science assessment items linked to the alternate science eligible content, and what PASA-Science assessment content was considered important by parents and teachers. Special education and science education university faculty determined all but one alternate science assessment anchor linked to the regular science assessment anchors. Special education and science education teachers determined that the PASA-Science assessment items are indeed science and linked to the alternate science eligible content. Finally, parents and teachers indicated the most important science content assessed in the PASA-Science involved safety and independence.

First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

NASA Astrophysics Data System (ADS)

Chin, Chi-Chin

2005-10-01

Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50.6% and 60.2% variance in science content in elementary education and science education majors, respectively. For science education majors, the first three scales—the nature of science, health science and physical science—determined basic scientific literacy. However, for elementary education majors, the top three factors were physical science, life science and the nature of science. Based on these results, several strategies for developing the professional abilities of science teachers have been recommended for inclusion in pre-service programs.

Science Engagement and Science Achievement in the Context of Science Instruction: A Multilevel Analysis of U.S. Students and Schools

ERIC Educational Resources Information Center

Grabau, Larry J.; Ma, Xin

2017-01-01

Using data from the 2006 Program for International Student Assessment (PISA), we explored nine aspects of science engagement (science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of…

Minority Ethnic Students and Science Participation: a Qualitative Mapping of Achievement, Aspiration, Interest and Capital

NASA Astrophysics Data System (ADS)

Wong, Billy

2016-02-01

In the UK, the `leaky pipeline' metaphor has been used to describe the relationship between ethnicity and science participation. Fewer minority ethnic students continue with science in post-compulsory education, and little is known about the ways in which they participate and identify with science, particularly in the secondary school context. Drawing on an exploratory study of 46 interviews and 22 h of classroom observations with British students (aged 11-14) from Black Caribbean, Bangladeshi, Pakistani, Indian and Chinese ethnic backgrounds, this paper identified five `types' of science participation among minority ethnic students. The five types of science participation emerged from an analysis of students' science achievement, science aspiration, science interest and science capital. The characteristics of the five types are as follows: Science adverse students have no aspirations towards science and lacked interest, achievement and capital in science. Science intrinsic students have high science aspirations, interest and capital but low science attainment. Students who are science intermediate have some aspirations, interest and capital in science, with average science grades. Science extrinsic students achieve highly in science, have some science capital but lacked science aspirations and/or interest. Science prominent students are high science achievers with science aspirations, high levels of interest and capital in science. The findings highlight that minority ethnic students participate in science in diverse ways. Policy implications are suggested for each type as this paper provides empirical evidence to counter against public (and even some academic) discourses of minority ethnic students as a homogeneous group.

Islam and Science

NASA Astrophysics Data System (ADS)

Salam, Abdus

The following sections are included: * The Holy Quran and Science * Modem Science, A Greco- Islamic Legacy * The Decline of Sciences in Islam * The Limitations of Science * Faith and Science * The Present Picture of Sciences in the Islamic Countries * Renaissance of Sciences in Islam * Steps Needed for Building up Sciences in the Islamic Countries * Science Education * Science Foundations in Islam * Technology in Our Countries * Concluding Remarks * REFERENCES

Aspects of science engagement, student background, and school characteristics: Impacts on science achievement of U.S. students

NASA Astrophysics Data System (ADS)

Grabau, Larry J.

Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables provided tests for approaches for their enhancement; meanwhile, treating science achievement as the outcome variable provided tests for the influence of the aspects of science engagement on science achievement under appropriate controls. When aspects of science engagement were treated as outcome variables, gender and father's SES had frequent (significant) influences, as did science teaching strategies which focused on applications or models and hands-on activities over-and-above influences of student background and other school characteristics. When science achievement was treated as the outcome variable, each aspect of science engagement was significant, and eight had medium or large effect sizes (future-oriented science motivation was the exception). The science teaching strategy which involved hands-on activities frequently enhanced science achievement over-and-above influences of student background and other school characteristics. Policy recommendations for U.S. science educators included enhancing eight aspects of science engagement and implementing two specific science teaching strategies (focus on applications or models and hands-on activities). Focused implementation of these research findings could enhance both science engagement and science achievement of U.S. students. I identified five keylimitations of my research project: the age of the dataset, the lack of racial/ethnic identifiers, the low proportion of student-level variance accounted for by multilevel models with aspects of science engagement as outcome variables, the lack of class-level measures, and the lack of inclusion of students' epistemological and fixed/flexible beliefs. These limitations provide opportunities for further investigations into these critical issues in science education.

Do Gender-Science Stereotypes Predict Science Identification and Science Career Aspirations among Undergraduate Science Majors?

ERIC Educational Resources Information Center

Cundiff, Jessica L.; Vescio, Theresa K.; Loken, Eric; Lo, Lawrence

2013-01-01

The present research examined whether gender-science stereotypes were associated with science identification and, in turn, science career aspirations among women and men undergraduate science majors. More than 1,700 students enrolled in introductory science courses completed measures of gender-science stereotypes (implicit associations and…

Primary and Secondary School Science.

ERIC Educational Resources Information Center

Educational Documentation and Information, 1984

1984-01-01

This 344-item annotated bibliography presents overview of science teaching in following categories: science education; primary school science; integrated science teaching; teaching of biology, chemistry, physics, earth/space science; laboratory work; computer technology; out-of-school science; science and society; science education at…

Midwest Science Festival: Exploring Students' and Parents' Participation in and Attitudes Toward Science.

PubMed

Dippel, Elizabeth A; Mechels, Keegan B; Griese, Emily R; Laufmann, Rachel N; Weimer, Jill M

2016-08-01

Compared to national numbers, South Dakota has a higher proportion of students interested in science, technology, engineering, and mathematics (STEM) fields. Interest in science can be influenced by exposure to science through formal and informal learning. Informal science activities (including exposures and participation) have been found to elicit higher levels of interest in science, likely impacting one's attitude towards science overall. The current study goal is to better understand the levels and relationships of attitude, exposure, and participation in science that were present among students and parents attending a free science festival. The project collected survey data from 65 students and 79 parents attending a science festival ranging from age 6 to 65. Informal science participation is significantly related to science attitudes in students and informal science exposure is not. No relationship was found for parents between science attitudes and participation. Students who indicated high levels of informal science participation (i.e., reading science-themed books) were positively related to their attitudes regarding science. However, informal science exposures, such as attending the zoo or independently visiting a science lab, was not significantly associated with positive attitudes towards science.

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

NASA Technical Reports Server (NTRS)

Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

2005-01-01

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science Communicators as they narrowed the gulf between the two worlds. 1

Discovering Socio-cultural Aspects of Science Through Artworks

NASA Astrophysics Data System (ADS)

Güney, Burcu Gülay; Şeker, Hayati

2017-11-01

Scientific literacy is one of the primary purposes of science education which briefly focuses on using and interpreting scientific explanations, understanding science within its culture. However, science curricula emphasize science with its cognitive aspects and underestimate affective and aesthetic aspects of science. Science education needs to cover beauty of science for students to cross borders between their own culture and culture of science and to achieve the aim of scientific literacy. Relating aesthetic aspects of science with content of science and paving the way for aesthetic experiences through artworks may enrich science education. The purposes of this study are to discuss the need of integrating aesthetic aspects of science in science instruction and to propose examples and pedagogical suggestions to promote aesthetic experiences into the science education. Artworks are selected to present socio-cultural aspects of science to demonstrate the culture of science, their stories are explained, and pedagogical suggestions are proposed. Advantages and difficulties of using artworks in science instruction are discussed as a result of the study.

From science fair to project-based science: A study of the implementation of an innovation through an existing activity system

NASA Astrophysics Data System (ADS)

Walker, Lisa Jean

The implementation process is critical to the success of educational innovations. Project-based science is an innovation designed to support students' science learning. Science fair is a pervasive school practice in which students exhibit science projects. Little is known about how science fair may affect the implementation of reform efforts in science education. This study explores the relationship of science fair and project-based science in the classrooms of three science teachers. Two theories are used to understand science fair as an instructional practice. Cultural historical activity theory supports an analysis of the origins and development of science fair. The idea of communities of practice supports a focus on why and how educational practitioners participate in science fair and what meanings the activity holds for them. The study identifies five historically-based design themes that have shaped science fair: general science, project method, scientific method, extra-curricular activity, and laboratory science. The themes provide a new framework for describing teachers' classroom practices for science fair activities and support analysis of the ways their practices incorporate aspects of project-based science. Three case studies in Chicago present ethnographic descriptions of science fair practices within the context of school communities. One focuses on the scientific method as a linear process for doing science, another on knowledge generation through laboratory experiments, and the third on student ability to engage in open-ended inquiry. One teacher reinvents a project-based science curriculum to strengthen students' laboratory-based science fair projects, while another reinvents science fair to teach science as inquiry. In each case, science fair is part of the school's efforts to improve science instruction. The cases suggest that reform efforts help to perpetuate science fair practice. To support systemic improvements in science education, this study recommends that science fair be recognized as a classroom instructional activity---rather than an extra-curricular event---and part of the system of science education in this country. If science fair is to reflect new ideas in science education, direct intervention in the practice is necessary. This study---including both the history and examples of current practice---provides valuable insights for reconsidering science fair's design.

75 FR 10845 - Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-09

... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council ACTION: General Notice. Nominations for Interagency Working Group participants. SUMMARY: The Subcommittee on Forensic Science of the National Science and Technology Council's...

76 FR 6163 - Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-03

... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council ACTION: Notice of meeting. Public input is requested concerning... Forensic Science can be obtained through the Office of Science and Technology Policy's NSTC Web site at...

76 FR 38430 - Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-30

... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council ACTION: Notice of Panel Session. Public input is requested... Sciences 2009 report: ``Strengthening Forensic Science in the United States: A Path Forward'' ( http://www...

The Bogus Science.

ERIC Educational Resources Information Center

Anderson, C. C.

1981-01-01

Discusses three sorts of psychological science: Science 1, a natural science with conditional (causal) laws; Science 2, with probabilistic laws; and Science 3, a "human science" trying to capture the complexity of human experience and behavior. Argues that Science 2 and Science 3 should be treated as belief systems which people may find useful for…

Textbooks vs. techbooks: Effectiveness of digital textbooks on elementary student motivation for learning

NASA Astrophysics Data System (ADS)

Oman, Auna

This action research project investigated fourth grade students¡¦ motivation to learn science using a digital science techbook. Participants in the study included 29 fourth grade students in two different classrooms. One classroom of 16 students used a digital science techbook to learn science while the other classroom of 13 students used a traditional paper science textbook to learn science. Students in both classrooms answered five sets of questions regarding their experience using a digital science techbook and a paper science techbook to understand science, find science information, solve science problems, learn science, and assess learning science was fun. Results were compiled and coded based on positive and negative responses to conditions. A chi-square was used to analyze the ordinal data. Overall differences between techbooks vs. textbook were significant, X2 (1, N = 29) = 23.84, p = .000, justifying further examination of individual survey items. Three items had statistically significant difference for finding science information, solving science problems, and learning science. A gender difference was also found in one item. Females preferred to use paper science textbooks to understand science, while males preferred digital techbooks to learn science. The fourth graders in this study indicated that digital techbooks were a powerful learning tool for increasing interest, excitement and learning science. Even though students reported paper science textbooks as easy to use, they found using digital science techbooks a far more appealing way to learn science.

The effectiveness of an American science camp for Taiwanese high school students

NASA Astrophysics Data System (ADS)

Kuo, Pi-Chu

The purposes of this study were: (1) to evaluate the effectiveness of an American science camp for Taiwanese high school students in terms of student attitudes toward science; (2) to understand the factors that affect student attitudes toward science in the American science camp. Qualitative and quantitative data were collected and analyzed to answer my research questions: (1) How did the influence of the abroad science camp differ from the local one in terms of student attitudes toward science? (2) How did gender, grade level, and personality affect student attitudes toward science in the abroad science camp? An Attitudes toward Science Inventory was used in this study to measure student attitudes. The results of factor analysis suggested that the attitudes measured in this study include five common factors: science as school subjects (SC), science in society (SS), value of science (VS), science in laboratory (SL), and nature of science (NS). Significant improvements were found in SS, VS, and NS after the experiences of the abroad science camp. In the local science camp, only NS was non-significant comparing before and after the camp. The results from the comparisons between the two science camps show that different program designs have different impacts on student attitudes toward science. Furthermore, whether the science camps are designed based on learning theory or not, and regardless of how much time the campers spend in science-related activities during science camps, science camps can motivate students' interests in learning science. The results of mixed-design ANOVA for gender, grade level, and personality suggest that most of these personal factors did not significantly affect student attitudes. However, extraversion/introversion and sensing/intuition had impacts on the persuasibility of the abroad science camp.

Caring Science or Science of Caring.

PubMed

Turkel, Marian C; Watson, Jean; Giovannoni, Joseph

2018-01-01

The concepts caring science and science of caring have different meanings; however, they are often used interchangeably. The purpose of this paper is to present an overview of the synthesis of the scholarly literature on the definitions of the science of caring and caring science and to affirm the authors' perspective relating to the language of caring science. Caring science advances the epistemology and ontology of caring. Ideas related to caring science inquiry are presented, and the authors acknowledge the future of caring science as unitary caring science.

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

ERIC Educational Resources Information Center

Tortop, Hasan Said

2013-01-01

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

T. Kuhn Meets T. Rex: Critical Conversations and New Directions in Science Centres and Science Museums.

ERIC Educational Resources Information Center

Pedretti, Erminia

2002-01-01

Examines the debate about how science should be re/presented in informal science settings, specifically the possibility of science centers and science museums addressing socio-scientific issues. Situates the debate within the current science education literature on the nature of science (NOS) and science, technology, society and environment (STSE)…

77 FR 55863 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-11

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice (12-072)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory Group Meeting AGENCY: National Aeronautics... the Applied Science Advisory Group. This Subcommittee reports to the Earth Science Subcommittee...

Islam, Science and Science Education: Conflict or Concord?

ERIC Educational Resources Information Center

Loo, Seng Piew

2001-01-01

Focuses on the relationship between science and Islam in the context of science education. Describes Islamic science and whether it is a valid philosophy of science. Discuses islamisation or marginalization of science education. Discusses implications and offers suggestions for science education. (Contains 63 references.) (ASK)

Professional Learning Communities (PLCs) as a Means for School-Based Science Curriculum Change

NASA Astrophysics Data System (ADS)

Browne, Christi L.

The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to outcomes of science curriculum change improvements with the consideration but not the dictation of the larger school community and state agendas. Thus, the study's results work to fuse previously separated research on general PLCs and curriculum change efforts into a cohesive understanding of the unexplored potential of a science PLC and school-based science curriculum change.

The effect of science-technology-society issue instruction on the attitudes of female middle school students toward science

NASA Astrophysics Data System (ADS)

Mullinnix, Debra Lynn

An assessment of the science education programs of the last thirty years reveals traditional science courses are producing student who have negative attitudes toward science, do not compete successfully in international science and mathematics competitions, are not scientifically literate, and are not interested in pursuing higher-level science courses. When the number of intellectually-capable females that fall into this group is considered, the picture is very disturbing. Berryman (1983) and Kahle (1985) have suggested the importance of attitude both, in terms of achievement in science and intention to pursue high-level science courses. Studies of attitudes toward science reveal that the decline in attitudes during grades four through eight was much more dramatic for females than for males. There exists a need, therefore, to explore alternative methods of teaching science, particularly in the middle school, that would increase scientific literacy, improve attitudes toward science, and encourage participation in higher-level science courses of female students. Yager (1996) has suggested that science-technology-society (STS) issue instruction does make significant changes in students' attitudes toward science, stimulates growth in science process skills, and increases concept mastery. The purpose of this study was to examine the effect STS issue instruction had on the attitudes of female middle school students toward science in comparison to female middle school students who experience traditional science instruction. Another purpose was to examine the effect science-technology-society issue instruction had on the attitudes of female middle school students in comparison to male middle school students. The pretests and the posttests were analyzed to examine differences in ten domains: enjoyment of science class; usefulness of information learned in science class; usefulness of science skills; feelings about science class in general; attitudes about what took place in the science classroom; overall response to science class; perception of encouragement to enroll in science electives; future plans to enroll in science electives; reasons for not enrolling in science electives; and perception of restraints in achieving future goals.

75 FR 60484 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-30

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice: (10-115)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory Group Meeting AGENCY: National Aeronautics...) announces a meeting of the Applied Science Advisory Group. This Subcommittee reports to the Earth Science...

Investigating elementary principals' science beliefs and knowledge and its relationship to students' science outcomes

NASA Astrophysics Data System (ADS)

Khan, Uzma Zafar

The aim of this quantitative study was to investigate elementary principals' beliefs about reformed science teaching and learning, science subject matter knowledge, and how these factors relate to fourth grade students' superior science outcomes. Online survey methodology was used for data collection and included a demographic questionnaire and two survey instruments: the K-4 Physical Science Misconceptions Oriented Science Assessment Resources for Teachers (MOSART) and the Beliefs About Reformed Science Teaching and Learning (BARSTL). Hierarchical multiple regression analysis was used to assess the separate and collective contributions of background variables such as principals' personal and school characteristics, principals' science teaching and learning beliefs, and principals' science knowledge on students' superior science outcomes. Mediation analysis was also used to explore whether principals' science knowledge mediated the relationship between their beliefs about science teaching and learning and students' science outcomes. Findings indicated that principals' science beliefs and knowledge do not contribute to predicting students' superior science scores. Fifty-two percent of the variance in percentage of students with superior science scores was explained by school characteristics with free or reduced price lunch and school type as the only significant individual predictors. Furthermore, principals' science knowledge did not mediate the relationship between their science beliefs and students' science outcomes. There was no statistically significant variation among the variables. The data failed to support the proposed mediation model of the study. Implications for future research are discussed.

From a Sense of Stereotypically Foreign to Belonging in a Science Community: Ways of Experiential Descriptions About High School Students' Science Internship

NASA Astrophysics Data System (ADS)

Hsu, Pei-Ling; Roth, Wolff-Michael

2010-05-01

Science educators often suggest that students should learn science in ways and settings that bear family resemblance with “the real thing.” Internship in science laboratories constitutes one such way in which students may learn science and learn about science. However, very little is known about how participants experience a science internship in an “authentic” science setting (i.e., a science laboratory). Our study was designed to understand the nature of participants’ experiences of “authentic science.” Participants included 11 high school students, one high school teacher, five laboratory technicians, and two scientists. High school students practiced science alongside technicians (young scientists) in real ongoing projects of a biology laboratory. Data sources include 19 semi-structured and video-recorded interviews held after the 2-month science internship. Drawing on phenomenographic method, we identified five categories of experiential descriptions: (a) authenticity of university science, (b) channeling and connecting different communities, (c) advanced knowledge required in and lengthy procedures mobilized by university science, (d) self-exploration and reflection, and (e) comprehensive science learning. Each category’s meaning for participants and implications for science education are illustrated and discussed. This study demonstrates positive evidence of the science internship on helping students learn different dimensions of science and reflect their relationship with science. Suggestions on facilitating the partnership between secondary and postsecondary education are provided.

75 FR 14565 - NIST Summer Institute for Middle School Science Teachers; Availability of Funds

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-26

...), including, but not limited to, earth science, physical science, chemistry, physics, and/or biology. This... science, physical science, chemistry, physics and/or biology. NIST will award funding that will support... instruction in general science fields including earth science, physical science, chemistry, physics, and/or...

The Museum of Science and Industry Basic List of Children's Science Books 1973-1984.

ERIC Educational Resources Information Center

Richter, Bernice; Wenzel, Duane

Children's science books are listed under these headings: animals; astronomy; aviation and space; biography; careers; earth sciences; encyclopedias and reference books; environment and conservation; fiction; general science; life sciences; marine life; mathematics and computer science; medical and health sciences; physics and chemistry; plant…

Science Curriculum Guide, Level 3.

ERIC Educational Resources Information Center

Newark School District, DE.

The third of four levels in a K-12 science curriculum is outlined. In Level 3 (grades 6-8), science areas include life science, earth science, and physical science (physics and chemistry). Conveniently listed are page locations for educational and instructional objectives, cross-referenced to science area (i.e., life science, animals, genetics)…

75 FR 4882 - Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-29

... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council ACTION: Notice of Panel Session. Public input is requested... be obtained through the Office of Science and Technology Policy's NSTC Web site at http://www.ostp...

One Hundred Ninth Critical Bibliography of the History of Science and Its Cultural Influences.

ERIC Educational Resources Information Center

Neu, John, Ed.

1984-01-01

This four-part bibliography includes: references to histories and to histographical, philosophical, and humanistic aspects of science; general books and articles relating to specific sciences (philosophy, mathematics, physical sciences, earth sciences, biological sciences, sciences of man, technology, medicine, pseudo-sciences); and citations…

One Hundred Eighth Critical Bibliography of the History of Science and Its Cultural Influences.

ERIC Educational Resources Information Center

Neu, John, Ed.

1983-01-01

This four-part bibliography includes: references to histories of sciences and to histographical, philosophical, sociological, and humanistic aspects of science; general books and articles relating to specific sciences (philosophy, mathematics, physical sciences, earth sciences, biological sciences, sciences of man, technology, medicine,…

Preservice elementary teachers' alternative conceptions of science and their self-efficacy beliefs about science teaching

NASA Astrophysics Data System (ADS)

Koc, Isil

The present study was conducted to investigate the extent to which preservice elementary teachers held alternative conceptions in fundamental elementary science concepts from earth/space science, life science, and physical science along with their self-efficacy beliefs about science teaching and to determine the relationship between these two issues. Eighty-six preservice elementary education majors enrolled in the four sections of the course titled "07E:162 Methods Elementary School Science" offered in the Science Education Center, College of Education, the University of Iowa during the 2005-2006 academic year participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument constructed by Schoon and Boone (1998), Science Teaching Efficacy Belief Instrument (STEBI-B) constructed by Enochs and Riggs (1990), a participant information form, and through utilization of interviews. The results from the alternative conception instrument indicated that the majority of preservice elementary teachers held a number of alternative conceptions with most being in the physical sciences followed by earth/space, and then life science. Various sources of alternative conceptions emerged during the interview sessions. Participants mainly cited science teachers, science textbooks, and previous science experiences as sources of their alternative conceptions. On the other hand, the analysis of the self-efficacy instrument and follow-up interviews revealed generally positive self-efficacy beliefs. Findings from the study also confirmed that science courses completed in high school and college do not seem to have influenced participants' number and types of alternative conceptions regarding earth/space science, life science, and physical science and self-efficacy beliefs about science teaching. The results also indicate that participants with the lowest number of alternative conceptions regarding earth/space science, physical science, and life science have a relatively high personal science teaching efficacy. Overall, the results of the study regarding self-efficacy beliefs propose that consideration be given to identification and modification of preservice elementary teachers' science alternative conceptions if they are expected to teach science effectively.

Science access, career choices, achievement, and motivation: Perceptions of female science olympians

NASA Astrophysics Data System (ADS)

Price, Kelly Rae

Women remain under-represented in science career fields and this is especially evident in the physical sciences. Female students maintain equal science interest and achievement to male students in elementary school but by middle and high school they fall behind their male peers. Reasons cited for girls' declining interest in science include battling traditional gender stereotypes, lack of encouragement, and lack of female role models. Four main science concerns related to girls/women as indicated by research literature were science access, career choices, achievement, and motivation. In Georgia, some girls have made a break from the research trends by demonstrating their fervor for science through participation in the academic activity, Science Olympiad. The purpose of this study was to examine the science perceptions of girls who demonstrated science success by their participation in Science Olympiad. Utilizing phenomenological and feminist perspectives, the qualitative research method of focus group interviewing was used to address the research questions comprising the four science concerns of female science access, career choices, achievement, and motivation. The study participants were all girls/women who participated in Science Olympiad. A total of five focus groups were studied. One of the focus groups had current college undergraduates, former Science Olympians, in it while the others were composed of high school girls. Through the description of their science experiences, the participants shared their perceptions of the four science concerns. When addressing these science concerns, the participants revealed four factors that had most affected their science perceptions: the importance of support, science needs Serious Fun, teachers matter, and the bonuses of extracurricular involvement. In their experiences, the participants found success in science because they had teachers, parents, and peers who supported their academic interests, including science, and made science enjoyable. This study offered insight to the factors boosting the science success as perceived by a small group of female students. The application of these factors to other girls may provide a method of drawing more girls towards science instead of pushing them away from it.

Elucidating elementary science teachers' conceptions of the nature of science: A view to beliefs about both science and teaching

NASA Astrophysics Data System (ADS)

Keske, Kristina Palmer

The purpose of this interpretive case study was to elucidate the conceptions of the nature of science held by seven elementary science teachers. The constructivist paradigm provided the philosophical and methodological foundation for the study. Interviews were employed to collect data from the participants about their formal and informal experiences with science. In addition, the participants contributed their perspectives on four aspects of the nature of science: what is science; who is a scientist; what are the methods of science; and how is scientific knowledge constructed. Data analysis not only revealed these teachers' views of science, but also provided insights into how they viewed science teaching. Four themes emerged from the data. The first theme developed around the participants' portrayals of the content of science, with participant views falling on a continuum of limited to universal application of science as procedure. The second theme dealt with the participants' views of the absolute nature of scientific knowledge. Participants' perceptions of the tentative nature of science teaching provided the basis for the third theme concerning the need for absolutes in practice. The fourth theme drew parallels between participants' views of science and science teaching, with two participants demonstrating a consistency in beliefs about knowledge construction across contexts. This study revealed both personal and contextual factors which impacted how the participants saw science and science teaching. Many of the participants' memories of formal science revolved around the memorization of content and were viewed negatively. All the participants had limited formal training in science. Of the seven participants, only two had chosen to be science teachers at the beginning of their careers. The participants' limited formal experiences with science provided little time for exploration into historical, philosophical, and sociological studies of science, a necessary requirement for understanding the scientific enterprise. This study also offered support for the elucidation of teachers' conceptions of the nature of science through in-depth conversations rather than convergent types of assessment. Data analysis of participant responses to isolated aspects of the nature of science yielded incomplete or inconsistent pictures of how the participants saw science. A more consistent picture of science emerged as the participants' beliefs about science and knowledge construction merged. This study proposed that all science teachers need to address their beliefs about knowledge construction across contexts.

The presentation of science in everyday life: the science show

NASA Astrophysics Data System (ADS)

Watermeyer, Richard

2013-09-01

This paper constitutes a case-study of the `science show' model of public engagement employed by a company of science communicators focused on the popularization of science, technology, engineering and mathematics (STEM) subject disciplines with learner constituencies. It examines the potential of the science show to foster the interest and imagination of young learners in STEM; challenge popular pre/misconceptions of science and scientists; reveal the broadness, plurality and everyday relevance of science; and induce a more fluent and equitable science nexus between expert and non-expert or learner groups. Discussion focuses on conversations with members of a UK and university based science communication outfit who comment on the potential of the science show as a model of non-formal science education and science engagement and the necessary conditions for its success.

Understanding children's science identity through classroom interactions

NASA Astrophysics Data System (ADS)

Kim, Mijung

2018-01-01

Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science.

Science-Technology Coupling: The Case of Mathematical Logic and Computer Science.

ERIC Educational Resources Information Center

Wagner-Dobler, Roland

1997-01-01

In the history of science, there have often been periods of sudden rapprochements between pure science and technology-oriented branches of science. Mathematical logic as pure science and computer science as technology-oriented science have experienced such a rapprochement, which is studied in this article in a bibliometric manner. (Author)

Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

NASA Astrophysics Data System (ADS)

Forbes, Anne; Skamp, Keith

2016-02-01

MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.

Increasing women's aspirations and achievement in science: The effect of role models on implicit cognitions

NASA Astrophysics Data System (ADS)

Phelan, Julie E.

This research investigated the role of implicit science beliefs in the gender gap in science aspirations and achievement, with the goal of testing identification with a female role model as a potential intervention strategy for increasing women's representation in science careers. At Time 1, women's implicit science stereotyping (i.e., associating men more than women with science) was linked to more negative (implicit and explicit) attitudes towards science and less identification with science. For men, stereotypes were either non-significantly or positively related to science attitudes and identification. Time 2 examined the influence of implicit and explicit science cognitions on students' science aspirations and achievement, and found that implicit stereotyping, attitudes, and identification were all unique predictors of science aspirations, but not achievement. Of more importance, Time 2 examined the influence of science role models, and found that identification with a role model of either gender reduced women's implicit science stereotyping and increased their positive attitudes toward science. Implications for decreasing the gender gap in advanced science achievement are discussed.

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.

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 nature of science and what is the balance of ethnic diversity in the participants in science (students and scientists) in physical science textbooks? To establish an answer to these questions, this investigation used content analysis. For the balance of the four aspects of the nature of science, the analysis was conducted on random page samples of five physical science textbooks. A random sampling of the pages within the physical science textbooks should be sufficient to represent the content of the textbooks (Garcia, 1985). For the balance of ethnic diversity of the participants in science, the analysis was conducted on all pictures or drawings of students and scientists within the content of the five textbooks. One of these IPC books is under current use in a large, local school district and the other four were published during the same, or similar, year. Coding procedures for the sample used two sets of coders. One set of coders have previously analyzed for the nature of science in a study on middle school science textbooks (Phillips, 2006) and the coders for ethnic diversity are public school teachers who have worked with ethnically diverse students for over ten years. Both sets of coders were trained and the reliability of their coding checked before coding the five textbooks. To check for inter-coder reliability, percent agreement, Cohen's kappa and Krippendorff's alpha were calculated. The results from this study indicate that science as a body of knowledge and science as a way of investigating are the prevalent themes of the nature of science in the five physical science textbooks. This investigation also found that there is an imbalance in the ethnic diversity of students and scientists portrayed within the chapters of the physical science textbooks studied. This imbalance reflects ratios that are neither equally balanced nor in align with the U.S. Census. Given that textbooks are the main sources of information in most classrooms, the imbalance of the nature of science could provide the students, and the teachers, with an incomplete perception and understanding of the nature of science. This imbalance could also provide the students with inadequate skills to develop and process science information and apply it to their world. The ethnic diversity portrayed in the physical science textbooks provides an inadequate link between the students' ethnic backgrounds and the ethnic diversity of the participants of science. Educators and publishers should provide science textbooks that incorporate all four aspects of the nature of science to a degree that science is perceived as more than just facts and information. Science must be recognized as a way of investigating, a way of thinking, and a way of applying knowledge to society. Further, in order to recognize all people who take part in science, students and scientists from a variety of ethnic groups should be portrayed in the physical science textbooks.

Where civics meets science: building science for the public good through Civic Science.

PubMed

Garlick, J A; Levine, P

2017-09-01

Public understanding of science and civic engagement on science issues that impact contemporary life matter more today than ever. From the Planned Parenthood controversy, to the Flint water crisis and the fluoridation debate, societal polarization about science issues has reached dramatic levels that present significant obstacles to public discussion and problem solving. This is happening, in part, because systems built to support science do not often reward open-minded thinking, inclusive dialogue, and moral responsibility regarding science issues. As a result, public faith in science continues to erode. This review explores how the field of Civic Science can impact public work on science issues by building new understanding of the practices, influences, and cultures of science. Civic Science is defined as a discipline that considers science practice and knowledge as resources for civic engagement, democratic action, and political change. This review considers how Civic Science informs the roles that key participants-scientists, public citizens and institutions of higher education-play in our national science dialogue. Civic Science aspires to teach civic capacities, to inform the responsibilities of scientists engaged in public science issues and to inspire an open-minded, inclusive dialogue where all voices are heard and shared commitments are acknowledged. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Science Anxiety and Gender in Students Taking General Education Science Courses

NASA Astrophysics Data System (ADS)

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

2004-12-01

Earlier studies [Mallow, J. V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology 3: 227-238; Udo, M. K., Ramsey, G. P., Reynolds-Alpert, S., and Mallow, J. V. (2001). Does physics teaching affect gender-based science anxiety? Journal of Science Education and Technology 10: 237-247] of science anxiety in various student cohorts suggested that nonscience majors were highly science anxious (SA), regardless of what science courses they were taking. In this study, we investigated science anxiety in a cohort consisting mostly of nonscience majors taking general education science courses. Regression analysis shows that the leading predictors of science anxiety are (i) nonscience anxiety and (ii) gender, as they were for different cohorts in the earlier studies. We confirm earlier findings that females are more SA than males. Chi-square analysis of acute science anxiety shows an amplification of these differences. We found statistically significant levels of science anxiety in humanities and social science students of both genders, and gender differences in science anxiety, despite the fact that the students were all enrolled in general education science courses specifically designed for nonscience majors. We found acute levels of anxiety in several groups, especially education, nursing, and business majors. We describe specific interventions to alleviate science anxiety.

Citizen science can improve conservation science, natural resource management, and environmental protection

USGS Publications Warehouse

McKinley, Duncan C.; Miller-Rushing, Abe J.; Ballard, Heidi L.; Bonney, Rick; Brown, Hutch; Cook-Patton, Susan; Evans, Daniel M.; French, Rebecca A.; Parrish, Julia; Phillips, Tina B.; Ryan, Sean F.; Shanley, Lea A.; Shirk, Jennifer L.; Stepenuck, Kristine F.; Weltzin, Jake F.; Wiggins, Andrea; Boyle, Owen D.; Briggs, Russell D.; Chapin, Stuart F.; Hewitt, David A.; Preuss, Peter W.; Soukup, Michael A.

2017-01-01

Citizen science has advanced science for hundreds of years, contributed to many peer-reviewed articles, and informed land management decisions and policies across the United States. Over the last 10 years, citizen science has grown immensely in the United States and many other countries. Here, we show how citizen science is a powerful tool for tackling many of the challenges faced in the field of conservation biology. We describe the two interwoven paths by which citizen science can improve conservation efforts, natural resource management, and environmental protection. The first path includes building scientific knowledge, while the other path involves informing policy and encouraging public action. We explore how citizen science is currently used and describe the investments needed to create a citizen science program. We find that:Citizen science already contributes substantially to many domains of science, including conservation, natural resource, and environmental science. Citizen science informs natural resource management, environmental protection, and policymaking and fosters public input and engagement.Many types of projects can benefit from citizen science, but one must be careful to match the needs for science and public involvement with the right type of citizen science project and the right method of public participation.Citizen science is a rigorous process of scientific discovery, indistinguishable from conventional science apart from the participation of volunteers. When properly designed, carried out, and evaluated, citizen science can provide sound science, efficiently generate high-quality data, and help solve problems.

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The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science

NASA Astrophysics Data System (ADS)

Logerwell, Mollianne G.

The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the treatment group, while those enrolled in the Loudoun Partnership Schools (LPS, n = 15) and Professional Development Schools (PDS, n = 24) cohorts at George Mason University served as the control groups. The treatment group planned for and taught a two-week inquiry- and problem-based summer science camp as part of their science methods course, while the control groups did not. The Science Teaching Efficacy Belief Instrument (STEBI), a science content assessment, a personal data questionnaire, and a modified version of the Views of Nature of Science Questionnaire (VNOS-C) were administered to the participants at the beginning and end of their science methods course. Analyses revealed significant increases for the FPS group in general science teaching efficacy, personal science teaching efficacy, science teaching outcome expectancy, general science knowledge, biology content knowledge, chemistry content knowledge, and understanding of NOS; the LPS group in general science teaching efficacy, personal science teaching efficacy, chemistry content knowledge, and understanding of NOS; and, the PDS group in general science teaching efficacy, personal science teaching efficacy, and chemistry content knowledge. Additionally, the FPS group had significantly higher general science teaching efficacy than both control groups, personal science teaching efficacy than the PDS group, and understanding of NOS than the LPS group. Overall, the findings indicate that course length is not as important for developing preservice teachers' teaching efficacy and understanding of content as having connected, authentic field-based teaching experiences that are based on best-practices research and coupled with methodological instruction.

Investigating Teachers' Beliefs in the Implementation of Science Inquiry and Science Fair in Three Boston High Schools

NASA Astrophysics Data System (ADS)

De Barros Miller, Anne Marie

In previous decades, inquiry has been the focus of science education reform in the United States. This study sought to investigate how teachers' beliefs affect their implementation of inquiry science and science fair. It was hypothesized that science teachers' beliefs about inquiry science and science fair are predictive of their implementation of such strategies. A case study approach and semi-structured interviews were employed to collect the data, and an original thematic approach was created to analyze the data. Findings seem to suggest that science teachers who embrace science inquiry and science fair believe these practices enhance students' performance, facilitate their learning experience, and allow them to take ownership of their learning. However, results also suggest that teachers who do not fully embrace inquiry science as a central teaching strategy tend to believe that it is not aligned with standardized tests and requires higher cognitive skills from students. Overall, the study seems to indicate that when inquiry is presented as a prescribed teaching approach, this elicits strong negative feelings/attitudes amongst science teachers, leading them not only to resist inquiry as a teaching tool, but also dissuading them from participating in science fair. Additionally, the findings suggest that such feelings among teachers could place the school at risk of not implementing inquiry science and science fair. In conclusion, the study reveals that science inquiry and science fair should not be prescribed to teachers as a top-down, mandatory approach for teaching science. In addition, the findings suggest that adequate teacher training in content knowledge and pedagogy in science inquiry and science fair should be encouraged, as this could help build a culture of science inquiry and implementation amongst teachers. This should go hand-in-hand with offering mentoring to science teachers new to inquiry and science fair for 2-5 years.

Communicating Science

NASA Astrophysics Data System (ADS)

Russell, Nicholas

2009-10-01

Introduction: what this book is about and why you might want to read it; Prologue: three orphans share a common paternity: professional science communication, popular journalism, and literary fiction are not as separate as they seem; Part I. Professional Science Communication: 1. Spreading the word: the endless struggle to publish professional science; 2. Walk like an Egyptian: the alien feeling of professional science writing; 3. The future's bright? Professional science communication in the age of the internet; 4. Counting the horse's teeth: professional standards in science's barter economy; 5. Separating the wheat from the chaff: peer review on trial; Part II. Science for the Public: What Science Do People Need and How Might They Get It?: 6. The Public Understanding of Science (PUS) movement and its problems; 7. Public engagement with science and technology (PEST): fine principle, difficult practice; 8. Citizen scientists? Democratic input into science policy; 9. Teaching and learning science in schools: implications for popular science communication; Part III. Popular Science Communication: The Press and Broadcasting: 10. What every scientist should know about mass media; 11. What every scientist should know about journalists; 12. The influence of new media; 13. How the media represents science; 14. How should science journalists behave?; Part IV. The Origins of Science in Cultural Context: Five Historic Dramas: 15. A terrible storm in Wittenberg: natural knowledge through sorcery and evil; 16. A terrible storm in the Mediterranean: controlling nature with white magic and religion; 17. Thieving magpies: the subtle art of false projecting; 18. Foolish virtuosi: natural philosophy emerges as a distinct discipline but many cannot take it seriously; 19. Is scientific knowledge 'true' or should it just be 'truthfully' deployed?; Part V. Science in Literature: 20. Science and the Gothic: the three big nineteenth-century monster stories; 21. Science fiction: serious literature of ideas or low-grade entertainment?; 22. Science in British literary fiction; 23. Science on stage: the politics and ethics of science in cultural and educational contexts.

Science News of the Year.

ERIC Educational Resources Information Center

Science News, 1988

1988-01-01

Reviews major science news stories of 1988 as reported in the pages of Science News. Covers the areas of anthropology, astronomy, behavior, biology, biomedicine, chemistry, earth sciences, environment, food science, mathematics and computers, paleobiology, physics, science and society, space sciences, and technology. (YP)

76 FR 49757 - Fusion Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-11

... DEPARTMENT OF ENERGY Fusion Energy Sciences Advisory Committee AGENCY: Office of Science... Services Administration, notice is hereby given that the Fusion Energy Sciences Advisory Committee will be... science, fusion science, and fusion technology related to the Fusion Energy Sciences program. Additionally...

Pre-Service Science Teachers' Cognitive Structures Regarding Science, Technology, Engineering, Mathematics (STEM) and Science Education

ERIC Educational Resources Information Center

Hacioglu, Yasemin; Yamak, Havva; Kavak, Nusret

2016-01-01

The aim of this study is to reveal pre-service science teachers' cognitive structures regarding Science, Technology, Engineering, Mathematics (STEM) and science education. The study group of the study consisted of 192 pre-service science teachers. A Free Word Association Test (WAT) consisting of science, technology, engineering, mathematics and…

Scientific Inquiry and Real-Life Applications Bring Middle School Students up to Standard

ERIC Educational Resources Information Center

Dass, Pradeep M.; Kilby, Diana; Chappell, Alicia

2005-01-01

The emphasis in both the National Science Education Standards (NSES) and "Science for All Americans" is on "science as inquiry" and inquiry-based science instruction as a way to accomplish the goals of science literacy. The NSES considers science as inquiry as a part of the content of science and include science as inquiry…

Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

ERIC Educational Resources Information Center

Riedinger, Kelly; Marbach-Ad, Gili; McGinnis, J. Randy; Hestness, Emily; Pease, Rebecca

2011-01-01

We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…

Science Coursework and Pedagogical Beliefs of Science Teachers: The Case of Science Teachers in the Philippines

ERIC Educational Resources Information Center

Macugay, Eva B.; Bernardo, Allan B. I.

2013-01-01

Science coursework is an important element of the pre-service education of science teachers. In this study we test the hypothesis that more science coursework influences pedagogical beliefs of science teachers by studying the pedagogical beliefs of 305 Filipino science teachers. We compared pedagogical beliefs of primary school (less science…

"The Name of the Rose": A Path to Discuss the Birth of Modern Science

ERIC Educational Resources Information Center

Guerra, Andreia; Braga, Marco

2014-01-01

Various science education researchers believe that science tuition should include some discussion about how science has developed over time. Therefore, deliberations about the nature of science should be integrated in the science curriculum. Many researchers argue that teaching the history of science is a good way to place the nature of science in…

Scaling up Three-Dimensional Science Learning through Teacher-Led Study Groups across a State

ERIC Educational Resources Information Center

Reiser, Brian J.; Michaels, Sarah; Moon, Jean; Bell, Tara; Dyer, Elizabeth; Edwards, Kelsey D.; McGill, Tara A. W.; Novak, Michael; Park, Aimee

2017-01-01

The vision for science teaching in the Framework for K-12 Science Education and the Next Generation Science Standards requires a radical departure from traditional science teaching. Science literacy is defined as three-dimensional (3D), in which students engage in science and engineering practices to develop and apply science disciplinary ideas…

Science Process Skills in Science Curricula Applied in Turkey

ERIC Educational Resources Information Center

Yumusak, Güngör Keskinkiliç

2016-01-01

One of the most important objectives of the science curricula is to bring in science process skills. The science process skills are skills that lie under scientific thinking and decision-making. Thus it is important for a science curricula to be rationalized in such a way that it brings in science process skills. New science curricula were…

Different Images of Science at Nordic Science Centres

ERIC Educational Resources Information Center

Davidsson, Eva; Jakobsson, Anders

2007-01-01

Science centres aim to present science in ways that will attract visitors and enhance public interest in, and knowledge of, science. But what images and different aspects of science are visitors confronted with at Nordic science centres? This study aims to explore the different aspects of science that are displayed and the ways in which these…

Controversy as a Blind Spot in Teaching Nature of Science: Why the Range of Different Positions Concerning Nature of Science Should Be an Issue in the Science Classroom

ERIC Educational Resources Information Center

Kötter, Mario; Hammann, Marcus

2017-01-01

In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science (NOS) teaching. Reference disciplines for teaching NOS are disciplines, which reflect upon science, like philosophy of science, history of science, and sociology of science. The culture of these disciplines…

Unbalanced progress: The hard road from science popularisation to public engagement with science in China.

PubMed

Jia, Hepeng; Liu, Li

2014-01-01

This article critically traces the development of science communication in China in the past 30 years. While confirming the tremendous progress Chinese science communicators have achieved in popularising science, it argues that the deficit model-based popularisation effort cannot meet the diversifying demands on science in Chinese society. Citing both recent science and technology controversies and active public participation in science pilot initiatives in China, this article concludes that science communication efforts in the country must be focused on constructive dialogues and public engagement with science.

Cultivation of science identity through authentic science in an urban high school classroom

NASA Astrophysics Data System (ADS)

Chapman, Angela; Feldman, Allan

2017-06-01

This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students' perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as well as their perceptions about who can do science. We found that the students believed the experience to be one of authentic science, that their science identity was positively influenced by participation in the experience, and that they demonstrated a shift in perceptions from stereotypical to more diverse views of scientists. Implications for science education are discussed.

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77 FR 41205 - Sunshine Act Meetings; National Science Board

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-12

... NATIONAL SCIENCE FOUNDATION Sunshine Act Meetings; National Science Board The National Science Board, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as amended... National Science Board business and other matters specified, as follows: AGENCY: National Science Board...

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

NASA Astrophysics Data System (ADS)

Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult concepts, make connections between class activities, and launch and wrap-up PBL problems. Labs will include activities from elementary science kits as launching points for in-depth investigations that demonstrate the continuity of science concepts and pedagogies across age levels. In the methods course, students will critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. Field placements in elementary classrooms will allow students to ground their studies of science and pedagogy in actual practice.

Can participation in a school science fair improve middle school students' attitudes toward science and interest in science careers?

NASA Astrophysics Data System (ADS)

Finnerty, Valerie

The purpose of this study was to investigate whether participation in a school-based science fair affects middle school students' attitudes toward science and interest in science and engineering careers. A quasi-experimental design was used to compare students' pre- and posttest attitudes toward and interest in science. Forty-eight of the 258 participants completed a school-based science fair during the study. In addition, twelve middle school science teachers completed an online survey. Both the Survey of Science Attitudes and Interest I and II (SSAI-I and II) measured students' attitudes toward and interest in science and science and mathematics self-efficacy, asked about classroom inquiry experiences and gathered demographic information. An online survey gathered qualitative data about science teachers' perceptions of school science fairs. The results showed no significant interactions among completion of a science fair project and attitudes toward and interest in science, science and mathematics self-efficacy or gender. There were significant differences at both pre- and posttest in attitudes between the students who did and did not complete a science fair project. All participating teachers believed that participation in science fairs could have a positive effect on students' attitudes and interest, but cited lack of time as a major impediment. There was significant interaction between level of classroom inquiry and attitudes and interest in science; students who reported more experiences had higher scores on these measures. Classroom inquiry also interacted with the effects of a science fair and participants' pre- and posttest attitude scores. Finally, the amount and source of assistance on a science fair project had a significant impact on students' posttest measures. Major limitations which affect the generalization of these findings include the timing of the administration of the pretest, the number of participants in the experimental group and differences in the science fair procedures at the participating schools. Embedded in a curriculum that includes the teaching of inquiry practices, science fairs may play a role in the inspiration of future scientists, but more research needs to be done on the quality of students' experiences, including amount and type of classroom instruction before and during the science fair process.

Sparking connections: An exploration of adolescent girls' relationships with science

NASA Astrophysics Data System (ADS)

Wheeler, Kathryn A.

Despite progress in narrowing the gender gap, fewer women than men pursue science careers. Adolescence is a critical age when girls' science interest is sparked or smothered. Prior research provides data on who drops out of the "science pipeline" and when, but few studies examine why and how girls disconnect from science. This thesis is an in-depth exploratory study of adolescent girls' relationships with science based on a series of interviews with four middle-class Caucasian girls---two from public schools, two homeschooled. The girls' stones about their experiences with, feelings about, and perspectives on science, the science process, and their science learning environments are examined with a theoretical and analytic approach grounded in relational psychology. The potential link between girls' voices and their involvement in science is investigated. Results indicate that girls' relationships with science are multitiered. Science is engaging and familiar in the sense that girls are curious about the world, enjoy learning about scientific phenomena, and informally use science in their everyday fives. However, the girls in this study differentiated between the science they do and the field of science, which they view as a mostly male endeavor (often despite real life experiences to the contrary) that uses rather rigid methods to investigate questions of limited scope and interest. In essence, how these girls defined science defined their relationship with science: those with narrow conceptions of science felt distant from it. Adolescent girls' decreased involvement in science activities may be a relational act---a move away from a patriarchical process, pedagogy, and institution that does not resonate with their experiences, questions, and learning styles. Girls often feel like outsiders to science; they resist considering science careers when they have concerns that implicitly or explicitly, doing so would involve sacrificing their knowledge, creativity, or relationships. Girls become disenchanted; they lose confidence not in themselves, but in science. Implication for pedagogy and policy center on paying attention to girls' feelings about science; portraying and practicing science broadly; and fostering growth-enhancing relationships and spaces where girls can have a voice in science.

A pragmatic conception of science: Implications for science teaching

NASA Astrophysics Data System (ADS)

Sessoms, Deidre Bates

In this dissertation, I examine various philosophical conceptions of the nature of science---its goals, methods and products---and link those views to how science is taught. While the review begins in the 1600s, the focus is primarily on logical positivism. The logical positivist view of science prevailed for much of the twentieth century and has greatly influenced how science is taught. The review section culminates with current conceptions of science from the fields of philosophy, sociology, feminist studies and radical studies of science. These various conceptions of the nature of science are linked to how science is currently taught, at the K--12 level and at the university. In particular, the logical positivist conception has influenced the teaching of science by emphasizing the products of science (factual knowledge and theories) over the processes of science (the social methods of knowledge production). As a result of viewing science as the logical positivists did, teachers primarily focus on science as unchanging factual knowledge, at the expense of examining the social and cultural aspects of scientific practices. I develop a pragmatic conception of the method of science as reflective thinking that we effectively use in our everyday lives. Linking that conception with the aims that John Dewey outlined for schools in a democratic society points the way towards certain goals and methods for teaching science. Therefore, I explore the type of science teaching that might result when viewing science as a pragmatic activity conducted in a democracy. Teaching of this sort would involve students in working together on shared problems that arise in the context of daily life. For science students at the university, this would include participating in and critiquing scientific research in active research laboratories. Implementing this view of science teaching might result in modifications in the practices and goals of science. Lastly, the experiences of a group of under-represented minority students who studied the sciences at the university are used to illustrate both the promises and the pitfalls of attempting to incorporate a pragmatic view of science into science teaching.

Discovering indigenous science: Implications for science education

NASA Astrophysics Data System (ADS)

Snively, Gloria; Corsiglia, John

2001-01-01

Indigenous science relates to both the science knowledge of long-resident, usually oral culture peoples, as well as the science knowledge of all peoples who as participants in culture are affected by the worldview and relativist interests of their home communities. This article explores aspects of multicultural science and pedagogy and describes a rich and well-documented branch of indigenous science known to biologists and ecologists as traditional ecological knowledge (TEK). Although TEK has been generally inaccessible, educators can now use a burgeoning science-based TEK literature that documents numerous examples of time-proven, ecologically relevant, and cost effective indigenous science. Disputes regarding the universality of the standard scientific account are of critical importance for science educators because the definition of science is a de facto gatekeeping device for determining what can be included in a school science curriculum and what cannot. When Western modern science (WMS) is defined as universal it does displace revelation-based knowledge (i.e., creation science); however, it also displaces pragmatic local indigenous knowledge that does not conform with formal aspects of the standard account. Thus, in most science classrooms around the globe, Western modern science has been taught at the expense of indigenous knowledge. However, because WMS has been implicated in many of the world's ecological disasters, and because the traditional wisdom component of TEK is particularly rich in time-tested approaches that foster sustainability and environmental integrity, it is possible that the universalist gatekeeper can be seen as increasingly problematic and even counter productive. This paper describes many examples from Canada and around the world of indigenous people's contributions to science, environmental understanding, and sustainability. The authors argue the view that Western or modern science is just one of many sciences that need to be addressed in the science classroom. We conclude by presenting instructional strategies that can help all science learners negotiate border crossings between Western modern science and indigenous science.

Conceptual change in pre-service science teachers' views on nature of science when learning a unit on the physics of waves

NASA Astrophysics Data System (ADS)

Kattoula, Ehsan Habib

Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the nature of science and science inquiry themes across all grade levels. Consideration must be given to pre-service science teachers' nature of science conceptions and their perceived roles in implementing the nature of science in the science classroom. This qualitative study investigates how pre-service science teachers' views about the nature of science develop and change when learning a college physics unit on waves in an urban university. The study uses case study methodology with four pre-service science teachers as individual units of analysis. Data regarding the participants' views about the nature of science were collected before and after the instruction on the physics of waves unit. The research design used 'The Views of Nature of Science/Views of Scientific Inquiry-Physics Questionnaire' followed by structured interviews throughout the wave unit. In addition, the participants responded to daily questions that incorporated nature of science themes and constructed concept maps regarding the physics content and their nature of science understanding. After completing the VNOS/VOSI-PHYS questionnaire the pre-service science teachers' views of the nature of science were found to be mainly naive and transitional before the instruction. At the end of the wave unit instruction, the data indicated that conceptual change occurred in participants' nature of science views, shifting toward informed views. The findings of this study provide evidence that using explicit instruction with specific activities, such as experiments and concept mapping, shifted the pre-service science teachers' views away from naive and toward informed.

Conceptual Change in Understanding the Nature of Science Learning: An Interpretive Phenomenological Analysis

NASA Astrophysics Data System (ADS)

DiBenedetto, Christina M.

This study is the first of its kind to explore the thoughts, beliefs, attitudes and values of secondary educators as they experience conceptual change in their understanding of the nature of science learning vis a vis the Framework for K-12 Science Education published by the National Research Council. The study takes aim at the existing gap between the vision for science learning as an active process of inquiry and current pedagogical practices in K-12 science classrooms. For students to understand and explain everyday science ideas and succeed in science studies and careers, the means by which they learn science must change. Focusing on this change, the study explores the significance of educator attitudes, beliefs and values to science learning through interpretive phenomenological analysis around the central question, "In what ways do educators understand and articulate attitudes and beliefs toward the nature of science learning?" The study further explores the questions, "How do educators experience changes in their understanding of the nature of science learning?" and "How do educators believe these changes influence their pedagogical practice?" Study findings converge on four conceptions that science learning: is the action of inquiry; is a visible process initiated by both teacher and learner; values student voice and changing conceptions is science learning. These findings have implications for the primacy of educator beliefs, attitudes and values in reform efforts, science teacher leadership and the explicit instruction of both Nature of Science and conceptual change in educator preparation programs. This study supports the understanding that the nature of science learning is cognitive and affective conceptual change. Keywords: conceptual change, educator attitudes and beliefs, framework for K-12 science education, interpretive phenomenological analysis, nature of science learning, next generation science standards, science professional development, secondary science education.

Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

NASA Astrophysics Data System (ADS)

Taştan Kırık, Özgecan

2013-12-01

This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors ( n = 71) and elementary education majors ( n = 262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers' conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups.

The effects of a science intervention program on the attitudes and achievement of high school girls in science

NASA Astrophysics Data System (ADS)

Steakley, Carrie Capers

This study investigated the effects of a high school science intervention program that included hands-on activities, science-related career information and exposure, and real-world experiences on girls' attitudes and achievement in science. Eighty-four girls, 44 ninth-graders and 40 tenth-graders, and 105 parents participated in the study. Survey data was collected to assess the girls' attitudes toward science in seven distinct areas: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Additional questionnaires were used to determine the extent of the girls' participation in sports and the attitudes of their parents toward science. The girls' cumulative science semester grade point averages since the seventh grade were used to assess academic science achievement. This study found no evidence that participation in the program improved the girls' attitudes or achievement in science. Parent attitudes and years of participation in sports were not accurate predictors of science achievement. Additionally, no significant relationship was detected between the girls' and their parents' perceptions of science. However, the study did suggest that extended participation in sports may positively affect science achievement for girls. This study holds implications for educational stakeholders who seek to implement intervention methods and programs that may improve student attitudes and achievement in science and attract more youth to future science-related careers.

Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks

NASA Astrophysics Data System (ADS)

Yore, Larry D.

Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.

Student Attitudes, Student Anxieties, and How to Address Them; A handbook for science teachers

NASA Astrophysics Data System (ADS)

Kastrup, Helge

2016-02-01

This book is based on a commitment to teaching science to everybody. What may work for training professional scientists does not work for general science education. Students bring to the classrooms preconceived attitudes, as well as the emotional baggage called 'science anxiety'. Students may regard science as cold, unfriendly, and even inherently hostile and biased against women. This book has been designed to deal with each of these issues and results from research in both Denmark and the USA. The first chapter discusses student attitudes towards science and the second discusses science anxiety. The connection between the two is discussed before the introduction of constructivism as a pedagogy that can aid science learning if it also addresses attitudes and anxieties. Much of the book elucidates what the authors have learned as science teachers and science education researchers. They studied various groups including university students majoring in the sciences, mathematics, humanities, social sciences, business, nursing, and education; high-school students; teachers' seminary students; science teachers at all levels from middle school through college; and science administrators. The insights of these groups constitute the most important feature of the book, and by sharing them, the authors hope to help their fellow science teachers to understand student attitudes about science, to recognize the connections between these and science anxiety, and to see how a pedagogy that takes these into account can improve science learning.

How In-Service Science Teachers Integrate History and Nature of Science in Elementary Science Courses

ERIC Educational Resources Information Center

Hacieminoglu, Esme

2014-01-01

The purpose of this study is to investigate how the in-service science teachers' (IST) perceptions and practices about curriculum and integration of the history of science (HOS) and the nature of science (NOS) affect their science courses. For this aim, how ISTs integrated the NOS and HOS in their elementary science courses for understanding of…

Designing Inductive Instructional Activities in a Teacher Training Program to Enhance Conceptual Understandings in Science for Thai Science and Non-Science Teachers

ERIC Educational Resources Information Center

Narjaikaew, Pattawan; Jeeravipoonvarn, Varanya; Pongpisanou, Kanjana; Lamb, Dennis

2016-01-01

Teachers are viewed as the most significant factor affecting student learning. However, research in science education showed that teachers often demonstrate misunderstandings of science very similar to students. The purpose of this research was to correct conceptual difficulties in science of Thai primary school science and non-science teachers…

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…

Science News of the Year.

ERIC Educational Resources Information Center

Science News, 1990

1990-01-01

This is a review of important science news stories of 1990 as reported in the pages of this journal. Areas covered include anthropology, astronomy, behavior, biology, biomedicine, chemistry, computers and math, earth sciences, environment, food science, materials science, paleobiology, physics, science and society, and space sciences. (CW)

Science in Afterschool Literature Review

ERIC Educational Resources Information Center

Falkenberg, Karen; McClure, Patricia; McComb, Errin M.

2006-01-01

In considering science in afterschool, research was reviewed and is presented in this document on how students learn science; how science is assessed, particularly inquiry science; recommended practices for afterschool science; and current afterschool science programs. Databases such as ERIC, Wilson Web, and PsychINFO were searched using…

Attitudes toward Science (ATS): An Examination of Scientists' and Native Americans' Cultural Values and ATS and Their Effect on Action Priorities

NASA Astrophysics Data System (ADS)

Murry, Adam T.

Science has been identified as a crucial element in the competitiveness and sustainability of America in the global economy. American citizens, especially minority populations, however, are not pursuing science education or careers. Past research has implicated ‘attitudes toward science’ as an important factor in the public’s participation in science. I applied Ajzen’s (1991) Theory of Planned Behavior to attitudes toward science to predict science-related sustainability-action intentions and evaluated whether scientists and Native Americans differed in their general attitudes toward science, cultural values, and specific beliefs about science. Analyses revealed that positive attitude toward science and the cultural value of individualism predicted intentions to engage with science-related sustainability actions. Unexpectedly, scientists and Native Americans did not differ in their cultural values or positive attitude toward science. However, Natives Americans held significantly more negative attitude toward science than scientists. Implications for science education and attitudes towards science theory and application are discussed.

Senator Fred Harris's National Social Science Foundation proposal: Reconsidering federal science policy, natural science-social science relations, and American liberalism during the 1960s.

PubMed

Solovey, Mark

2012-03-01

During the 1960s, a growing contingent of left-leaning voices claimed that the social sciences suffered mistreatment and undue constraints within the natural science-dominated federal science establishment. According to these critics, the entrenched scientific pecking order in Washington had an unreasonable commitment to the unity of the sciences, which reinforced unacceptable inequalities between the social and the natural sciences. The most important political figure who advanced this critique, together with a substantial legislative proposal for reform, was the Oklahoma Democratic Senator Fred Harris. Yet histories of science and social science have told us surprisingly little about Harris. Moreover, existing accounts of his effort to create a National Social Science Foundation have misunderstood crucial features of this story. This essay argues that Harris's NSSF proposal developed into a robust, historically unique, and increasingly critical liberal challenge to the post-World War II federal science establishment's treatment of the social sciences as "second-class citizens."

ScienceFEST: Preservice Teachers link Math and Science in Astronomy Lessons

NASA Astrophysics Data System (ADS)

DeMuth, N. H.; Kasabian, J.

2005-05-01

Funded by the National Science Foundation, Science FEST (Science for Future Elementary School Teachers) aims to develop the science content and pedagogy for project participants by connecting their college coursework to the science they will eventually teach. Working individually and in pairs, future elementary and middle school teachers design a comprehensive module in astronomy that is inquiry-based and reflects the national and state science standards. Project participants then teach their modules in local elementary or middle school classrooms. Science FEST project participants report gaining a deep understanding of the science they are teaching, learning to engage all students to explore science concepts, and reflecting on their teaching and how it can be improved. The session presenters will share some of the instructional materials developed by the college students and how their experiences in Science FEST have enhanced their pre-professional development. The project's website can be found at www.science-fest.org.

Science Fiction on Film.

ERIC Educational Resources Information Center

Burmester, David

1985-01-01

Reviews science fiction films used in a science fiction class. Discusses feature films, short science fiction films, short story adaptations, original science fiction pieces and factual science films that enrich literature. (EL)

An assessment of the impact of science experiences on the career choices of male and female biology students

NASA Astrophysics Data System (ADS)

Kahle, Jane Butler; Matyas, Marsha Lakes; Cho, Hee-Hyung

Earlier studies of gender differences in science courses and careers have identified three probable causes: numbers of mathematics courses, level of science achievement, and attitudes toward science. Recently, differential science experiences have been suggested as a factor contributing to the gender differences found in science interest and achievement. A study of science activities, both within and outside of school, has been conducted. Although both boys and girls report similar classroom experiences, boys more often than girls report extracurricular science activities. The findings suggest that equal experiences within science classrooms do not overcome the advantage that boys hold due to more extracurricular science activities. Increased experiences in science, however, have led to more positive attitudes toward science among the girls in this study.

Impact of Informal Science Education on Children's Attitudes About Science

NASA Astrophysics Data System (ADS)

Wulf, Rosemary; Mayhew, Laurel M.; Finkelstein, Noah D.

2010-10-01

The JILA Physics Frontier Center Partnerships for Informal Science Education in the Community (PISEC) provides informal afterschool inquiry-based science teaching opportunities for university participants with children typically underrepresented in science. We focus on the potential for this program to help increase children's interest in science, mathematics, and engineering and their understanding of the nature of science by validating the Children's Attitude Survey, which is based on the Colorado Learning Attitudes about Science Survey [1] and designed to measure shifts in children's attitudes about science and the nature of science. We present pre- and post-semester results for several semesters of the PISEC program, and demonstrate that, unlike most introductory physics courses in college, our after-school informal science programs support and promote positive attitudes about science.

Science FEST: Preservice Teachers link Math and Science in Astronomy Lessons

NASA Astrophysics Data System (ADS)

DeMuth, N. H.; Kasabian, J.; Hacking, P. B.

2005-12-01

Funded by the National Science Foundation and corporate sponsored by Northrop Grumman, Science FEST (Science for Future Elementary School Teachers) aims to develop the science content and pedagogy for project participants by connecting their college coursework to the science they will eventually teach. Working individually and in pairs, future elementary and secondary school teachers design a comprehensive module in astronomy that is inquiry-based and reflects national and state science standards. Project participants then teach their module in local elementary or middle school classrooms. Science FEST project participants report gaining a deep understanding of the science they are teaching, learning to engage all students to explore science concepts, and reflecting on their teaching and how it can be improved. The project's website can be found at www.science-fest.org.

EOS MLS Science Data Processing System: A Description of Architecture and Capabilities

NASA Technical Reports Server (NTRS)

Cuddy, David T.; Echeverri, Mark D.; Wagner, Paul A.; Hanzel, Audrey T.; Fuller, Ryan A.

2006-01-01

This paper describes the architecture and capabilities of the Science Data Processing System (SDPS) for the EOS MLS. The SDPS consists of two major components--the Science Computing Facility and the Science Investigator-led Processing System. The Science Computing Facility provides the facilities for the EOS MLS Science Team to perform the functions of scientific algorithm development, processing software development, quality control of data products, and scientific analyses. The Science Investigator-led Processing System processes and reprocesses the science data for the entire mission and delivers the data products to the Science Computing Facility and to the Goddard Space Flight Center Earth Science Distributed Active Archive Center, which archives and distributes the standard science products.

2016 Science Mission Directorate Technology Highlights

NASA Technical Reports Server (NTRS)

Seablom, Michael S.

2017-01-01

The role of the Science Mission Directorate (SMD) is to enable NASA to achieve its science goals in the context of the nation's science agenda. SMD's strategic decisions regarding future missions and scientific pursuits are guided by agency goals, input from the science community including the recommendations set forth in the National Research Council (NRC) decadal surveys and a commitment to preserve a balanced program across the major science disciplines. Toward this end, each of the four SMD science divisions -- Heliophysics, Earth Science, Planetary Science, and Astrophysics -- develops fundamental science questions upon which to base future research and mission programs.

What is science?

USGS Publications Warehouse

Shrake, D.L.; Elfner, L.E.; Hummon, W.; Janson, R.W.; Free, M.

2006-01-01

In 2000 The Ohio Academy of Science published its definition of "Science." Response to this definition led the Academy to produce a position paper entitled What is Science? The Academy officially adopted the position paper version of What is Science?, http: //www.ohiosci.org/ Whatisscience.pdf, at the April 2004 Ohio Academy of Science Annual Meeting. Response to this fact sheet demonstrated a need to further expand this document. Thus, this expanded version builds on the April 2004 position paper, What is Science? This paper clarifies what is science, the scientific method, a scientific hypothesis, a scientific theory, the importance of science, and what is not science.

An Investigation of the Effects of Authentic Science Experiences Among Urban High School Students

NASA Astrophysics Data System (ADS)

Chapman, Angela

Providing equitable learning opportunities for all students has been a persistent issue for some time. This is evident by the science achievement gap that still exists between male and female students as well as between White and many non-White student populations (NCES, 2007, 2009, 2009b) and an underrepresentation of female, African-American, Hispanic, and Native Americans in many science, technology, engineering, and mathematics (STEM) related careers (NCES, 2009b). In addition to gender and ethnicity, socioeconomic status and linguistic differences are also factors that can marginalize students in the science classroom. One factor attributed to the achievement gap and low participation in STEM career is equitable access to resources including textbooks, laboratory equipment, qualified science teachers, and type of instruction. Extensive literature supports authentic science as one way of improving science learning. However, the majority of students do not have access to this type of resource. Additionally, extensive literature posits that culturally relevant pedagogy is one way of improving education. This study examines students' participation in an authentic science experience and argues that this is one way of providing culturally relevant pedagogy in science classrooms. The purpose of this study was to better understand how marginalized students were affected by their participation in an authentic science experience, within the context of an algae biofuel project. Accordingly, an interpretivist approach was taken. Data were collected from pre/post surveys and tests, semi-structured interviews, student journals, and classroom observations. Data analysis used a mixed methods approach. The data from this study were analyzed to better understand whether students perceived the experience to be one of authentic science, as well as how students science identities, perceptions about who can do science, attitudes toward science, and learning of science practices were affected by participation in an authentic science experience. Findings indicated that participation in an authentic science experience has a positive effect on science identities, scientist perceptions, science attitudes, and learning of science and is one approach to mitigating the effects of marginalization in the science classroom. Additional findings indicated that a relationship between the authenticity of the experience and the outcomes (science identity, perceptions about who can do science, science attitudes, and learning of science). This study provides empirical evidence to support authentic science learning as a means of improving students' learning, attitudes, and identities with respect to science. This study endorses authentic science experiences for all students, marginalized included. This has implications for how we prepare future and support current science teachers. In addition, this study shows how this model can be used to effectively implement science, technology, engineering, and mathematics (STEM) education.

Discovering Socio-Cultural Aspects of Science through Artworks

ERIC Educational Resources Information Center

Güney, Burcu Gülay; Seker, Hayati

2017-01-01

Scientific literacy is one of the primary purposes of science education which briefly focuses on using and interpreting scientific explanations, understanding science within its culture. However, science curricula emphasize science with its cognitive aspects and underestimate affective and aesthetic aspects of science. Science education needs to…

Primary Science Interview: Science Sparks

ERIC Educational Resources Information Center

Bianchi, Lynne

2016-01-01

In this "Primary Science" interview, Lynne Bianchi talks with Emma Vanstone about "Science Sparks," which is a website full of creative, fun, and exciting science activity ideas for children of primary-school age. "Science Sparks" started with the aim of inspiring more parents to do science at home with their…

75 FR 81678 - Aeronautics Science and Technology Subcommittee; Committee on Technology; National Science and...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-28

... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Aeronautics Science and Technology Subcommittee; Committee on Technology; National Science and Technology Council ACTION: Notice of Meeting--Public input is.... SUMMARY: The Aeronautics Science and Technology Subcommittee (ASTS) of the National Science and Technology...

Science inquiry learning environments created by National Board Certified Teachers

NASA Astrophysics Data System (ADS)

Saderholm, Jon

The purpose of this study was to discern what differences exist between the science inquiry learning environments created by National Board Certified Teachers (NBCTs) and non-NBCTs. Four research questions organized the data collection and analysis: (a) How do National Board Certified science teachers' knowledge of the nature of science differ from that of their non-NBCT counterparts? (b) How do the frequencies of student science inquiry behaviors supported by in middle/secondary learning environments created by NBCTs differ from those created by their non-NBCT counterparts? (c) What is the relationship between the frequency of students' science inquiry behaviors and their science reasoning and understanding of the nature of science? (d) What is the impact of teacher perceptions factors impacting curriculum and limiting inquiry on the existence of inquiry learning environments? The setting in which this study was conducted was middle and high schools in Kentucky during the period between October 2006 and January 2007. The population sampled for the study was middle and secondary science teachers certified to teach in Kentucky. Of importance among those were the approximately 70 National Board Certified middle and high school science teachers. The teacher sample consisted of 50 teachers, of whom 19 were NBCTs and 31 were non-NBCTs. This study compared the science inquiry teaching environments created by NBCTs and non-NBCTs along with their consequent effect on the science reasoning and nature of science (NOS) understanding of their students. In addition, it examined the relationship with these science inquiry environments of other teacher characteristics along with teacher perception of factors influencing curriculum and factors limiting inquiry. This study used a multi-level mixed methodology study incorporating both quantitative and qualitative measures of both teachers and their students. It was a quasi-experimental design using non-random assignment of participants to treatment and control groups and dependent pre- and post-tests (Shadish, Cook, & Campbell, 2002). Teacher and student NOS understanding was measured using the Student Understanding of Science and Science Inquiry (SUSSI) instrument (Liang, et. al, 2006). Science inquiry environment was measured with the Elementary Science Inquiry Survey (ESIS) (Dunbar, 2002) which was given both to teachers and their students. Science inquiry environment measurements were triangulated with observations of a stratified random sub-sample of participating teachers. Observations were structured using the low-inference Collaboratives for Excellence in Teaching Practice (CETP) Classroom Observation Protocol (COP) (Lawrenz, Huffman, & Appleldoorn 2002), and the high-inference Reform Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000). NBCTs possessed more informed view of NOS than did non-NBCTs. Additionally, high school science teachers possessed more informed views regarding NOS than did middle school science teachers, with the most informed views belonging to high school science NBCTs. High school science NBCTs created learning environments in which students engaged in science inquiry behaviors significantly more frequently than did high school science non-NBCTs. Middle school science NBCTs, on the other hand, did not create learning environments that differed in significant ways from those of middle school science non-NBCTs. Students of high school science NBCTs possessed significantly higher science reasoning than did students of high school science non-NBCTs. Middle school students of science NBCTs possessed no more science reasoning ability than did middle school students of science non-NBCTs. NOS understanding displayed by students of both middle school and high school science NBCTs was not distinguished from students of non-NBCTs. Classroom science inquiry environment created by non-NBCTs were correlated with science teachers' perceptions of factors determining the curriculum, and the factors limiting inquiry. NBCT classroom science inquiry environment were not correlated with science teacher perceptions. They were, however, strongly correlated with science teacher attendance at science workshops and negatively correlated with teacher perception that experience limits inquiry. The results of this study have implications for policy, practice, and research. Having a science teacher who is an NBCT appears to benefit high school students; however, the benefit for students of middle school science NBCTs appears only when the teacher is also experienced. Additionally, science NBCTs appear to be able to create more controlled science inquiry learning environments than do science non-NBCTs. At the high school level the practice of using data to explain patterns appears to positively affect student science reasoning. Implications results of this study have for further research include examining the differences of the NBPTS certification process for middle and high school teachers; deeper investigation of the causes of the differences in science reasoning between students of NBCTs and non-NBCTs; and studies of the relationship between the NBPTS certification process and teacher efficacy and personal agency.

Beyond Engagement to Reflection and Understanding: Focusing on the process of science

NASA Astrophysics Data System (ADS)

Scotchmoor, J. G.; Mitchell, B. J.

2011-12-01

We must engage the public and make science more accessible to all...It is important that the scientific community, in its outreach, help people not only to see the fun of science but also to understand what science is, what a scientific theory is, how science is done, that accepted scientific models or theories are based on evidence, that hypotheses are tested by experiment, and that theories change as new evidence emerges. Shirley Ann Jackson, AAAS Presidential Address, 2005 The nature of science is noted as a critical topic for science literacy; however, by all accounts, Americans' understanding of the nature of science is inadequate, and students and teachers at all grade levels have inaccurate understandings of what science is and how it works. Such findings do not bode well for the future of scientific literacy in the United States. In large part, the current confusions about evolution, global warming, stem cell research, and other aspects of science deemed by some as "controversial" are symptomatic of a general misunderstanding of what science is and what it is not. Too few of our citizens view science as a dynamic process through which we gain a reliable understanding of the natural world. As a result, the public becomes vulnerable to misinformation and the very real benefits of science are obscured. New opportunities are emerging for members of the scientific community to share their science with segments of the public - both informally through science cafés and science festivals, and more formally through science competitions and classroom visits. Each of these helps to make science more accessible and provides a critical first step toward connecting the public to the "fun and excitement" of science. Less often these activities focus on how science works - what science is, what it is not, and what is not science - as well as the creativity, curiosity, exploration, dead-ends, and a-ha moments that inspire scientists. This talk will share a teacher professional development project in which graduate students play a critical role not only in engaging elementary teachers in science, but also in making the process explicit, offering the opportunity to reflect, and increasing teacher understanding of how science really works. Teachers had the chance to do science themselves which went a long way toward reducing their fears of science and increasing their confidence to teach science more effectively. At the same time, the graduate students found that working with the teachers made them better realize their own strengths and revitalized their personal excitement about science.

Science aspects of a 1980 flyby of Comet Encke with a Pioneer spacecraft

NASA Technical Reports Server (NTRS)

Jaffe, L. D.; Elachi, C.; Giffin, C. E.; Huntress, W.; Newburn, R. L.; Parker, R. H.; Taylor, F. W.; Thorpe, T. E.

1974-01-01

Results are presented of an investigation of the feasibility of a 1980 flyby of Comet Encke using a Pioneer class spacecraft. Specific areas studied include: science objectives and rationale; science observables; effects of encounter velocity; science encounter and targeting requirements; selection and description of science instruments; definition of a candidate science payload; engineering characteristics of suggested payload; value of a separable probe; science instruments for a separable probe; science payload integration problems; and science operations profile.

When Nature of Science Meets Marxism: Aspects of Nature of Science Taught by Chinese Science Teacher Educators to Prospective Science Teachers

ERIC Educational Resources Information Center

Wan, Zhi Hong; Wong, Siu Ling; Zhan, Ying

2013-01-01

Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators' conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, "NOS content…

Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens

ERIC Educational Resources Information Center

Carlone, Heidi B.; Johnson, Angela

2007-01-01

In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society…

In-Service Turkish Elementary and Science Teachers' Attitudes toward Science and Science Teaching: A Sample from Usak Province

ERIC Educational Resources Information Center

Turkmen, Lutfullah

2013-01-01

The purpose of this study is to reveal Turkish elementary teachers' and science teachers' attitudes toward science and science teaching. The sample of the study, 138 in-service elementary level science teachers from a province of Turkey, was selected by a clustered sampling method. The Science Teaching Attitude Scale-II was employed to measure the…

Using a Science/Technology/Society Approach to Prepare Reform-Oriented Science Teachers: The Case of a Secondary Science Methods Course

ERIC Educational Resources Information Center

Dass, Pradeep M.

2005-01-01

Reformed preparation of science teachers is indeed vital for the vision of science teaching reform to be accomplished. Typically, a critical component of a preservice science teacher preparation program is the science teaching methods course. The usual intent of this course is to help preservice science students develop an understanding of various…

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

ERIC Educational Resources Information Center

Aydogdu, Cemil; Idin, Sahin

2015-01-01

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

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

ERIC Educational Resources Information Center

Aydogdu, Cemil; Idin, Sahin

2015-01-01

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

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 that swirls around this remarkable arthropod, students are exposed to interactions between the hydrosphere, atmosphere, and geosphere and they examine ways in which climate change can affect this ecosystem.

Gender roles and science beliefs and their relationship to science interest

NASA Astrophysics Data System (ADS)

Paolucci, Judith Jean

This study investigated adolescents' views about the nature of science (NOS) and conceptions of their gender identities, and revealed whether these conceptions and views are related to their science interest. Participants were 566 high school students enrolled in chemistry courses at three high schools in a New England state. A questionnaire was used to assess participants' science interest, gender role perceptions, and views about science, as well as to provide background and math and science achievement data. The study found that while student scores of NOS understanding did not differ by gender, some significant differences were noted on the student responses to statements about science. Students with higher-than-average science interest scores responded to these statements differently than students with lower science interest scores; their responses tended to more closely match statements about NOS taken from current reform documents. The study also found that math and science achievement, masculinity scores, and NOS scores accounted for a greater variance of science interest for girls than for boys, though all three also contributed significantly and positively to the regression equation for boys. These predictor variables predicted membership to the lower or higher science interest groups, but could not predict students' career aspiration groups. Thus, other mediating factors not considered in this study may translate high science interest to science career aspiration. The results of this study coed prior research, which found that science and math achievement and masculinity are positively and significantly related to science interest for boy boys and girls. Moreover, the study found that achievement in math and science courses is a greater predictor of science interest for girls than for boys. The results of this study provide a rationale for incorporating the nature of science into the science curriculum. Moreover, since the science interest of boys was also found to be related to NOS understanding, these curricular changes may positively affect all students.

Environmental Science Literacy in Science Education, Biology and Chemistry Majors.

ERIC Educational Resources Information Center

Robinson, Mike; Crowther, David

2001-01-01

Questions whether biology majors are more environmental science literate than chemistry majors, preservice science teachers, and a general population sample of 1,492 students. Indicates that preservice science teachers are significantly more environmental science literate than chemistry majors, but not more science literate than biology majors.…

Putting the Social Sciences into Science Communication Courses.

ERIC Educational Resources Information Center

Stocking, S. Holly

Although the social sciences have become legitimate sources of science news, many journalism instructors of science communication do not believe the social sciences warrant special or required attention in their courses. This is unfortunate, for the social sciences are important enough and different enough to require both their inclusion and…

Science Teaching: What Does It Mean?

ERIC Educational Resources Information Center

Tseitlin, Michael; Galili, Igal

2006-01-01

This study considers the relationship between science, science teaching and the philosophy of science perceiving these three cultural phenomena as a semantic triad. This approach presents science teaching as being a form of a scientific reflection. The relationship of science teaching to the philosophy of science is advocated to be essential,…

75 FR 40754 - Government in the Sunshine Act Regulations of the National Science Board

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-14

... NATIONAL SCIENCE FOUNDATION 45 CFR Part 614 RIN 3145-AA53 Government in the Sunshine Act Regulations of the National Science Board AGENCY: National Science Board (NSB), National Science Foundation (NSF). ACTION: Direct final rule. SUMMARY: The National Science Board (NSB) National Science Foundation...

78 FR 37590 - Advisory Committee for Mathematical and Physical Sciences #66; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-21

... NATIONAL SCIENCE FOUNDATION Advisory Committee for Mathematical and Physical Sciences 66; Notice... Physical Sciences ( 66). Dates/Time: July 18, 2013 1:00 p.m.-5:15 p.m. Place: National Science Foundation... Federal Officer, Directorate for Mathematical and Physical Sciences, National Science Foundation, 4201...

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…

Predictors of Science Subject Discipline Identities: A Statistical Analysis

ERIC Educational Resources Information Center

Nieswandt, Martina; Barrett, Sarah E.; McEneaney, Elizabeth H.

2013-01-01

This quantitative study (n = 247) explores whether preservice science teachers express science-specific identities that reflect multiple areas of their beliefs (e.g., purpose for science teaching, inclusion of science-technology-society-environment issues into science teaching, and nature of science) as well as other individual characteristics…

Evaluating Science Information with Thinking Routines

ERIC Educational Resources Information Center

Grady, Cynthia

2010-01-01

"Science Books & Films," the journal of the American Association for the Advancement of Science (AAAS), reviews books for young readers in the sciences to identify winners of these categories: Children's Science Picture Book, Middle Grades Science Book, and Young Adult Science Book. At each age level five finalists are selected for the annual…

Understanding Children's Science Identity through Classroom Interactions

ERIC Educational Resources Information Center

Kim, Mijung

2018-01-01

Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity.…

Preservice Science Teachers' Science Teaching Orientations and Beliefs about Science

ERIC Educational Resources Information Center

Kind, Vanessa

2016-01-01

This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via content-specific vignettes and questionnaire, respectively, prior to participation in a UK-based teacher…

Did We Have Science before 1988?

ERIC Educational Resources Information Center

Peacock, Alan; Dunne, Mick

2014-01-01

In this "Primary Science" interview, science educators Alan Peacock and Mick Dunne reflect on their own experiences of what science was like in England before a National Curriculum was introduced. Among the topics covered are: earliest memories of science in school, teaching science before 1988 (pre-science curriculum for primary…

What is Science Teaching for?

ERIC Educational Resources Information Center

Biggins, David R.; Henderson, Ian

1978-01-01

Explains that understanding of science is vital to effective changes in science education. Discusses Thomas Kuhn's writings on the physical sciences and argues that Kuhn provides a better understanding of science education than do earlier models of science, although Kuhn's model fails to connect science with other social processes and interests.…

The perspectives and experiences of African American students in an informal science program

NASA Astrophysics Data System (ADS)

Bulls, Domonique L.

Science, technology, engineering, and mathematics (STEM) fields are the fastest growing sectors of the economy, nationally and globally. In order for the United States (U.S.) to maintain its competitiveness, it is important to address STEM experiences at the precollege level. In early years, science education serves as a foundation and pipeline for students to pursue STEM in college and beyond. Alternative approaches to instruction in formal classrooms have been introduced to engage more students in science. One alternative is informal science education. Informal science education is an avenue used to promote science education literacy. Because it is less regulated than science teaching in formal classroom settings, it allows for the incorporation of culture into science instruction. Culturally relevant science teaching is one way to relate science to African American students, a population that continually underperforms in K-12 science education. This study explores the science perspectives and experiences of African American middle school students participating in an informal science program. The research is framed by the tenets of culturally relevant pedagogy and shaped by the following questions: (1) What specific aspects of the Carver Program make it unique to African American students? (2) How is culturally relevant pedagogy incorporated into the informal science program? (3) How does the incorporation of culturally relevant pedagogy into the informal science program influence African American students' perceptions about science? The findings to the previously stated questions add to the limited research on African American students in informal science learning environments and contribute to the growing research on culturally relevant science. This study is unique in that it explores the cultural components of an informal science program.

Seeding science success: Relations of secondary students' science self-concepts and motivation with aspirations and achievement

NASA Astrophysics Data System (ADS)

Chandrasena, Wanasinghe Durayalage

This research comprises three inter-related synergistic studies. Study 1 aims to develop a psychometrically sound tool to measure secondary students' science self-concepts, motivation, and aspirations in biology, chemistry, earth and environmental methodology to explicate students' and teachers' views, practices, and personal experiences, to identify the barriers to undertaking science for secondary students and to provide rich insights into the relations of secondary students' science self-concepts and motivation with their aspirations and achievement. Study 3 will detect additional issues that may not necessarily be identifiable from the quantitative findings of Study 2. The psychometric properties of the newly developed instrument demonstrated that students' science self-concepts were domain specific, while science motivation and science aspirations were not. Students' self-concepts in general science, chemistry, and physics were stronger for males than females. Students' self-concepts in general science and biology became stronger for students in higher years of secondary schooling. Students' science motivation did not vary across gender and year levels. Though students' science aspirations did not vary across gender, they became stronger with age. In general, students' science self-concepts and science motivation were positively related to science aspirations and science achievement. Specifically, students' year level, biology self-concept, and physics self concept predicted their science and career aspirations. Biology self-concept predicted teacher ratings of students' achievement, and students' general science self-concepts predicted their achievement according to students' ratings. Students' year level and intrinsic motivation in science were predictors of their science aspirations, and intrinsic motivation was a greater significant predictor of students' achievement, according to student ratings. Based upon students' and teachers' perceptions, the identified barriers to promoting science in schools were: the difficulty of the subject matter, lack of student interest, the large amount of subject content, lack of perceived relevance of the subject matter to day-to-day life, ineffective teacher characteristics, lack of aspirations to pursue science as a career, inadequate teaching methods, lack of adequate teacher training, lack of proper policies to reward science teachers, and inadequate support for science from the media. Overall, the results from this study provide a greater understanding of the relations of secondary students' science self-concepts and motivation with aspirations and achievement in different science domains across gender and age levels. Hence, this research makes a valuable contribution to the literature by providing new insight. The findings will be useful for science educators in planning and developing science curriculum and policies with regard to student self-concepts and motivation. Equally, science teachers may find implications for classroom practices, for the planning and conducting of science lessons, for conveying scientific concepts and principles to students more effectively, and in considering the need to generate enthusiasm about the subject in young science students. Thus, the findings may offer the necessary strategies to assist in reducing the decline of students' enrolments in science through efficacious attention to student self-concepts and motivation. The newly developed instrument provides a new opportunity for future research to confidently interrogate the psychosocial issues central to science education and promotion. (Abstract shortened by ProQuest.).

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

NASA Astrophysics Data System (ADS)

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

2009-01-01

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

The World of Science Fiction.

ERIC Educational Resources Information Center

Schwartz, Sheila

1971-01-01

Science fiction is discussed from the following standpoints: What Is Science Fiction?; The History of Science Fiction; and The Themes of Science Fiction. A list of films, books, and records about science fiction is given. (DB)

Guerilla Science: Outreach at music and art festival

NASA Astrophysics Data System (ADS)

Rosin, Mark

2012-10-01

Guerilla Science a non-profit science education organization that, since 2007, has brought live events to unconventional venues for science, such as music festivals, art galleries, banquets, department stores and theaters. Guerilla Science sets science free by taking it out of the lab and into the traditional domains of the arts. By producing events that mix science with art, music and play, they create unique opportunities for adult audiences to experience science in unorthodox ways, such as interactive events, games, live experiments, demonstrations and performances by academics, artists, musicians, actors, and professional science communicators. Much of Guerilla Science's work has focused on astrophysical and terrestrial plasmas, and this presentation will provide an overview of Guerilla Science's work in this area. Guerilla Science has produced over twenty events, receiving international media coverage, and directly reached over fifteen thousand members of the public.

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

NASA Astrophysics Data System (ADS)

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

2016-04-01

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

Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence.

PubMed

Hill, Patricia Wonch; McQuillan, Julia; Talbert, Eli; Spiegel, Amy; Gauthier, G Robin; Diamond, Judy

2017-06-01

In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate ("fixed mindsets") is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers.

Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence

PubMed Central

McQuillan, Julia; Talbert, Eli; Spiegel, Amy; Gauthier, G. Robin; Diamond, Judy

2017-01-01

In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate (“fixed mindsets”) is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers. PMID:29527360

Teaching Science with the Social Studies of Science for Equity

NASA Astrophysics Data System (ADS)

Lederman, Muriel

Integrating the social studies of science into science education would make explicit the cultures of science, which have been revealed by historians, philosophers, sociologists, and feminist science scholars. These cultures include the institutions of science, the interaction of science and the society in which it is practiced, and the internal culture of science. This pedagogy may be a route to increasing equity in science, by giving women and members of other under-represented groups an appreciation of the factors causing their alienation from the enterprise and the tools to change science for social justice. In this article, I present the theoretical basis of this position, along with the implementation strategies and preliminary assessment for a sophomore level biology course based on this perspective.

Science Education for Women: Situated Cognition, Feminist Standpoint Theory, and the Status of Women in Science

NASA Astrophysics Data System (ADS)

Pinnick, Cassandra L.

2008-11-01

This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science. It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to traditional philosophy of science. Standpoint theory diverts attention away from the abiding educational and career needs of women in science. In the interest of women in science, and in the interest of science, science educators would do best for their constituencies by a return to feminist philosophy understood as the demand for equal access and a level playing field for women in science and society.

The Fort Collins Science Center

USGS Publications Warehouse

Wilson, Juliette T.; Banowetz, Michele M.

2012-01-01

With a focus on biological research, the U.S. Geological Survey Fort Collins Science Center (FORT) develops and disseminates science-based information and tools to support natural resource decision-making. This brochure succinctly describes the integrated science capabilities, products, and services that the FORT science community offers across the disciplines of aquatic systems, ecosystem dynamics, information science, invasive species science, policy analysis and social science assistance, and trust species and habitats.

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

NASA Astrophysics Data System (ADS)

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

2012-02-01

Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of gain in science knowledge as measured by the Iowa Test of Basic Skills in Science (ITBS-S). The original BUGS participants and contrasts have now completed high school and entered college, allowing researchers to assess the long-term impact of the BUGS program. Fourteen former BUGS participants completed two instruments to assess their perceptions of science and science, technology, engineering, and mathematics (STEM) careers. Their results were compared to four contrast groups composed entirely of females: 12 former BUGS contrasts, 10 college science majors, 10 non-science majors, and 9 current STEM professionals. Results indicate that BUGS participants have higher perceptions of science careers than BUGS contrasts. There were no significant differences between BUGS participants, Science Majors, and STEM professionals in their perceptions of science and STEM careers, whereas the BUGS contrast group was significantly lower than BUGS participants, Science Majors, and STEM Professionals. Additional results and implications are discussed within.

Hollywood Science: Good for Hollywood, Bad for Science?

NASA Astrophysics Data System (ADS)

Perkowitz, Sidney

2009-03-01

Like it or not, most science depicted in feature films is in the form of science fiction. This isn't likely to change any time soon, if only because science fiction films are huge moneymakers for Hollywood. But beyond that, these films are a powerful cultural force. They reach millions as they depict scientific ideas from DNA and cloning to space science, whether correctly or incorrectly; reflect contemporary issues of science and society like climate change, nuclear power and biowarfare; inspire young people to become scientists; and provide defining images -- or stereotypes -- of scientists for the majority of people who've never met a real one. Certainly, most scientists feel that screen depictions of science and scientists are badly distorted. Many are, but not always. In this talk, based on my book Hollywood Science [1], I'll show examples of good and bad screen treatments of science, scientists, and their impact on society. I'll also discuss efforts to improve how science is treated in film and ways to use even bad movie science to convey real science. [4pt] [1] Sidney Perkowitz, Hollywood Science: Movies, Science, and the End of the World (Columbia University Press, New York, 2007). ISBN: 978-0231142809

Science knowledge and cognitive strategy use among culturally and linguistically diverse students

NASA Astrophysics Data System (ADS)

Lee, Okhee; Fradd, Sandra H.; Sutman, Frank X.

Science performance is determined, to a large extent, by what students already know about science (i.e., science knowledge) and what techniques or methods students use in performing science tasks (i.e., cognitive strategies). This study describes and compares science knowledge, science vocabulary, and cognitive strategy use among four diverse groups of elementary students: (a) monolingual English Caucasian, (b) African-American, (c) bilingual Spanish, and (d) bilingual Haitian Creole. To facilitate science performance in culturally and linguistically congruent settings, the study included student dyads and teachers of the same language, culture, and gender. Science performance was observed using three science tasks: weather phenomena, simple machines, and buoyancy. Data analysis involved a range of qualitative methods focusing on major themes and patterns, and quantitative methods using coding systems to summarize frequencies and total scores. The findings reveal distinct patterns of science knowledge, science vocabulary, and cognitive strategy use among the four language and culture groups. The findings also indicate relationships among science knowledge, science vocabulary, and cognitive strategy use. These findings raise important issues about science instruction for culturally and linguistically diverse groups of students.Received: 3 January 1995;

Hong Kong secondary school students' attitudes towards science: a study of structural models and gender differences

NASA Astrophysics Data System (ADS)

Wan, Zhi Hong; Lee, John Chi Kin

2017-03-01

This study explored two under-researched areas on students' attitudes towards science, that is, the structural models representing these attitudes and the role played by school bands in moderating the gender differences in such attitudes. The participants were 360 ninth graders in Hong Kong from 3 school bands. The structural equation modelling method was adopted to compare four hypothetical models for students' attitudes towards science. Results reflect that (i) the data supported the three-factor structure of the behavioural domain of students' attitudes towards science; (ii) the four lower level dimensions of the attitudes towards science (i.e. value of science to society, self-concept in science, anxiety towards science and enjoyment of science) could be further integrated into broader categories; (iii) male students demonstrated significantly more positive attitudes towards science in five dimensions (i.e. self-concept in science, enjoyment in science, learning science in and outside the classroom and future participation) and (iv) school bands played a prominent moderating role in gender differences in students' attitudes towards science. Implications for studying and developing students' attitudes towards science are discussed in the paper.

What Is and Who Can Do Science? Supporting Youth of Colors' Identities as Learners, Doers, and Change Agents in Science

NASA Astrophysics Data System (ADS)

Visintainer, Tammie Ann

This research explores trajectories of developing the practices of and identification with science for high school students of color as they participate in summer science research programs. This study examines students' incoming ideas of what science is (i.e. science practices) and who does/can do science and how these ideas shift following program participation. In addition, this study explores the aspects of students' identities that are most salient in the science programs and how these aspects are supported or reimagined based on the program resources made available. This research utilizes four main data sources: 1) pre and post program student surveys, 2) pre and post program focal student interviews, 3) scientist instructor interviews, and 4) program observations. Findings show that students' ideas about what science is (i.e. science practices) and who can do science shifted together through participation in the practices of science. Findings illustrate the emergence of an identity generative process: that engaging in science practices (e.g. collecting data) and the accompanying program resources generated new possibilities for students (e.g. capable science learner). Findings show that the program resources made available for science practices determined how the practices "functioned" for students. Furthermore, findings document links between an instructor's vision, the design of program resources that engage students in science practices, and students' learning and identity construction. For example, a mentor that employed a politically relevant and racially conscious lens made unique resources available that allowed students to identify as capable science learners and agents of change in their community. This research shows that youth of color can imagine and take up new possibilities for who they can be in science when their science and racial identities are supported in science programs. Findings highlight the need to re-center race in research involving science identity construction for youth of color. Findings from this research inform the design of learning environments that create multiple pathways for learning and identity construction in science. Findings can be applied to the creation of opportunities in science programs, classrooms and teacher education that foster successful and meaningful engagement with science practices and empower youth of color as capable learners, doers, and changes agents in science.

The Physical Sciences. Report of the National Science Board Submitted to the Congress.

ERIC Educational Resources Information Center

Handler, Philip

Recent advances in the physical sciences, including astronomy, chemical synthesis, chemical dynamics, solid-state sciences, atomic and nuclear science, and elementary particles and high-energy physics are summarized in this report to Congress. The nature of physical science, including its increasing unity, the relationship between science and…

Know Your Discipline: Teaching the Philosophy of Computer Science

ERIC Educational Resources Information Center

Tedre, Matti

2007-01-01

The diversity and interdisciplinarity of computer science and the multiplicity of its uses in other sciences make it hard to define computer science and to prescribe how computer science should be carried out. The diversity of computer science also causes friction between computer scientists from different branches. Computer science curricula, as…

Home Culture, Science, School and Science Learning: Is Reconciliation Possible?

ERIC Educational Resources Information Center

Tan, Aik-Ling

2011-01-01

In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…

Adapting Practices of Science Journalism to Foster Science Literacy

ERIC Educational Resources Information Center

Polman, Joseph L.; Newman, Alan; Saul, Ellen Wendy; Farrar, Cathy

2014-01-01

In this paper, the authors describe how the practices of expert science journalists enable them to act as "competent outsiders" to science. We assert that selected science journalism practices can be used to design reform-based science instruction; these practices not only foster science literacy that is useful in daily life, but also…

The Museum of Science and Industry Basic List of Children's Science Books, 1986.

ERIC Educational Resources Information Center

Richter, Bernice, Comp.; Wenzel, Duane, Comp.

This first supplement to the Museum of Science and Industry Basic List of Children's Science Books contains books received for the museum's 13th annual children's science book fair. Children's science books are listed under these headings: animals; astronomy; aviation and space; biography; careers; earth sciences; environment/conservation;…

Kick-Starting the Nature of Science

ERIC Educational Resources Information Center

Bull, Ally; Joyce, Chris; Spiller, Lorraine; Hipkins, Rosemary

2010-01-01

Nature of Science is the core strand of science in "The New Zealand Curriculum". This resource aims to support teachers to understand the different aspects of the Nature of Science and what this might mean in practice. All aspects of this strand are covered: Understanding about science; Investigating in science; Communicating in science;…

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…

Common Core Science Standards: Implications for Students with Learning Disabilities

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Brigham, Frederick J.; Mastropieri, Margo A.

2013-01-01

The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various…

Science Programs

Science.gov Websites

Research Library Science Briefs Science News Science Highlights Lab Organizations Science Programs Applied Innovation Research Capabilities Deploying Innovation Technology Opportunities Innovation in New Mexico Los Laboratory Delivering science and technology to protect our nation and promote world stability Science &

Science News and the Science Classroom

ERIC Educational Resources Information Center

McCullough, Laura

2006-01-01

Using "Science News" as a teaching tool promotes writing about science, talking about science, and broadening students' views about what science is. This article describes an ongoing assignment in which students choose one article from "Science News" each week and write a brief summary and explanation of why they picked that article. (Contains 1…

Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report. Appendix

ERIC Educational Resources Information Center

Achieve, Inc., 2010

2010-01-01

This appendix accompanies the report "Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report," a study conducted by Achieve to compare the science standards of 10 countries. This appendix includes the following: (1) PISA and TIMSS Assessment Rankings; (2) Courses and…

77 FR 1956 - National Science Board; Notice of Opportunity for Public Comment on the National Science Board...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-12

... NATIONAL SCIENCE FOUNDATION National Science Board; Notice of Opportunity for Public Comment on the National Science Board Data Policies Report AGENCY: National Science Board (NSB), NSF. ACTION: Request for public comments. SUMMARY: The National Science Board seeks comments from the public on the...

Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings

ERIC Educational Resources Information Center

Worsham, Heather M.; Friedrichsen, Patricia; Soucie, Marilyn; Barnett, Ellen; Akiba, Motoko

2014-01-01

Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching…

Promoting Single-Parent Family Children's Attitudes toward Science and Science Performance through Extracurricular Science Intervention in Taiwan

ERIC Educational Resources Information Center

Hong, Zuway-R.; Lin, Huann-shyang; Lawrenz, Frances

2008-01-01

This study investigated the efficacy of extracurricular science intervention in promoting students' science learning performance and attitudes toward science. The Junior High School Student Questionnaire (JSSQ) was used to measure attitudes toward science, sexist attitudes and perceptions of the classroom learning environment. Twenty-eight eighth…

Characteristics of the Navy Laboratory Warfare Center Technical Workforce

DTIC Science & Technology

2013-09-29

Mathematics and Information Science (M&IS) Actuarial Science 1510 Computer Science 1550 Gen. Math & Statistics 1501 Mathematics 1520 Operations...Admin. Network Systems & Data Communication Analysts Actuaries Mathematicians Operations Research Analyst Statisticians Social Science (SS...workforce was sub-divided into six broad occupational groups: Life Science , Physical Science , Engineering, Mathematics, Computer Science and Information

Turkish Pre-Service Science Teachers' Views on Science-Technology-Society Issues

ERIC Educational Resources Information Center

Yalvac, Bugrahan; Tekkaya, Ceren; Cakiroglu, Jale; Kahyaoglu, Elvan

2007-01-01

The international science education community recognises the role of pre-service science teachers' views about the interdependence of Science, Technology, and Society (STS) in achieving scientific literacy for all. To this end, pre-service science teachers' STS views signal the strengths and the weaknesses of science education reform movements.…

Using Amphibians and Reptiles to Learn the Process of Science

ERIC Educational Resources Information Center

Greene, Janice Schnake; Greene, Brian D.

2005-01-01

Although every student must take some science courses to graduate, understanding the process of science is important, and some students never seem to really grasp science. The National Science Education Standards stress process as a major component in science instruction. The standards state that scientific inquiry is basic to science education…

Romanticism and Romantic Science: Their Contribution to Science Education

ERIC Educational Resources Information Center

Hadzigeorgiou, Yannis; Schulz, Roland

2014-01-01

The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent research in history of science has come to delineate the value of both topics for the development of modern science, their merit for the educational field…

The Future of Citizen Science

ERIC Educational Resources Information Center

Mueller, Michael P.; Tippins, Deborah; Bryan, Lynn A.

2012-01-01

There is an emerging trend of democratizing science and schooling within science education that can be characterized as citizen science. We explore the roots of this movement and some current projects to underscore the meaning of citizen science in science and schooling. We show that citizen science, as it is currently conceptualized, does not go…

Space Science Projects. LC Science Tracer Bullet. TB 06-3

ERIC Educational Resources Information Center

Shaw, Loretta, Comp.

2006-01-01

Space science, or the space sciences, are fields of science that are concerned with the study or utilization of outer space. There are several major fields of space science including astronomy, exobiology, space transport, and space exploration and colonization. In addition, space sciences impact or are related to many other fields, from the…

Science Anxiety, Science Attitudes, and Gender: Interviews from a Binational Study

ERIC Educational Resources Information Center

Mallow, Jeffry; Kastrup, Helge; Bryant, Fred B.; Hislop, Nelda; Shefner, Rachel; Udo, Maria

2010-01-01

We conducted interviews with eleven groups of Danish and American students. The interview topics included gender and national components of science education, science anxiety, and attitudes toward science. The groups were science and nonscience students at the upper secondary and university levels, and one group of American science teachers who…

Teaching Science/Learning Gender: Preservice Elementary Teachers Write about Science, Gender, and Identity.

ERIC Educational Resources Information Center

Letts, William J., IV

Using data collected from an undergraduate science methods class, this paper interrogates a variety of ways that preservice teachers construct their identities as both students of science and prospective teachers of science. Data sources included writings about an issue of "difference" in science class, a science autobiography, student-generated…

Understanding and Engagement in Places of Science Experience: Science Museums, Science Centers, Zoos, and Aquariums

ERIC Educational Resources Information Center

Schwan, Stephan; Grajal, Alejandro; Lewalter, Doris

2014-01-01

Science museums, science centers, zoos, and aquariums (MCZAs) constitute major settings of science learning with unique characteristics of informal science education. Emphasis will be given to the analysis of four specific characteristics of MCZAs that seem relevant for educational research and practice, namely, conditions of mixed motives and…

Cultivation of Science Identity through Authentic Science in an Urban High School Classroom

ERIC Educational Resources Information Center

Chapman, Angela; Feldman, Allan

2017-01-01

This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students' perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as…

The Feasibility of Educating Trainee Science Teachers in Issues of Science and Religion

ERIC Educational Resources Information Center

Poole, Michael

2016-01-01

This article reflects on Roussel De Carvalho's paper "Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom" (EJ1102211). It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher…

The Implications for Science Education of Heidegger's Philosophy of Science

ERIC Educational Resources Information Center

Shaw, Robert

2013-01-01

Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as…

Career education attitudes and practices of K-12 science educators

NASA Astrophysics Data System (ADS)

Smith, Walter S.

A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

Development of interest in science and interest in teaching elementary science: Influence of informal, school, and inquiry methods course experiences

NASA Astrophysics Data System (ADS)

Bulunuz, Mizrap

Inquiry-based science instruction is a major goal of science education reform. However, there is little research examining how preservice elementary teachers might be motivated to teach through inquiry. This quantitative study was designed to examine the role of background experiences and an inquiry science methods course on interest in science and interest in teaching science. The course included many activities and assignments at varying levels of inquiry, designed to teach content and inquiry methods and to model effective teaching. The study involved analyses of surveys completed by students in the course on their experiences with science before, during, and at the end of the course. The following questions guided the design of this study and analysis of the data: (1) What science background experiences (school, home, and informal education) do participants have and how do those experiences affect initial interest in science? (2) Among the hands-on activities in the methods course, is there a relationship between level of inquiry of the activity and the motivational quality (interesting, fun, and learning) of the activity? (3) Does the course affect participants' interest and attitude toward science? (4) What aspects of the course contribute to participants' interest in teaching science and choice to teach science? Descriptive and inferential analysis of a background survey revealed that participants with high and low initial interest in science differed significantly on remembering about elementary school science and involvement in science related activities in childhood/youth. Analysis of daily ratings of each hands-on activity on motivational qualities (fun, interest, and learning) indicated that there were significant differences in motivational quality of the activities by level of inquiry with higher levels of inquiry rated more positively. Pre/post surveys indicated that participants increased in interest in science and a number of variables reflecting more positive feelings about science and science teaching. Regression analysis found that the best predictors for interest in teaching science were experiencing fun activities in the science methods course followed by the interest participants brought to the course. This study highlights the motivational aspects of the methods course in developing interest in science and interest in teaching science.

The kids at Hamilton Elementary School: Purposes and practices for co-opting science

NASA Astrophysics Data System (ADS)

Ortiz, Loaiza

The purpose of this study was to explore youth's purposes and motivations for engaging in science through the lens of science practices. The construct of science practices allowed me to see science in youths' lives in a holistic way, shaped by social, political, historical, economic and cultural forces. The framework for understanding urban youths' science practices is grounded in the intersections of critical and feminist theory, sociocultural learning theories, especially as applied in research in urban science education, and recent work in critical literacy studies. As I explored the answers to my research questions---(1) When 5th grade youth, living in predominantly Latino communities struggling with urban poverty, engage in science how and why do they co-opt science in ways that result in changes in participation in science? (2) What are the science practices that facilitate youths' coopting of science? And how are those practices framed by context (school, out-of-school), content (LiFE curriculum), and funds of knowledge? (3) In what ways are science practices expressions of youths' scientific literacy? And (4) In what ways do youth use science practices as tools for expressing identities and agency?---I engaged in feminist ethnography with embedded case studies. Data were collected in 2004 in school and in out of school settings. I recorded numerous informal conversations, interviews, and observations both during after-school and students' regular science and non-science classes. Findings describe how and why students co-opted science for purposes that make sense for their lives. These purposes included gaining and activating resources, building and maintaining social relationships, bridging home and school knowledge, positioning themselves with authority, and constructing science identities. Findings also explored what practices facilitated youth's co-opting of science. I highlighted three practices: making ideas public, storytelling and prioritizing and using evidence. Finally, I present an in-depth analysis of the science practice of storytelling. Analysis revealed that students engaged in storytelling to facilitate co-opting of science by: allowing them to change the discourse of the science classroom, to seek legitimacy, and to position themselves with authority. I end with implications for urban science education, teacher education and for future research.

A study to modify, extend, and verify, an existing model of interactive-constructivist school science teaching

NASA Astrophysics Data System (ADS)

Numedahl, Paul Joseph

The purpose of this study was to gain an understanding of the effects an interactive-constructive teaching and learning approach, the use of children's literature in science teaching and parental involvement in elementary school science had on student achievement in and attitudes toward science. The study was done in the context of Science PALS, a professional development program for inservice teachers. An existing model for interactive-constructive elementary science was modified to include five model variables; student achievement, student attitudes, teacher perceptions, teacher performance, and student perceptions. Data were collected from a sample of 12 teachers and 260 third and fourth grade students. Data analysis included two components, (1) the examination of relationships between teacher performance, teacher perceptions, student achievement and attitudes, and (2) the verification of a model using path analysis. Results showed a significant correlation between teacher perceptions and student attitude. However, only one model path was significant; thus, the model could not be verified. Further examination of the significant model path was completed. Study findings included: (1) Constructivist notions of teaching and learning may cause changes in the traditional role relationship between teachers and students leading to negative student attitudes. (2) Children who perceive parental interest toward science education are likely to have a positive attitude toward science learning, increased self-confidence in science and possess accurate ideas concerning the nature of science. (3) Students who perceive science instruction as relevant are likely to possess a positive attitude toward science learning, increased self-confidence in science, and possess accurate ideas concerning the nature of science. (4) Students who perceive their classroom as aligning with constructivist principles are likely to possess a positive attitude toward science, an increased self-confidence in science, and possess accurate ideas concerning the nature of science. (5) The inclusion of children's literature in elementary school science promotes a positive attitude toward science, an increase in student self-confidence in science, and fosters accurate understandings of the nature of science. Recommendations focus on student change, constructivist pedagogy, use of literature in science, and parental involvement in science education.

Philosophy for the rest of cognitive science.

PubMed

Stepp, Nigel; Chemero, Anthony; Turvey, Michael T

2011-04-01

Cognitive science has always included multiple methodologies and theoretical commitments. The philosophy of cognitive science should embrace, or at least acknowledge, this diversity. Bechtel's (2009a) proposed philosophy of cognitive science, however, applies only to representationalist and mechanist cognitive science, ignoring the substantial minority of dynamically oriented cognitive scientists. As an example of nonrepresentational, dynamical cognitive science, we describe strong anticipation as a model for circadian systems (Stepp & Turvey, 2009). We then propose a philosophy of science appropriate to nonrepresentational, dynamical cognitive science. Copyright © 2011 Cognitive Science Society, Inc.

Research methods from social science can contribute much to the health sciences.

PubMed

Wensing, Michel

2008-06-01

Research methods from social science, such as social network analysis, random coefficient modeling, and advanced measurement techniques, can contribute much to the health sciences. There is, however, a slow rate of transmission of social science methodology into the health sciences. This paper identifies some of the barriers for adoption and proposes ideas for the future. Commentary. Contributions of social science to the health sciences are not always recognized as such. It may help if the professional profile of social science in the health sciences would be higher and if its focus would be more on making useful predictions. Clinical epidemiologists may assume that their discipline includes all relevant methods and that social science is largely based on qualitative research. These perceptions need to be challenged in order to widen the scope of clinical epidemiology and include relevant methods from other sciences. New methods help to ask new research questions and to provide better to old questions. This paper has sketched challenges for both social science researchers and clinical epidemiologists.

Institutional Research Productivity in Science Education for the 1990s: Top 30 Rankings

NASA Astrophysics Data System (ADS)

Barrow, Lloyd H.; Settlage, John; Germann, Paul J.

2008-08-01

The purpose of this study was to identify the major science education programs in the United States, where the science education researchers published their research. This research is the first study of the scholarly productivity of science education programs at domestic institutions of higher education. Each issue of the eight research journals ( Journal of Research in Science Teaching, Science Education, International Journal of Science Education, Journal of Science Teacher Education, School Science and Mathematics, Journal of Computers in Math and Science Teaching, Journal of Science Education and Technology, and Journal of Elementary Science Education) published in the 1990s provided the author(s) and their institutional affiliation. The resultant ranking of raw and weighted counts for the top 30 science educations programs shows variation in journals where research was published. Overall, regardless whether the total number of publications (raw) or weighted rating there was 90% agreement among top 10 and 70% agreement among the bottom 10. Potential explanations for variations and uses for rankings are discussed.

Science and Human Experience

NASA Astrophysics Data System (ADS)

Cooper, Leon N.

2015-01-01

Part I. Science and Society: 1. Science and human experience; 2. Does science undermine our values?; 3. Can science serve mankind?; 4. Modern science and contemporary discomfort: metaphor and reality; 5. Faith and science; 6. Art and science; 7. Fraud in science; 8. Why study science? The keys to the cathedral; 9. Is evolution a theory? A modest proposal; 10. The silence of the second; 11. Introduction to Copenhagen; 12. The unpaid debt; Part II. Thought and Consciousness: 13. Source and limits of human intellect; 14. Neural networks; 15. Thought and mental experience: the Turing test; 16. Mind as machine: will we rubbish human experience?; 17. Memory and memories: a physicist's approach to the brain; 18. On the problem of consciousness; Part III. On the Nature and Limits of Science: 19. What is a good theory?; 20. Shall we deconstruct science?; 21. Visible and invisible in physical theory; 22. Experience and order; 23. The language of physics; 24. The structure of space; 25. Superconductivity and other insoluble problems; 26. From gravity to light and consciousness: does science have limits?

Science and Human Experience

NASA Astrophysics Data System (ADS)

Cooper, Leon N.

2014-12-01

Part I. Science and Society: 1. Science and human experience; 2. Does science undermine our values?; 3. Can science serve mankind?; 4. Modern science and contemporary discomfort: metaphor and reality; 5. Faith and science; 6. Art and science; 7. Fraud in science; 8. Why study science? The keys to the cathedral; 9. Is evolution a theory? A modest proposal; 10. The silence of the second; 11. Introduction to Copenhagen; 12. The unpaid debt; Part II. Thought and Consciousness: 13. Source and limits of human intellect; 14. Neural networks; 15. Thought and mental experience: the Turing test; 16. Mind as machine: will we rubbish human experience?; 17. Memory and memories: a physicist's approach to the brain; 18. On the problem of consciousness; Part III. On the Nature and Limits of Science: 19. What is a good theory?; 20. Shall we deconstruct science?; 21. Visible and invisible in physical theory; 22. Experience and order; 23. The language of physics; 24. The structure of space; 25. Superconductivity and other insoluble problems; 26. From gravity to light and consciousness: does science have limits?

Learner Characteristics and Understanding Nature of Science. Is There an Association?

NASA Astrophysics Data System (ADS)

Çetinkaya-Aydın, Gamze; Çakıroğlu, Jale

2017-11-01

The purpose of this study was to investigate the possible associations between preservice science teachers' understanding of nature of science and their learner characteristics; understanding of nature of scientific inquiry, science teaching self-efficacy beliefs, metacognitive awareness level, and faith/worldview schemas. The sample of the current study was 60 3rd-year preservice science teachers enrolled in the Nature of Science and History of Science course. Using a descriptive and associational case study design, data were collected by means of different qualitative and quantitative questionnaires. Analysis of the data revealed that preservice science teachers' understanding of nature of science and nature of scientific inquiry were highly associated. Similarly, science teaching self-efficacy beliefs, metacognitive awareness levels, and faith/worldviews of the preservice science teachers were found to be significantly associated with their understanding of nature of science. Thus, it can be concluded that there might be other factors interfering with the learning processes of nature of science.

The Influence of Laboratory Instruction on Science Achievement and Attitude Toward Science across Gender Differences

NASA Astrophysics Data System (ADS)

Freedman, Michael P.

This study investigated the use of a hands-on laboratory program to improve attitudes toward science and increase achievement levels in science knowledge among students in a ninth grade physical science course. An objective final examination measured achievement in science knowledge, and a Q sort survey measured attitude toward science. A t test compared the groups' differences in achievement and attitude toward science. An analysis of covariance determined the effect of the laboratory treatment on the dependent variable, with attitude toward science as the covariable. The findings showed that students with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, girls with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, and girls and boys within the treatment group did not differ significantly on achievement in science knowledge. No significant differences were reported in attitude toward science between or within groups.

Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties.

PubMed

Bush, Seth D; Rudd, James A; Stevens, Michael T; Tanner, Kimberly D; Williams, Kathy S

2016-01-01

Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments.

Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties

PubMed Central

2016-01-01

Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments. PMID:26954776

New concepts of science and medicine in science and technology studies and their relevance to science education.

PubMed

Wang, Hsiu-Yun; Stocker, Joel F; Fu, Daiwie

2012-02-01

Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS) perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian) approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society. Copyright © 2011. Published by Elsevier B.V.

Curriculum Reviews.

ERIC Educational Resources Information Center

Science and Children, 1981

1981-01-01

Reviews four science curriculum materials. "Human Issues in Science" presents social consequences of science and technological developments. "Experiences in Science" contains duplicating masters to supplement basic science programs. "Outdoor Areas as Learning Laboratories" includes activities for local environments. "The Science Cookbook" uses…

Does it matter what we call it?

USDA-ARS?s Scientific Manuscript database

Agronomy, soil science, plant science, crop science, agricultural science, computer science, environmental science, environmental engineering, agricultural and irrigation engineering, hydrology, meteorology – all are names that describe fields of study relevant to agriculture and the environment in ...

Quebec Science Education: Which Directions? Proceedings of a Symposium Sponsored by the Science Council of Canada and the Association des Professeurs de Sciences du Quebec (March 1982). P82/2.

ERIC Educational Resources Information Center

Souque, Jean-Pascal, Ed.; Dufour, Paul, Ed.

Proceedings are presented of a symposium on science education in Quebec, which was sponsored by the Science Council of Canada and the Association des Professeurs de Sciences du Quebec. Papers and authors addressing the background and present state of Quebec science education are as follows: "Science Teaching at the Secondary Level: An…

News

NASA Astrophysics Data System (ADS)

2002-09-01

11-14 Curriculum: Supporting Physics Teaching (11-14) Europe: Sci-tech couldn't be without it! Art-Science: Makrolab in Mountain Year Digital Curriculum: Should the BBC learn from the past? Scotland: Teachers get Rocket Science Malaysia: Controversy over the language medium for science teaching UK Science: Next stage of Science Year announced Special Educational Needs: Science for special needs students Folk Physics: Good vibrations Environment: IoM3 - a move towards sustainability? UK Primary Science: The threat of afternoon science

FY 1999 Laboratory Directed Research and Development annual report

DOE Office of Scientific and Technical Information (OSTI.GOV)

PJ Hughes

2000-06-13

A short synopsis of each project is given covering the following main areas of research and development: Atmospheric sciences; Biotechnology; Chemical and instrumentation analysis; Computer and information science; Design and manufacture engineering; Ecological science; Electronics and sensors; Experimental technology; Health protection and dosimetry; Hydrologic and geologic science; Marine sciences; Materials science; Nuclear science and engineering; Process science and engineering; Sociotechnical systems analysis; Statistics and applied mathematics; and Thermal and energy systems.

History, philosophy, and science teaching: The present rapprochement

NASA Astrophysics Data System (ADS)

Matthews, Michael R.

1992-03-01

This paper traces the use of, and arguments for, the history and philosophy of science in school science courses. Specific attention is paid to the British National Curriculum proposals and to the recommendations of the US Project 2061 curriculum guidelines. Some objections to the inclusion of historical material in science courses are outlined and answered. Mention is made of the Piagetian thesis that individual psychological development mirrors the development of concepts in the history of science. This introduces the topic of idealisation in science. Some significant instances are itemised where science education has, at its considerable cost, ignored work in philosophy of science. Arguments for the inclusion of the history and philosophy of science in science teacher education programmes are given. The paper finishes with a list of topical issues in present science education where collaboration between science teachers, historians, philosophers, and sociologists would be of considerable benefit.

The influence of field experiences on stages of concern and attitudes of preservice teachers toward science and science teaching

NASA Astrophysics Data System (ADS)

Strawitz, Barbara M.; Malone, Mark R.

The purpose of the study was to determine whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as factors which might explain some of the variance in the dependent measures. A one-group pretest-posttest design was used. Students were administered the Teacher Concerns Questionnaire, the Science Teaching Attitude Scales, and the Rokeach Dogmatism Scale approximately eight weeks after the pretest. Results indicated that field experiences did not significantly change student concerns about teaching science but significantly improved student attitudes toward science and science teaching. Students differing in age, grade-point average, and openmindedness did not difer significantly in changes in concerns and changes in attitude toward science and science teaching. Students assigned to different schools differed significantly in changes in attitude toward science.

Changes in Elementary Student Perceptions of Science, Scientists and Science Careers after Participating in a Curricular Module on Health and Veterinary Science

PubMed Central

Shin, Soo Yeon; Parker, Loran Carleton; Adedokun, Omolola; Mennonno, Ann; Wackerly, Amy; SanMiguel, Sandra

2015-01-01

This study examined to what extent a curriculum module that uses animal and human health scientists and science concepts to portray science and scientists in a relevant and authentic manner could enhance elementary students’ aspiration for science careers, attitudes to science, positive perceptions of scientists, and perceived relevance of science. The curriculum was developed by a research-based university program and has been put into practice in two early elementary classrooms in an urban school in the Midwest. An attitudinal rating survey and the Draw-A-Scientist Test (DAST) were used to assess pre to post changes in student attitudes toward science, perceptions of scientists, perceived relevance of science, and aspiration for science careers. Findings indicated that the implementation of this curriculum contributed positively to student attitudes toward science, decreased students’ stereotypical images of scientists, and increased student aspirations to become a scientist. PMID:26726271

Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self- Determination Theory Perspective

NASA Astrophysics Data System (ADS)

Painter, Jason

The purpose of this study was to examine a proposed motivational model of science achievement based on self-determination theory. The study relied on U.S. eighth-grade science data from the 2007 Third International Mathematics and Science Study to examine a structural model that hypothesized how perceived autonomy support, perceived competence in science, intrinsic motivation, and science achievement related to each other. Mother's education and student gender were used as controls. Findings showed that the hypothesized model provided a good fit to the data. The strongest direct effect on science achievement was students' perceived competence in science. Student intrinsic motivation was shown to have a surprisingly negative effect on science achievement. Autonomy support had positive direct effects on students' perceived competence in science and intrinsic motivation and had indirect positive effects to science achievement. Results and implications for science education are discussed.

Does science education need the history of science?

PubMed

Gooday, Graeme; Lynch, John M; Wilson, Kenneth G; Barsky, Constance K

2008-06-01

This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can support the scientific education of the general public at a time when debates over "intelligent design" are raising major questions over the kind of science that ought to be available to children in their school curricula. It concludes by considering further work that might be undertaken to show how history of science could be of more general educational interest and utility, well beyond the closed academic domains in which historians of science typically operate.

2015 Science Mission Directorate Technology Highlights

NASA Technical Reports Server (NTRS)

Seablom, Michael S.

2016-01-01

The role of the Science Mission Directorate (SMD) is to enable NASA to achieve its science goals in the context of the Nation's science agenda. SMD's strategic decisions regarding future missions and scientific pursuits are guided by Agency goals, input from the science community including the recommendations set forth in the National Research Council (NRC) decadal surveys and a commitment to preserve a balanced program across the major science disciplines. Toward this end, each of the four SMD science divisions -- Heliophysics, Earth Science, Planetary Science, and Astrophysics -- develops fundamental science questions upon which to base future research and mission programs. Often the breakthrough science required to answer these questions requires significant technological innovation, e.g., instruments or platforms with capabilities beyond the current state of the art. SMD's targeted technology investments fill technology gaps, enabling NASA to build the challenging and complex missions that accomplish groundbreaking science.

The Need for More Scientific Approaches to Science Communication

NASA Astrophysics Data System (ADS)

Sadri, S.

2015-12-01

Two possible goals for public science communication are: a) improving the public's in-depth understanding of the scientific subject; and b) fostering the public's belief that scientific efforts make a better world. Although (a) is often a natural target when scientists try to communicate their subject, the importance of (b) is underscored by the NSF, who investigated the "cultural authority of science" to understand science's role in policymaking. Surveys consistently find that there is a huge divergence between "knowledge" and "admiration" of science in society because science literacy has very little to do with public perception of science. However, even if both goals could be achieved, it doesn't necessarily mean that the general public will act on scientific advice. Different parts of society have different criteria for reaching judgments about how to act in their best interests. This makes the study of science communication important when controversies arise requiring public engagement. Climate change, sustainability, and water crises are only a few examples of such controversial subjects. Science communication can be designed carefully to sponsor dialogue and participation, to overcome perceptual obstacles, and to engage with stakeholders and the wider public. This study reviews work in social science that tries to answer: When is science communication necessary? What is involved in science communication? What is the role of media in effective science communication? It also reviews common recommendations for improved public engagement by scientists and science organizations. As part of this effort, I will present some portions of my science films. I will conclude with suggestions on what scientific institutions can focus on to build trust, relationships, and participation across segments of the public. Keywords: informal learning, popular science, climate change, water crisis, science communication, science films, science policy.

Emerging areas of science: Recommendations for Nursing Science Education from the Council for the Advancement of Nursing Science Idea Festival.

PubMed

Henly, Susan J; McCarthy, Donna O; Wyman, Jean F; Heitkemper, Margaret M; Redeker, Nancy S; Titler, Marita G; McCarthy, Ann Marie; Stone, Patricia W; Moore, Shirley M; Alt-White, Anna C; Conley, Yvette P; Dunbar-Jacob, Jacqueline

2015-01-01

The Council for the Advancement of Nursing Science aims to "facilitate and recognize life-long nursing science career development" as an important part of its mission. In light of fast-paced advances in science and technology that are inspiring new questions and methods of investigation in the health sciences, the Council for the Advancement of Nursing Science convened the Idea Festival for Nursing Science Education and appointed the Idea Festival Advisory Committee (IFAC) to stimulate dialogue about linking PhD education with a renewed vision for preparation of the next generation of nursing scientists. Building on the 2005 National Research Council report Advancing The Nation's Health Needs and the 2010 American Association of Colleges of Nursing Position Statement on the Research-Focused Doctorate Pathways to Excellence, the IFAC specifically addressed the capacity of PhD programs to prepare nursing scientists to conduct cutting-edge research in the following key emerging and priority areas of health sciences research: omics and the microbiome; health behavior, behavior change, and biobehavioral science; patient-reported outcomes; big data, e-science, and informatics; quantitative sciences; translation science; and health economics. The purpose of this article is to (a) describe IFAC activities, (b) summarize 2014 discussions hosted as part of the Idea Festival, and (c) present IFAC recommendations for incorporating these emerging areas of science and technology into research-focused doctoral programs committed to preparing graduates for lifelong, competitive careers in nursing science. The recommendations address clearer articulation of program focus areas; inclusion of foundational knowledge in emerging areas of science in core courses on nursing science and research methods; faculty composition; prerequisite student knowledge and skills; and in-depth, interdisciplinary training in supporting area of science content and methods. Copyright © 2015 Elsevier Inc. All rights reserved.

The role of science self-efficacy, science career efficacy, science career interest, and intentions to enroll in nonrequired science courses in the future selection of science-related careers for high school students

NASA Astrophysics Data System (ADS)

Ballard, Sherri Patrice

1998-12-01

Underrepresentation of non-Asian minority groups and women in science and math related professions has been an area of concern for many years. The purpose of this study was to examine the role of career selection variables for African-American and European-American students on future aspirations of pursuing a science-related career. Other examined variables included gender, academic track and socioeconomic status. A survey was completed by 368 high school students in rural settings in the Southeastern portion of the United States. Gender, race, tracking, and socioeconomic differences in career selection variables and future aspirations of pursuing a science-related career were explored using a 2 x 2 x 2 x 2 MANOVA. Multiple regression was used to examine the predictiveness of career selection variables relative to future career aspirations of pursuing a science-related career. Results indicated that African-Americans reported higher total science career interest, and higher science career efficacy. European-American students reported higher levels of science self-efficacy relative to making a B or better in science courses and solving science-related problems. Also, European-Americans reported higher levels of interest in science-related tasks, a subscale on the science career interest variable. When the effect of gender was examined across the total sample, no differences were found. However, when gender was examined by race, European-American females reported higher levels of science career interest than European-American males. Students from high academic tracking groups reported greater efficacy for completing science-related technical skills. Science career interest was predictive of future career selection for this sample.

Helping teachers change science instruction

DOE Office of Scientific and Technical Information (OSTI.GOV)

Consuegra, G.F.

1994-12-31

Scientists and science educators jointly believe that science is important to society. So strong are these beliefs that many educational and scientific organizations have issued reports and recommendations calling for systemic revisions to science education. Collectively these documents describe an enlightened view of science and science education. Such a view includes identifying key concepts, skills, and attitudes in science for the scientifically literate citizen, and describes effective instructional strategies, delineates characteristics of successful science programs for others to imitate and emulate, and lists resources for educators, scientists, and parents to use. The effects of these resources have been clearly visiblemore » over the past five years. Science process-based objectives provide infrastructure and promote modern and traditional science teachers` efforts to provide science programming that supports scientific literacy needed for the 21st century.« less

Cognitive dissonance of science and religion in pre-service elementary school teachers

NASA Astrophysics Data System (ADS)

Malloy, Robert Earl, Sr.

Throughout history science and religion have been in conflict. Many of the theories of science do not agree with the religious beliefs of pre-service teachers. Those teachers who will be teaching in the science classroom, must be able to present science without prejudice of personal religious beliefs. Are pre-service teachers prepared for science/religion conflicts? How much conflict do pre-service teachers have between science and religion? This study suggests that pre-service teachers may have a high degree of conflict between science and religion, and that they have received no educational experience on how to deal with this conflict. Such conflict poses a potential problem when presenting science in the classroom, in that non-science information may not be separated from the science presented.

Report on a Boston University Conference December 7-8, 2012 on How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching?

NASA Astrophysics Data System (ADS)

Garik, Peter; Benétreau-Dupin, Yann

2014-09-01

This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation (NSF) (REESE-1205273) to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes emerged for K-16 education from the perspective of the history and philosophy of science. Key ones were that: students need to understand that central to science is argumentation, criticism, and analysis; students should be educated to appreciate science as part of our culture; students should be educated to be science literate; what is meant by the nature of science as discussed in much of the science education literature must be broadened to accommodate a science literacy that includes preparation for socioscientific issues; teaching for science literacy requires the development of new assessment tools; and, it is difficult to change what science teachers do in their classrooms. The principal conclusions drawn by the editors are that: to prepare students to be citizens in a participatory democracy, science education must be embedded in a liberal arts education; science teachers alone cannot be expected to prepare students to be scientifically literate; and, to educate students for scientific literacy will require a new curriculum that is coordinated across the humanities, history/social studies, and science classrooms.

Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States.

PubMed

Bush, Seth D; Pelaez, Nancy J; Rudd, James A; Stevens, Michael T; Tanner, Kimberly D; Williams, Kathy S

2013-04-30

College and university science departments are increasingly taking an active role in improving science education. Perhaps as a result, a new type of specialized science faculty position within science departments is emerging--referred to here as science faculty with education specialties (SFES)--where individual scientists focus their professional efforts on strengthening undergraduate science education, improving kindergarten-through-12th grade science education, and conducting discipline-based education research. Numerous assertions, assumptions, and questions about SFES exist, yet no national studies have been published. Here, we present findings from a large-scale study of US SFES, who are widespread and increasing in numbers. Contrary to many assumptions, SFES were indeed found across the nation, across science disciplines, and, most notably, across primarily undergraduate, master of science-granting, and PhD-granting institutions. Data also reveal unexpected variations among SFES by institution type. Among respondents, SFES at master of science-granting institutions were almost twice as likely to have formal training in science education compared with other SFES. In addition, SFES at PhD-granting institutions were much more likely to have obtained science education funding. Surprisingly, formal training in science education provided no advantage in obtaining science education funding. Our findings show that the SFES phenomenon is likely more complex and diverse than anticipated, with differences being more evident across institution types than across science disciplines. These findings raise questions about the origins of differences among SFES and are useful to science departments interested in hiring SFES, scientific trainees preparing for SFES careers, and agencies awarding science education funding.

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.

Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States

PubMed Central

Bush, Seth D.; Pelaez, Nancy J.; Rudd, James A.; Stevens, Michael T.; Tanner, Kimberly D.; Williams, Kathy S.

2013-01-01

College and university science departments are increasingly taking an active role in improving science education. Perhaps as a result, a new type of specialized science faculty position within science departments is emerging—referred to here as science faculty with education specialties (SFES)—where individual scientists focus their professional efforts on strengthening undergraduate science education, improving kindergarten-through-12th grade science education, and conducting discipline-based education research. Numerous assertions, assumptions, and questions about SFES exist, yet no national studies have been published. Here, we present findings from a large-scale study of US SFES, who are widespread and increasing in numbers. Contrary to many assumptions, SFES were indeed found across the nation, across science disciplines, and, most notably, across primarily undergraduate, master of science-granting, and PhD-granting institutions. Data also reveal unexpected variations among SFES by institution type. Among respondents, SFES at master of science-granting institutions were almost twice as likely to have formal training in science education compared with other SFES. In addition, SFES at PhD-granting institutions were much more likely to have obtained science education funding. Surprisingly, formal training in science education provided no advantage in obtaining science education funding. Our findings show that the SFES phenomenon is likely more complex and diverse than anticipated, with differences being more evident across institution types than across science disciplines. These findings raise questions about the origins of differences among SFES and are useful to science departments interested in hiring SFES, scientific trainees preparing for SFES careers, and agencies awarding science education funding. PMID:23589844

Portraying Real Science in Science Communication

ERIC Educational Resources Information Center

van Dijk, Esther M.

2011-01-01

In both formal and informal settings, not only science but also views on the nature of science are communicated. Although there probably is no singular nature shared by all fields of science, in the field of science education it is commonly assumed that on a certain level of generality there is a consensus on many features of science. In this…

Science K-12, Living Things in Continuous Change. Utica City School District Articulated Curriculum: Project SEARCH, 1975.

ERIC Educational Resources Information Center

Utica City School District, NY.

Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, general science, physical science, earth science) and grade level. In grades K-6, objectives for topics of science study include conditions for plants and animals to live, adaptation, conservation,…

The feasibility of educating trainee science teachers in issues of science and religion

NASA Astrophysics Data System (ADS)

Poole, Michael

2016-06-01

This article reflects on Roussel De Carvalho's paper `Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom'. It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher education project more manageable.

Turkish Preservice Elementary Science Teachers' Conceptions of Learning Science and Science Teaching Efficacy Beliefs: Is There a Relationship?

ERIC Educational Resources Information Center

Bahcivan, Eralp; Kapucu, Serkan

2014-01-01

This study has been conducted to investigate conceptions of learning science (COLS) and personal science teaching efficacy belief (PSTE) of Turkish preservice elementary science teachers (PSTs) and to explore the relationship between these variables. Two instruments COLS questionnaire and PSTE subscale of Science Teaching Efficacy Beliefs…

Beyond Nature of Science: The Case for Reconceptualising "Science" for Science Education

ERIC Educational Resources Information Center

Erduran, Sibel

2014-01-01

In this paper, I argue that contemporary accounts of nature of science (NoS) are limited in their depiction of "science" and that new perspectives are needed to broaden their characterisation and appeal for science education. In particular, I refer to the role of interdisciplinary characterisations of science in informing the theory and…

Attitudes of Early Adolescents toward Science, Women in Science, and Science Careers.

ERIC Educational Resources Information Center

Erb, Thomas Owen

The study described is part of a larger project, Career Oriented Modules to Explore Topics in Science (COMETS), designed to integrate career education into the science curriculum. This study aimed to determine the attitudes of male and female students aged 10-16 toward scientists, science, women in science, careers in technical fields, and careers…

Using an Inquiry Approach to Teach Science to Secondary School Science Teachers

ERIC Educational Resources Information Center

McBride, John W.; Bhatti, Muhammad I.; Hannan, Mohammad A.; Feinberg, Martin

2004-01-01

Leaders in science education have actively promoted inquiry science since the 1960s and continue to do so today. The US National Science Education Standards recommend that science instruction and learning should be well grounded in inquiry. In spite of these efforts, however, little has changed in the way science is taught. Teacher-talk and…

Science Education for Democratic Citizenship through the Use of the History of Science

ERIC Educational Resources Information Center

Kolsto, Stein Dankert

2008-01-01

Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today's post-academic science differs from academic science in the past, making the history of academic science…

Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and Their Development as Science Teachers

ERIC Educational Resources Information Center

Rofe, Craig; Moeed, Azra; Anderson, Dayle; Bartholomew, Rex

2016-01-01

School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in…

Equity in Informal Science Education: Developing an Access and Equity Framework for Science Museums and Science Centres

ERIC Educational Resources Information Center

Dawson, Emily

2014-01-01

Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the…

Informal Science Experience, Attitudes, Future Interest in Science, and Gender of High-Ability Students: An Exploratory Study.

ERIC Educational Resources Information Center

Joyce, Beverly A.; Farenga, Stephen J.

1999-01-01

Examines specific science-related attitudes, informal science-related experiences, future interest in science, and gender of young high-ability students (n=111) who completed the Test of Science Related Attitudes (TOSRA), the Science Experience Survey (SES), and the Course Selection Sheet (CSS). Develops two regression models to predict the number…

Working Alongside Scientists: Impacts on Primary Teacher Beliefs and Knowledge about Science and Science Education

ERIC Educational Resources Information Center

Anderson, Dayle; Moeed, Azra

2017-01-01

Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the…

Science Fairs: A Qualitative Study of Their Impact on Student Science Inquiry Learning and Attitudes toward STEM

ERIC Educational Resources Information Center

Schmidt, Kathleen M.; Kelter, Paul

2017-01-01

Little is known about the impact of science fair participation on student science inquiry learning. Furthermore, there is only a small research base relating to science fair participation and student attitudes toward science, technology, engineering, and mathematics (STEM) careers and coursework. In this study, 41 seventh-grade science fair…

How Do Turkish Middle School Science Coursebooks Present the Science Process Skills?

ERIC Educational Resources Information Center

Aslan, Oktay

2015-01-01

An important objective in science education is the acquisition of science process skills (SPS) by the students. Therefore, science coursebooks, among the main resources of elementary science curricula, are to convey accurate SPS. This study is a qualitative study based on the content analysis of the science coursebooks used at middle schools. In…

Seeding Science Success: Psychometric Properties of Secondary Science Questionnaire on Students' Self-Concept, Motivation, and Aspirations

ERIC Educational Resources Information Center

Chandrasena, Wanasinghe; Craven, Rhonda G.; Tracey, Danielle; Dillon, Anthony

2014-01-01

Every sphere of life has been revolutionised by science. Thus, science understanding is an increasingly precious resource throughout the world. Despite the widely recognised need for better science education, the percentage of school students studying science is particularly low, and the numbers of students pursuing science continue to decline…

Negotiating Science and Engineering: An Exploratory Case Study of a Reform-Minded Science Teacher

ERIC Educational Resources Information Center

Guzey, S. Selcen; Ring-Whalen, Elizabeth A.

2018-01-01

Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the…

Designing Science Games and Science Toys from the Perspective of Scientific Creativity

ERIC Educational Resources Information Center

Demir Kaçan, Sibel

2015-01-01

This study was conducted with the participation of 21 pre-service science teachers attending the faculty of education of a university in Turkey. The study aims to evaluate pre-service science teachers' science games and science toy designs in terms of scientific creativity. Participants were given a four-week period to design science games or…

Technology and Science Education: Starting Points, Research Programs, and Trends.

ERIC Educational Resources Information Center

Linn, Marcia C.

2003-01-01

Explores technology in science education in five paths: (1) science texts and lectures; (2) science discussions and collaboration; (3) data collection and representation; (4) science visualization; and (5) science simulation and modeling. (Contains 92 references.) (Author/SOE)

Science News of the Year.

ERIC Educational Resources Information Center

Science News, 1985

1985-01-01

Highlights important 1985 science stories appearing in "Science News" under these headings: anthropology and paleontology, astronomy, behavior, biology, biomedicine, chemistry, computers and mathematics, earth sciences, environment, physics, science and society, space sciences, and technology. Each entry includes the volume and page…

Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

NASA Astrophysics Data System (ADS)

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

2007-12-01

University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an additional content course within a science discipline that is concurrently taught with a science methods course. Emphasizing inquiry-based activities, these bridge courses also focus on developing integrated understandings of the sciences. The continuum extends beyond the student teaching experience by tracking cohorts of science teachers during their in-service years. With funding from the National Science Foundation's Teacher Professional Continuum program, we are conducting research on this inquiry-based professional development approach for K-8 teachers across this continuum.

From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers

NASA Astrophysics Data System (ADS)

Deehan, James; Danaia, Lena; McKinnon, David H.

2018-03-01

The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the experiences and outcomes of both teachers and students alike. Whilst many tertiary science teaching programs covary with positive outcomes for preservice teachers, reports of science at the primary school level continue to be problematic. This paper begins to explore this apparent contradiction by investigating the science teaching efficacy beliefs and experiences of a cohort of graduate primary teachers who had recently transitioned from preservice to inservice status. An opportunity sample of 82 primary teachers responded to the science teaching efficacy belief instrument A (STEBI-A), and 10 graduate teachers provided semi-structured interview data. The results showed that participants' prior science teaching efficacy belief growth, which occurred during their tertiary science education, had remained durable after they had completed their teaching degrees and began their careers. Qualitative data showed that their undergraduate science education had had a positive influence on their science teaching experiences. The participants' school science culture, however, had mixed influences on their science teaching. The findings presented within this paper have implications for the direction of research in primary science education, the design and assessment of preservice primary science curriculum subjects and the role of school contexts in the development of primary science teachers.

Earth Science Informatics Community Requirements for Improving Sustainable Science Software Practices: User Perspectives and Implications for Organizational Action

NASA Astrophysics Data System (ADS)

Downs, R. R.; Lenhardt, W. C.; Robinson, E.

2014-12-01

Science software is integral to the scientific process and must be developed and managed in a sustainable manner to ensure future access to scientific data and related resources. Organizations that are part of the scientific enterprise, as well as members of the scientific community who work within these entities, can contribute to the sustainability of science software and to practices that improve scientific community capabilities for science software sustainability. As science becomes increasingly digital and therefore, dependent on software, improving community practices for sustainable science software will contribute to the sustainability of science. Members of the Earth science informatics community, including scientific data producers and distributers, end-user scientists, system and application developers, and data center managers, use science software regularly and face the challenges and the opportunities that science software presents for the sustainability of science. To gain insight on practices needed for the sustainability of science software from the science software experiences of the Earth science informatics community, an interdisciplinary group of 300 community members were asked to engage in simultaneous roundtable discussions and report on their answers to questions about the requirements for improving scientific software sustainability. This paper will present an analysis of the issues reported and the conclusions offered by the participants. These results provide perspectives for science software sustainability practices and have implications for actions that organizations and their leadership can initiate to improve the sustainability of science software.

Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

NASA Astrophysics Data System (ADS)

Novak, Elena; Wisdom, Sonya

2018-05-01

3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

The academic majors of students taking American soil science classes: 2004-2005 to 2013-2014 academic years

NASA Astrophysics Data System (ADS)

Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

2017-04-01

Many papers have been written in recent years discussing the interdisciplinary and transdisciplinary aspects of soil science. Therefore, it would make sense that soil science courses would be taken by students in a wide array of academic majors. To investigate this, we collected data from eight different American universities on the declared academic majors of students enrolled in soil science courses over a 10 year time period (2004-2005 to 2013-2014 academic years). Data was collected for seven different classes taught at the undergraduate level: introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics. Overall trends and trends for each class were evaluated. Generally, environmental science and crop science/horticulture/agronomy students were enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment over the 10 years of the study, while the number of crop science/ horticulture/ agronomy students declined. In the introduction to soil science classes, environmental science and crop science/ horticulture/ agronomy students were enrolled in the greatest numbers, while declared soil science majors only made up 6.6% of the average enrollment. The highest enrollments in soil fertility were crop science/ horticulture/ agronomy students and other agricultural students (all agricultural majors except crop science, horticulture, agronomy, or soil science). In both the soil management and pedology classes, environmental science and other agricultural students were the largest groups enrolled. Other agricultural students and students from other majors (all majors not otherwise expressly investigated) were the largest enrolled groups in soil biology/microbiology courses, and environmental science and soil science students were the largest enrolled groups in soil chemistry classes. Soil physics was the only class investigated where declared soil science students made up the largest single group of students, with other agricultural students being the second largest group. Results of the study showed that students from many different academic majors take soil science classes at American universities, and the most common majors in these classes depended on the class and the material it addressed.

A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science

NASA Astrophysics Data System (ADS)

Phillips, Marianne C.

Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha < .67). The results from this content analysis indicated little change from previous studies in the balance for the themes of the nature of science. This investigation found the sixth-grade, seventh-grade, and eighth-grade science textbooks adopted by Texas to have unbalanced presentations for the four aspects of the nature of science. In addition, it found these middle school science textbooks are not balanced across programs. This imbalance is providing students with a rudimentary and fragmented view of how science works, despite the fact that science impacts every aspect of life (McComas, 1998). Given the impact of textbooks on learning, it is recommended that teachers be informed of these shortcomings to enable them to supplement content where it is lacking.

Science News of the Year.

ERIC Educational Resources Information Center

Science News, 1989

1989-01-01

Presented is a review of important science news stories of 1989 as reported in the pages of "Science News." Topics include anthropology, astronomy, behavior, biology, biomedicine, chemistry, environment, food science, math and computers, paleobiology, physics, science and society, space sciences, and technology. (CW)

Outstanding Science Trade Books for Students K-12.

ERIC Educational Resources Information Center

Science and Children, 2002

2002-01-01

Introduces a list of outstanding science trade books for grade levels K-12 in the areas of Archaeology, Anthropology, Paleontology, Biography, Life Sciences, Integrated Science, Physical Science, Science Related Careers, and Technology and Engineering. Includes information on the selection process. (YDS)

Science News of the Year.

ERIC Educational Resources Information Center

Science News, 1984

1984-01-01

Reviews important science news stories reported during 1984 in "Science News" magazine. These stories are in the categories of: anthropology and paleontology; behavior; biology; chemistry; computers; mathematics; earth science; the environment; medicine; physics; science and society; space sciences and astronomy; and technology. (JN)

76 FR 7235 - NASA Advisory Council; Science Committee; Planetary Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-09

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [11-013] NASA Advisory Council; Science Committee; Planetary Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... Science Subcommittee of the NASA Advisory Council (NAC). This Subcommittee reports to the Science...

78 FR 48863 - Fusion Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-12

... DEPARTMENT OF ENERGY Fusion Energy Sciences Advisory Committee AGENCY: Office of Science... Services Administration, notice is hereby given that the Fusion Energy Sciences Advisory Committee will be... of Science (DOE), on long-range plans, priorities, and strategies for advancing plasma science...

Swiss Life Sciences - a science communication project for both schools and the wider public led by the foundation Science et Cité.

PubMed

Röthlisberger, Michael

2012-01-01

The foundation Science et Cité was founded 1998 with the aim to inform the wider Swiss public about current scientific topics and to generate a dialogue between science and society. Initiated as an independent foundation by the former State Secretary for Science and Research, Dr. Charles Kleiber, Science et Cité is now attached to the Swiss Academies of Arts and Sciences as a competence center for dialogue with the public. Due to its branches in all language regions of the country, the foundation is ideally suited to initiate and implement communication projects on a nationwide scale. These projects are subdivided into three categories: i) science communication for children/adolescents, ii) establishing a dialogue between science and the wider public, and iii) conducting the role of a national center of competence and networking in science communication. Swiss Life Sciences is a project that fits into all of these categories: a year-round program for schools is complemented with an annual event for the wider public. With the involvement of most of the major Swiss universities, the Swiss National Science Foundation, the foundation Gen Suisse and many other partners, Swiss Life Sciences also sets an example of national networking within the science communication community.

Uncovering Black/African American and Latina/o students' motivation to learn science: Affordances to science identity development

NASA Astrophysics Data System (ADS)

Mahfood, Denise Marcia

The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American and Latina/o students as they learn science in middle school, high school, and in college and (2) to reveal through personal narratives how successful entry and persistence in science by this particular group is linked to the development of their science identities. The targeted population for this study is undergraduate students of color in science fields at a college or university. The theoretical frameworks for this study are constructivist theory, motivation theory, critical theory, and identity theories. The methodological approach is narrative which includes students' science learning experiences throughout the course of their academic lives. I use The Science Motivation Questionnaire II to obtain baseline data to quantitatively assess for motivation to learn science. Data from semi-structured interviews from selected participants were collected, coded, and configured into a story, and emergent themes reveal the important role of science learning in both informal and formal settings, but especially in informal settings that contribute to better understandings of science and the development of science identities for these undergraduate students of color. The findings have implications for science teaching in schools and teacher professional development in science learning.

Environmental protection belongs to the public: A vision for citizen science at EPA

NASA Astrophysics Data System (ADS)

Parker, A.; Dosemagen, S.

2017-12-01

As a collaborative and open approach to science, citizen science has the potential make science more actionable, applicable, and usable, especially when designed with scientists, communities and decision-makers as partners. In response to recent interest in citizen science from the US Environmental Protection Agency, the National Advisory Council for Environmental Policy and Technology provided EPA with advice and recommendations on how to integrate citizen science into the core work of EPA. The Council's 28 members—representatives of academia; business and industry; nongovernmental organizations; and state, local and tribal governments—identifies citizen science as an invaluable opportunity for EPA to strengthen public support for EPA's mission and the best approach for the Agency to connect with the public on environmental protection. The report recommends that EPA embrace citizen science as a core tenet of environmental protection, invest in citizen science for communities, partners, and the Agency, enable the use of citizen science data at the Agency, integrate citizen science into the full range of work of EPA. This presentation will outline principles and strategy for integrating citizen science into science and policy at the national level, increasing the usability of citizen science data for decision-making and policy, and leveraging citizen science for environmental protection.

Connecting Science and Society: Basic Research in the Service of Social Objectives

NASA Astrophysics Data System (ADS)

Sonnert, Gerhard

2007-03-01

A flawed dichotomy of basic versus applied science (or of ``curiosity-driven'' vs. ``mission-oriented'' science) pervades today's thinking about science policy. This talk argues for the addition of a third mode of scientific research, called Jeffersonian science. Whereas basic science, as traditionally understood, is a quest for the unknown regardless of societal needs, and applied science is known science applied to known needs, Jeffersonian science is the quest for the unknown in the service of a known social need. It is research in an identified area of basic scientific ignorance that lies at the heart of a social problem. The talk discusses the conceptual foundations and then provides some case examples of Jeffersonian-type science initiatives, such as the Lewis and Clark Expedition, initiated by Thomas Jefferson (which led us to call this mode of research Jeffersonian), research conducted under the auspices of the National Institutes of Health, and a science policy project by President Jimmy Carter and his Science Adviser, Frank Press, in the late 1970s. Because the concept of Jeffersonian science explicitly ties basic research to the social good, one of the potential benefits of adding a Jeffersonian dimension to our thinking about science is that it might make science careers more attractive to women and underrepresented minorities.

Reconceptualizing the Nature of Science for Science Education

NASA Astrophysics Data System (ADS)

Dagher, Zoubeida R.; Erduran, Sibel

2016-03-01

Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school science. This conceptual article re-examines extant notions of nature of science and proposes an expanded version of the Family Resemblance Approach (FRA), originally developed by Irzik and Nola (International handbook of research in history, philosophy and science teaching. Springer, Dordrecht, pp 999-1021, 2014) in which they view science as a cognitive-epistemic and as an institutional-social system. The conceptual basis of the expanded FRA is described and justified in this article based on a detailed account published elsewhere (Erduran and Dagher in Reconceptualizing the nature of science for science education: scientific knowledge, practices and other family categories. Springer, Dordrecht, 2014a). The expanded FRA provides a useful framework for organizing science curriculum and instruction and gives rise to generative visual tools that support the implementation of a richer understanding of and about science. The practical implications for this approach have been incorporated into analysis of curriculum policy documents, curriculum implementation resources, textbook analysis and teacher education settings.

Astrobiology: A pathway to adult science literacy?

NASA Astrophysics Data System (ADS)

Oliver, C. A.; Fergusson, J.

2007-10-01

Adult science illiteracy is widespread. This is concerning for astrobiology, or indeed any other area of science in the communication of science to public audiences. Where and how does this scientific illiteracy arise in the journey to adulthood? Two astrobiology education projects have hinted that science illiteracy may begin in high school. This relationship between high school science education and the public understanding of science is poorly understood. Do adults forget their science education, or did they never grasp it in the first place? A 2003 science education project raised these questions when 24 16-year-olds from 10 Sydney high schools were brought into contact with real science. The unexpected results suggested that even good high school science students have a poor understanding of how science is really undertaken in the field and in the laboratory. This concept is being further tested in a new high school science education project, aimed at the same age group, using authentic astrobiology cutting-edge data, NASA Learning Technologies tools, a purpose-built research Information and Communication Technology-aided learning facility and a collaboration that spans three continents. In addition, a first year university class will be tested for evidence of science illiteracy immediately after high school among non-science oriented but well-educated students.

The effect of explicit, inquiry instruction on freshman college science majors' understanding of the nature of science

NASA Astrophysics Data System (ADS)

Kenyon, Lisa Orvik

Reform efforts have placed strong emphasis on teaching practices that should help students learn about the nature of science. Researchers have examined two general instructional approaches, explicit and implicit, believed to be useful in teaching science. Of these two approaches, researchers emphasize explicit instruction as the more effective approach when enhancing students' views of the scientific endeavor (Abd-El-Khalick & Lederman, 2000; Bell, 2001; Billeh & Hasan, 1975; Carey & Stauss, 1968; Schwartz et al., 2000). Furthermore, recent studies (Schwartz et al ., 2000, 2001) indicate that teaching science inquiry through investigative activities and reflective discussions have demonstrated to be most effective for understanding science. The purpose of this study was to describe the effect of explicit, inquiry instruction on the understanding of freshman college science majors regarding the nature of science. Participants included 74 freshman college science majors, 50 students in the experimental group and 24 students in the control group. The experimental group was exposed to the treatment of the study, which took place in a Succeeding in Science course. The course content included explicit instruction on the nature of science, emphasizing scientific inquiry and the processes that scientists carry out in their work. The course reflected three aspects of inquiry-based science that are discussed in the Inquiry and the National Science Education Standards (2000) which are (1) to learn the principles and concepts of science; (2) to participate in scientific investigations; and (3) to reflect on the epistemology of science. The research design of this study used a pretest-posttest instrument, The Views of Nature of Science Questionnaire Form C (VNOS-C) (Lederman et al., 2001) and an essay paper at the end of the course to assess students' understanding about the nature of science. The results from the VNOS-C were analyzed using analysis of covariance in which the dependent variable was student understanding of science as measured by the posttest, and the covariate was student understanding of nature of science as measured by the pretest. The results indicated that the understanding of the nature of science of freshman college science majors who have participated in explicit, inquiry instruction is statistically greater than the understanding of the nature of science of freshman college science majors who have participated in traditional instruction. The essays provided insight into the apparent increase in student understanding of the nature of science. The results from pretesting and posttesting indicated that a one-semester credit hour course, which focuses directly on teaching about the nature of science can improve freshman science majors' understanding of the nature of science.

Children Making Sense of Science

NASA Astrophysics Data System (ADS)

Murphy, Clíona; Murphy, Colette; Kilfeather, Paula

2011-03-01

This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children's perceptions and understanding of science. We compared children's ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by `NoS' teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The `non-NoS' teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists "trying their best" and "sometimes getting it wrong" as well as "getting different answers". Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of `doing science'. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children's experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.

Climate Science across the Liberal Arts Curriculum at Gustavus Adolphus College

NASA Astrophysics Data System (ADS)

Bartley, J. K.; Triplett, L.; Dontje, J.; Huber, T.; Koomen, M.; Jeremiason, J.; La Frenierre, J.; Niederriter, C.; Versluis, A.

2014-12-01

The human and social dimensions of climate change are addressed in courses in humanities, social sciences, and arts disciplines. However, faculty members in these disciplines are not climate science experts and thus may feel uncomfortable discussing the science that underpins our understanding of climate change. In addition, many students are interested in the connections between climate change and their program of study, but not all students take courses that address climate science as a principal goal. At Gustavus Adolphus College, the Climate Science Project aims to help non-geoscience faculty introduce climate science content in their courses in order to increase climate science literacy among students and inform discussions of the implications of climate change. We assembled an interdisciplinary team of faculty with climate science expertise to develop climate science modules for use in non-geoscience courses. Faculty from the social sciences, humanities, arts, education, and natural sciences attended workshops in which they developed plans to include climate science in their courses. Based on these workshops, members of the development team created short modules for use by participating faculty that introduce climate science concepts to a non-specialist audience. Each module was tested and modified prior to classroom implementation by a team of faculty and geoscience students. Faculty and student learning are assessed throughout the process, and participating faculty members are interviewed to improve the module development process. The Climate Science Project at Gustavus Adolphus College aims to increase climate science literacy in both faculty members and students by creating accessible climate science content and supporting non-specialist faculty in learning key climate science concepts. In this way, climate science becomes embedded in current course offerings, including non-science courses, reaching many more students than new courses or enhanced content in the geosciences can reach. In addition, this model can be adopted by institutions with limited geoscience course offerings to increase geoscience literacy among a broad cross-section of students.

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.

Exploring the consequences of combining medical students with and without a background in biomedical sciences.

PubMed

Ellaway, Rachel H; Bates, Amanda; Girard, Suzanne; Buitenhuis, Deanna; Lee, Kyle; Warton, Aidan; Russell, Steve; Caines, Jill; Traficante, Eric; Graves, Lisa

2014-07-01

Medical schools have tended to admit students with strong backgrounds in the biomedical sciences. Previous studies have shown that those with backgrounds in the social sciences can be as successful in medical school as those with science backgrounds. However, the experience of being a 'non-science' student over time has not been well described. A mixed-methods study was developed and run with the aim of elucidating the personal experiences of science and non-science students at our institution. Data were generated from a student survey that focused on participants' self-identification as science or non-science students, and on their sense of preparedness and stress, and from a series of student focus groups exploring participants' experiences of science and non-science issues in all aspects of their training. Descriptive statistics were generated for structured survey data. Focus group data and unstructured survey data were analysed to identify common themes. End-of-module and end-of-year examination data for the four class cohorts in the programme were also analysed to compare science and non-science student performance over time. There were clear differences between the experiences and performance of science and non-science students. We found dichotomies in students' self-reported sense of preparedness and stress levels, and marked differences in their examination performance, which diminished over time to converge around the third year of their studies. Combining science and non-science students in the same class affected the students to different extents and in different ways. The potential disruption of mixing science and non-science students diminished as their levels of performance converged. The psychosocial stress experienced by non-science students and the challenges it posed, in both their academic and their personal lives, have implications for how such students should be supported, and how curricula can be configured to afford quality learning for all medical students. © 2014 John Wiley & Sons Ltd.

van Eijck and Roth's utilitarian science education: why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive

NASA Astrophysics Data System (ADS)

Mueller, Michael P.; Tippins, Deborah J.

2010-12-01

This article is a philosophical analysis of van Eijck and Roth's (2007) claim that science and traditional ecological knowledge (TEK) should be recalibrated because they are incommensurate, particular to the local contexts in which they are practical. In this view, science maintains an incommensurate status as if it is a "fundamental" basis for the relative comparison of other cultural knowledges, which reduces traditional knowledge to a status of in relation to the prioritized (higher)-status of natural sciences. van Eijck and Roth reject epistemological Truth as a way of thinking about sciences in science education. Rather they adopt a utilitarian perspective of cultural-historical activity theory to demonstrate when traditional knowledge is considered science and when it is not considered science, for the purposes of evaluating what should be included in U.S. science education curricula. There are several challenges for evaluating what should be included in science education when traditional knowledges and sciences are considered in light of a utilitarian analysis. Science as diverse, either practically local or theoretically abstract, is highly uncertain, which provides opportunities for multiple perspectives to enlarge and protect the natural sciences from exclusivity. In this response to van Eijck and Roth, we make the case for considering dialectical relationships between science and TEK in order to ensure cultural diversity in science education, as a paradigm. We also emphasize the need to (re)dissolve the hierarchies and dualisms that may emerge when science is elevated in status in comparison with other knowledges. We conclude with a modification to van Eijck and Roth's perspective by recommending a guiding principle of cultural diversity in science education as a way to make curriculum choices. We envision this principle can be applied when evaluating science curricula worldwide.

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

ERIC Educational Resources Information Center

Koksal, Ela Ayse; Berberoglu, Giray

2014-01-01

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

Science Teachers' Interpretations of Islamic Culture Related to Science Education versus the Islamic Epistemology and Ontology of Science

ERIC Educational Resources Information Center

Mansour, Nasser

2010-01-01

The debate about Islam and science extends to a debate about the relationship between Islam and science education. In this paper, I explore Egyptian teachers' views of the relationship between science and religion within the Islamic context. Teachers' key vision of the relationship between science and religion was that "religion comes first…

Science Writing Heurisitc: A Writing-to-Learn Strategy and Its Effect on Student's Science Achievement, Science Self-Efficacy, and Scientific Epistemological View

ERIC Educational Resources Information Center

Caukin, Nancy S.

2010-01-01

The purpose of this mixed-methods study was to determine if employing the writing-to-learn strategy known as a "Science Writing Heuristic" would positively effect students' science achievement, science self-efficacy, and scientific epistemological view. The publications "Science for All American, Blueprints for Reform: Project…

First- and Second-Generation Immigrant Adolescents' Multidimensional Mathematics and Science Self-Concepts and Their Achievement in Mathematics and Science

ERIC Educational Resources Information Center

Areepattamannil, Shaljan

2012-01-01

This study, drawing on data from the Trends in International Mathematics and Science Study 2007, examined the predictive effects of multiple dimensions of mathematics and science self-concept--positive affect toward mathematics and science and self-perceived competence in mathematics and science--on mathematics and science achievement among 1,752…

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

ERIC Educational Resources Information Center

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

2007-01-01

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

From a Sense of Stereotypically Foreign to Belonging in a Science Community: Ways of Experiential Descriptions about High School Students' Science Internship

ERIC Educational Resources Information Center

Hsu, Pei-Ling; Roth, Wolff-Michael

2010-01-01

Science educators often suggest that students should learn science in ways and settings that bear family resemblance with "the real thing." Internship in science laboratories constitutes one such way in which students may learn science and learn about science. However, very little is known about "how" participants experience a…

The Effect of an Integrated Science and Mathematics Content-Based Course on Science and Mathematics Teaching Efficacy of Preservice Elementary Teachers

ERIC Educational Resources Information Center

Moseley, Christine; Utley, Juliana

2006-01-01

The purpose of this study was to determine the effect of an earth systems science course (integrated mathematics and science content) on preservice elementary teachers' mathematics and science teaching efficacy. Paired t-tests revealed that the personal mathematics and science teaching efficacy and science teaching outcome expectancy significantly…

The Concept Currency of K-12 Science Textbooks Relative to Earth Science Concepts.

ERIC Educational Resources Information Center

Janke, Delmar Lester

This study was undertaken to determine the degree of agreement between science textbooks and scholars in earth science relative to earth science concepts to be included in the K-12 science curriculum. The study consisted of two phases: (1) the identification of a sample of earth science concepts rated by earth scientists as important for inclusion…

Science for What Public? Addressing Equity in American Science Museums and Science Centers

ERIC Educational Resources Information Center

Feinstein, Noah Weeth; Meshoulam, David

2014-01-01

Science museums and science centers exist (in large part) to bring science to the public. But what public do they serve? The challenge of equity is embodied by the gulf that separates a museum's actual public and the more diverse publics that comprise our society. Yet despite growing scholarly interest in museums and science centers, few…

The Influence of Early Science Experience in Kindergarten on Children's Immediate and Later Science Achievement: Evidence from the Early Childhood Longitudinal Study

ERIC Educational Resources Information Center

Sackes, Mesut; Trundle, Kathy Cabe; Bell, Randy L.; O'Connell, Ann A.

2011-01-01

This study explores the impacts of selected early science experiences in kindergarten (frequency and duration of teachers' teaching of science, availability of sand/water table and science areas, and children's participation in cooking and science equipment activities) on children's science achievement in kindergarten and third grade using data…

Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar

ERIC Educational Resources Information Center

Areepattamannil, Shaljan

2012-01-01

The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and…

Journal of Undergraduate Research, Volume VIII, 2008

DOE Office of Scientific and Technical Information (OSTI.GOV)

Stiner, K. S.; Graham, S.; Khan, M.

Th e Journal of Undergraduate Research (JUR) provides undergraduate interns the opportunity to publish their scientific innovation and to share their passion for education and research with fellow students and scientists. Fields in which these students worked include: Biology; Chemistry; Computer Science; Engineering; Environmental Science; General Sciences; Materials Sciences; Medical and Health Sciences; Nuclear Sciences; Physics; Science Policy; and Waste Management.

Links and Distinctions among Citizenship, Science, and Citizen Science. A Response to "The Future of Citizen Science"

ERIC Educational Resources Information Center

Cooper, Caren B.

2012-01-01

Mueller, Tippins, and Bryan (2012) presented a new conceptualization of citizen science that is meant to facilitate emerging trends in the democratization of science and science education to produce civically engaged students. I review some relevant trends in the field of citizen science, for clarity here referred to as public participation in…

Kuhn in the Classroom, Lakatos in the Lab: Science Educators Confront the Nature-of-Science Debate.

ERIC Educational Resources Information Center

Turner, Steven; Sullenger, Karen

1999-01-01

Examines how science educators and educational researchers have drawn on the fragmented teachings of science studies about the nature of science, and how they have used those teachings as a resource in their own projects. Analyzes some of the deep assumptions about the relationship between science, school science, and children's learning.…

Changes in Pre-Service Science Teachers' Understandings After Being Involved in Explicit Nature of Science and Socioscientific Argumentation Processes

ERIC Educational Resources Information Center

Kutluca, A. Y.; Aydin, A.

2017-01-01

The study explored the changes in pre-service science teachers' understanding of the nature of science and their opinions about the nature of science, science teaching and argumentation after their participation in explicit nature of science (NOS) and socioscientific argumentation processes. The participants were 56 third-grade pre-service science…

Exploring the Nature of High School Student Engagement with Science and Technology as an Outcome of Participation in Science Journalism

ERIC Educational Resources Information Center

Hope, Jennifer Michelle Gauble

2012-01-01

In a mixed-methods study of high school student participants in the National Science Foundation-funded Science Literacy through Science Journalism (SciJourn) project, the new Youth Engagement with Science & Technology (YEST) Survey and classroom case studies were used to determine program impact on participant engagement with science and…

Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science

ERIC Educational Resources Information Center

George, Anna Ray Bayless

2012-01-01

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade…

Who Am I? ASE Science Year Resources: Bringing Science Year into the Classroom. [CD-ROM].

ERIC Educational Resources Information Center

Association for Science Education, Herts (England).

This CD-ROM describes how science can be used in schools to show that students can be excited and engaged in science and how science can be integrated into other disciplines. Science Year is a 12-month packed calendar of events, projects and resources, designed to stimulate the imagination about science and technology. Activities include the…

Secondary Science Teachers' Implementation of CCSS and NGSS Literacy Practices: A Survey Study

ERIC Educational Resources Information Center

Drew, Sally Valentino; Thomas, Jeffrey

2018-01-01

Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students' literacy in science. This survey study examined the extent to which science teachers report…

Inside versus outside the Science Classroom: Examining the Positionality of Two Female Science Teachers at the Boundaries of Science Education

ERIC Educational Resources Information Center

Teo, Tang Wee

2015-01-01

The third wave feminist studies in science education take the stance that science teaching is political and that social change is possible through interrogating power inequalities and decentering science to balance out power. For science educators, this means developing an awareness of "positionality," which I define here as a…

Changes in Elementary Student Perceptions of Science, Scientists, and Science Careers after Participating in a Curricular Module on Health and Veterinary Science

ERIC Educational Resources Information Center

Shin, Soo Yeon; Parker, Loran Carleton; Adedokun, Omolola; Mennonno, Ann; Wackerly, Amy; San Miguel, Sandra

2015-01-01

This study examined to what extent a curriculum module that uses animal and human health scientists and science concepts to portray science and scientists in a relevant and authentic manner could enhance elementary students' aspiration for science careers, attitudes to science, positive perceptions of scientists, and perceived relevance of…

Reconceptualizing the Nature of Science for Science Education: Why Does it Matter?

ERIC Educational Resources Information Center

Dagher, Zoubeida R.; Erduran, Sibel

2016-01-01

Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school…

Building Effective Scientist-Educator Communities of Practice: NASA's Science Education and Public Outreach Forums

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Peticolas, L. M.; Shipp, S. S.; Smith, D. A.

2014-12-01

Since 1993, NASA has embedded education and public outreach (EPO) in its Earth and space science missions and research programs on the principle that science education is most effective when educators and scientists work hand-in-hand. Four Science EPO Forums organize the respective NASA Science Mission Directorate (SMD) Astrophysics, Earth Science, Heliophysics, and Planetary Science EPO programs into a coordinated, efficient, and effective nationwide effort. The result is significant, evaluated EPO impacts that support NASA's policy of providing a direct return-on-investment for the American public, advance STEM education and literacy, and enable students and educators to participate in the practices of science and engineering as embodied in the 2013 Next Generation Science Standards. This presentation by the leads of the four NASA SMD Science EPO Forums provides big-picture perspectives on NASA's effort to incorporate authentic science into the nation's STEM education and scientific literacy, highlighting tools that were developed to foster a collaborative community and examples of program effectiveness and impact. The Forums are led by: Astrophysics - Space Telescope Science Institute (STScI); Earth Science - Institute for Global Environmental Strategies (IGES); Heliophysics - University of California, Berkeley; and Planetary Science - Lunar and Planetary Institute (LPI).

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 science with scores on the Preservice Teacher Information and Science Opinion Questionnaire (ISOQ) of 162.12 and 163.65, respectively, the difference also being nonsignificant. The pre- and post-administrations of both the ESCT and ISOQ were all found to be statistically significant (F (4, 162) = 271.18343, p<0.05) in predicting group membership. Analyses of variance indicated significantly greater gains in Earth and physical science content knowledge (F (1,165) = 743.7746, p<0.025) and locus of control in science (F (1,165) = 45.7477, p<0.025) for the experimental group compared to the traditional group. A significant difference (F = (2,162) = 31.82279, p<0.05) was found between the combined effect of locus of control in science and Earth and physical science content knowledge in respect to treatment, indicating that the curriculum and instructional design of the experimental course significantly influenced preservice teachers' science content knowledge and locus of control in science. Suggestions for further research included: (a) determining whether the results of this present research may also apply to inservice teachers, (b) determining the effects of such preservice and inservice training on actual classroom practice, (c) relating increased science knowledge with improvement in science lesson planning and mastery of pedagogical skills, and (d) more detailed analysis of instructional implications from cognitive science and instructional design in regard to their application to the teaching of science (as well as other content areas).

Curriculum Trends: Science.

ERIC Educational Resources Information Center

White, Edwin P.; Teumac, Karen

1984-01-01

Brief descriptions and addresses are provided for the following: four handbooks for elementary principals on science programs, a study on women in science, a renewal of National Science Foundation funding for precollege-level science teaching projects, and a report outlining proposals for educational improvement in science. (TE)

75 FR 62891 - Advisory Committee for Mathematical and Physical Sciences; Notice of Meeting

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2010-10-13

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Super Science Connections.

ERIC Educational Resources Information Center

Smith, Janice, Ed.

This manual was developed to help K-3 teachers incorporate science and science activities as an integral part of their curricula. It integrates hands-on science activities with other curricular areas, particularly the language arts. The activities include science background information, science process skills, classroom management suggestions,…

75 FR 50783 - NASA Advisory Council; Science Committee; Planetary Science Subcommittee; Meeting

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2010-08-17

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2011-12-05

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Defending Science Denial in Cyberspace

NASA Astrophysics Data System (ADS)

Rosenau, J.

2013-12-01

Blogs, Facebook, Twitter, and other social media have proven themselves powerful vectors for science denial. Left unchecked, these attacks on foundational sciences like evolution and climate change undermine public confidence in science and spawn attacks on science-based policy and science education. Scientists can blunt such attacks by being vigorous advocates for their own research and their discipline's core findings, by seeking wide and unexpected audiences for discussions of their science, and by understanding and addressing the social, political, and cultural roots of science denial.

NASA/MSFC/NSSTC Science Communication Roundtable

NASA Technical Reports Server (NTRS)

Adams, M. L.; Gallagher, D. L.; Koczor, R.; Six, N. Frank (Technical Monitor)

2002-01-01

The Science Directorate at Marshall Space Flight Center (MSFC) conducts a diverse program of Internet-based science communication through a Science Roundtable process. The Roundtable includes active researchers, writers, NASA public relations staff, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news to inform, involve, and inspire students and the public about science. We describe here the process of producing stories, results from research to understand the science communication process, and we highlight each member of our Web family.

"Vague and artificial": the historically elusive distinction between pure and applied science.

PubMed

Gooday, Graeme

2012-09-01

This essay argues for the historicity of applied science as a contested category within laissez-faire Victorian British science. This distinctively pre-twentieth-century notion of applied science as a self-sustaining, autonomous enterprise was thrown into relief from the 1880s by a campaign on the part of T. H. Huxley and his followers to promote instead the primacy of "pure" science. Their attempt to relegate applied science to secondary status involved radically reconfiguring it as the mere application of pre-existing pure science. This new notion of extrinsically funded pure science that would produce only contingently future social benefits as a mere by-product came under pressure during World War I, when military priorities focused attention once again on science for immediate utility. This threatened the Cambridge-based promoters of self-referential pure science who collectively published Science and the Nation in 1917. Yet most contributors to this work discussed forms of "applied" science that had no prior "pure" form. Even the U.K.'s leading government scientist, Lord Moulton, dismissed the book's provocative distinction between pure and applied science as unhelpfully "vague and artificial."

Students' awareness of science teachers' leadership, attitudes toward science, and positive thinking

NASA Astrophysics Data System (ADS)

Lu, Ying-Yan; Chen, Hsiang-Ting; Hong, Zuway-R.; Yore, Larry D.

2016-09-01

There appears to be a complex network of cognitive and affective factors that influence students' decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students' awareness of their science teacher's learning leadership and how it relates to the students' attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers' leadership with idealised influence was the most predictive of students' attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students' positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students' attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers.

Family science: What is it?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Whitlow, B.

Family science is an informal science education program designed to teach science skills by having children and parents learn and enjoy science together. Aimed at addressing the underrepresentation of women and ethnic and racial minorities in science-based careers, FAMILY SCIENCE involves parents and children in kindergarten through eighth grade in science activities that demonstrate the role science plays in their daily life and future. Family involvement is the key to the program`s effectiveness. Family classes are usually offered in a series of one- to two-hour class meetings for parents and their children after school, evenings, and weekends. During classes, parentsmore » and children work in pairs and small groups to solve problems, work cooperatively, and talk science. The activities provide experiences for the entire family that build skills, confidence, and interest in science. In addition, guest speakers and career activities illustrate for parents in the workforce the significance of math and science in their own jobs, and for kids, it highlights the diversity of jobs and the relevance of math and science.« less

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

NASA Astrophysics Data System (ADS)

Forrester, Jennifer Harris

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 discipline as a college major. The participants included 1,488 freshman students at a large southeastern public university. Students completed a survey of pre-college experiences with science events, science interests, and college major, as well as, an assessment of science self-efficacy. A subsample of sixty students (30 STEM; 30 non-STEM majors) were interviewed about their participation and academic major choice. Results showed that science, engineering, and non-STEM disciplines were the most frequently reported academic majors. Significant gender differences were found for science self-efficacy and academic major choice. There were significant race differences for participation in specific types of science competitions. Study participants also reported being motivated to participate in a competitive science event as a result of their teacher or parents' encouragement.

Astrobiology Outreach and the Nature of Science: The Role of Creativity

PubMed Central

Oliver, Carol; Walter, Malcolm R.

2012-01-01

Abstract There is concern in many developed countries that school students are turning away from science. However, students may be choosing not to study science and dismissing the possibility of a scientific career because, in the junior secondary years, they gain a false view of science and the work of scientists. There is a disparity between science as it is portrayed at school and science as it is practiced. This paper describes a study to explore whether engaging in science through astrobiology outreach activities may improve students' understanding of the nature and processes of science, and how this may influence their interest in a career in science. The results suggest that the students attending these Mars research–related outreach activities are more interested in science than the average student but are lacking in understanding of aspects of the nature of science. A significant difference was detected between pre- and posttest understandings of some concepts of the nature of science. Key Words: Science education—School science—Creativity—Nature and processes of science—Attitudes—Astrobiology. Astrobiology 12, 1143–1153. PMID:23134090

Constructing a philosophy of science of cognitive science.

PubMed

Bechtel, William

2009-07-01

Philosophy of science is positioned to make distinctive contributions to cognitive science by providing perspective on its conceptual foundations and by advancing normative recommendations. The philosophy of science I embrace is naturalistic in that it is grounded in the study of actual science. Focusing on explanation, I describe the recent development of a mechanistic philosophy of science from which I draw three normative consequences for cognitive science. First, insofar as cognitive mechanisms are information-processing mechanisms, cognitive science needs an account of how the representations invoked in cognitive mechanisms carry information about contents, and I suggest that control theory offers the needed perspective on the relation of representations to contents. Second, I argue that cognitive science requires, but is still in search of, a catalog of cognitive operations that researchers can draw upon in explaining cognitive mechanisms. Last, I provide a new perspective on the relation of cognitive science to brain sciences, one which embraces both reductive research on neural components that figure in cognitive mechanisms and a concern with recomposing higher-level mechanisms from their components and situating them in their environments. Copyright © 2009 Cognitive Science Society, Inc.

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.)

The Use of Theater and the Performing Arts in Science Education and the Teaching of History

NASA Astrophysics Data System (ADS)

Schwartz, Brian

2015-03-01

Over the past 15 years there has been a surge in the general field of the interaction of STEM and the arts including theatre, music dance and the visual arts leading to STEAM. There seems to be no limits to the amount of creativity and diversity of subject matter especially in areas of biography, major science events, scientific and technical innovation, the benefits and dangers of modern science, and science as metaphor. For the past 15 years, I and my colleagues have been running a science outreach series under the title Science & the Performing Arts at the Graduate Center of the City University of New York. The objective is to bring science to students and the public in ways that are engaging, instructive, and artistic and always, content-driven: the medium is the arts; the message is the joy of science. This has resulted in over 120 science and performing arts programs which have been documented on the website http://sciart.commons.gc.cuny.edu/ . The author co-taught a course titled Staging Science, http://sciart.commons.gc.cuny.edu/staging-science/outline-of-the-course-staging-science/ with Marvin Carlson, Professor of Theatre at CUNY. An excellent book, Science on Stage: From Doctor Faustus to Copenhagen by Kirsten Shepherd-Barr, can be used to develop a customized courses on Science, Theatre and History for both science and non-science majors. The book's appendix includes an annotated listing of plays on such subjects as quantum mechanics, chaos theory, evolution, genetics and morality and responsibility. The talk will include many examples how courses on science and theatre can actively engage students and enhance active participation and learning. Supported in part by the National Science Foundation.

Blogging the Stories of Citizen Science to Inspire Participation, Build Community, and Increase Public Understanding of Science

NASA Astrophysics Data System (ADS)

Gardiner, L. S.; Cavalier, D.; Ohab, J.; Taylor, L.

2011-12-01

Sharing citizen science projects and the experiences that people have with science through blogs provides avenues to foster public understanding of science and showcase ways that people can get involved. Blogs, combined with other social media such as Twitter and Facebook, make science social - adding a human element to the process of scientific discovery. We have been sharing stories of citizen science through two blogs. Intended for a general public audience. The Science for Citizens blog (http://scienceforcitizens.net/blog/) was started in 2010 and links blog posts to a growing network of citizen science projects. Citizen Science Buzz (http://www.talkingscience.org/category/citizen-science-buzz/) was started in 2011 on the TalkingScience blog network, a project of the Science Friday Initiative. Both blogs aim to increase the exposure of citizen science projects, inspire people to do citizen science, and connect people with projects that interest them. The timeliness of blogs also provides a good platform for sharing information about one-time citizen science events and short-lived projects. Utilizing Facebook and Twitter increases traffic to blog posts about citizen science events in a timely manner and can help build community around events. Additionally, the timeliness of blogs provides the opportunity to connect citizen science and current events, helping to form geoscience teachable moments out of recent news. For example, highlighting citizen scientists near Birmingham, Alabama who collect weather data after the April 2011 tornado outbreak ravaged that area offers a positive note on how people are volunteering their time to help us all better understand the planet despite a catastrophic event.

Little Scientists: Identity, Self-Efficacy, and Attitude Toward Science in a Girls' Science Camp

NASA Astrophysics Data System (ADS)

Todd, Brandy

Underrepresentation of women and minorities in the science, technology, and engineering (STEM) fields is a perennial concern for researchers and policy-makers. Many causes of this problem have been identified. Less is known about what constitutes effective methods for increasing women's participation in STEM. This study examines the role that identity formation plays in encouraging girls to pursue STEM education and careers utilizing data from a cohort-based, informal science enrichment program that targets middle-school-aged girls. A Mixed-methods design was employed to examine girls' science interests, efficacy, attitudes, and identity---referred to as affinities. Quantitative data were collected before and after program participation using science affinity scales. Qualitative data included observations, focus groups, and individual interviews. This study builds on past research conducted on the same program. The study is presented in three components: fidelity of implementation, participant affinities, and science identity theory building. Quantitative and qualitative measures reveal that the program was implemented with high fidelity. Participants had high initial affinities for science as compared to a contrast group. Analysis of qualitative data of science affinities revealed several themes in girls' attitudes, experiences, and intentions toward science. Emergent themes discussed include girls' preferences and interests in science, gender and science efficacy, attitudes toward science, and elements of science identities. Archetypes of emergent science identities developed in this study (expert, experimenter, and inventor) inform different ways in which girls engage with and envision science study and careers. Implications for best practice in fostering science engagement and identities in middle-school-aged girls include the importance of hands-on science activities, the need for enthusiastic relatable role models, and an emphasis on deep understanding of scientific principles.

A study of the long term impact of an inquiry-based science program on student's attitudes towards science and interest in science careers

NASA Astrophysics Data System (ADS)

Gibson, Helen Lussier

One reason science enrichment programs were created was to address the underrepresentation of women and minorities in science. These programs were designed to increase underrepresented groups' interest in science and science careers. One attempt to increase students' interest in science was the Summer Science Exploration Program (SSEP). The SSEP was a two week, inquiry-based summer science camp offered by Hampshire College for students entering grades seven and eight. Students who participated were from three neighboring school districts in Western Massachusetts. The goal of the program was to stimulate greater interest in science and scientific careers among middle school students, in particular among females and students of color. A review of the literature of inquiry-based science programs revealed that the effect of inquiry-based programs on students' attitudes towards science is typically investigated shortly after the end of the treatment period. The findings from this study contribute to our understanding of the long-term impact of inquiry-based science enrichment programs on students' attitude towards science and their interest in science careers. The data collected consisted of quantitative survey data as well as qualitative data through case studies of selected participants from the sample population. This study was guided by the following questions: (1) What was the nature and extent of the impact of the Summer Science Exploration Program (SSEP) on students' attitudes towards science and interest in science careers, in particular among females and students of color? (2) What factors, if any, other than participation in SSEP impacted students' attitude towards science and interest in scientific careers? (3) In what other ways, if any, did the participants benefit from the program? Conclusions drawn from the data indicate that SSEP helped participants maintain a high level of interest in science. In contrast, students who applied but were not accepted showed a decrease in their attitude towards science and their interest in science careers over time, compared to the participants. The interviews suggested that students enjoyed the inquiry-based approach that was used at camp. In addition, students said they found the hands-on inquiry-based approach used at camp more interesting than traditional methods of instruction (lectures and note taking) used at school. Recommendations for future research are presented.

Team Science, Justice, and the Co-Production of Knowledge.

PubMed

Tebes, Jacob Kraemer

2018-06-08

Science increasingly consists of interdisciplinary team-based research to address complex social, biomedical, public health, and global challenges through a practice known as team science. In this article, I discuss the added value of team science, including participatory team science, for generating scientific knowledge. Participatory team science involves the inclusion of public stakeholders on science teams as co-producers of knowledge. I also discuss how constructivism offers a common philosophical foundation for both community psychology and team science, and how this foundation aligns well with contemporary developments in science that emphasize the co-production of knowledge. I conclude with a discussion of how the co-production of knowledge in team science can promote justice. © Society for Community Research and Action 2018.

Everyday science & science every day: Science-related talk & activities across settings

NASA Astrophysics Data System (ADS)

Zimmerman, Heather

To understand the development of science-related thinking, acting, and learning in middle childhood, I studied youth in schools, homes, and other neighborhood settings over a three-year period. The research goal was to analyze how multiple everyday experiences influence children's participation in science-related practices and their thinking about science and scientists. Ethnographic and interaction analysis methodologies were to study the cognition and social interactions of the children as they participated in activities with peers, family, and teachers (n=128). Interviews and participant self-documentation protocols elucidated the participants' understandings of science. An Everyday Expertise (Bell et al., 2006) theoretical framework was employed to study the development of science understandings on three analytical planes: individual learner, social groups, and societal/community resources. Findings came from a cross-case analysis of urban science learners and from two within-case analyses of girls' science-related practices as they transitioned from elementary to middle school. Results included: (1) children participated actively in science across settings---including in their homes as well as in schools, (2) children's interests in science were not always aligned to the school science content, pedagogy, or school structures for participation, yet children found ways to engage with science despite these differences through crafting multiple pathways into science, (3) urban parents were active supporters of STEM-related learning environments through brokering access to social and material resources, (4) the youth often found science in their daily activities that formal education did not make use of, and (5) children's involvement with science-related practices can be developed into design principles to reach youth in culturally relevant ways.

Challenges in Science.

ERIC Educational Resources Information Center

Staples, Greg; And Others

This publication is a collection of science activities designed to enrich elementary or junior high science curricula. These activities encourage students to investigate facets of life sciences, physical sciences, and earth sciences either with a teacher or independently. The 70 activities have been classified into 10 subareas under these three…

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The potential scientist’s dilemma: How the Masculinization of Science Shapes Friendships and Science Job Preferences*

PubMed Central

Gauthier, G. Robin; Hill, Patricia Wonch; McQuillan, Julia; Spiegel, Amy N.; Diamond, Judy

2017-01-01

In the United States, girls and boys have similar science achievement, yet fewer girls aspire to science careers than boys. This paradox emerges in middle school, when peers begin to play a stronger role in shaping adolescent identities. We use complete network data from a single middle school and theories of gender, identity, and social distance to explore how friendship patterns might influence this gender and science paradox. Three patterns highlight the social dimensions of gendered science persistence: (1) boys and girls do not differ in self-perceived science potential and science career aspirations; (2) consistent with gender-based norms, both middle school boys and girls report that the majority of their female friends are not science kinds of people; and (3) youth with gender-inconsistent science aspirations are more likely to be friends with each other than youth with gender normative science aspirations. Together, this evidence suggests that friendship dynamics contribute to gendered patterns in science career aspirations. PMID:28491465

Becoming a science teacher: moving toward creolized science and an ethic of cosmopolitanism

NASA Astrophysics Data System (ADS)

Seiler, Gale

2011-03-01

Although communities and schools in North America are increasingly diverse and positioned in a global web, schools continue to adhere to Western norms and the teacher workforce remains largely White, continuing an ideology of collective sameness and conformity. Hybridization of teacher identity and of science teaching are suggested as ways to advance an ethic of solidarity through difference (cosmopolitanism) with science teaching as its vehicle. In this paper, I explore identity hybridization among non-dominant science teachers as they merge identity narratives, or who they are around science and science teaching, with who they are out-of-school. Our attention is focused on their experiences of dis-identification with science in terms of diaspora, or the sense of being taken away from what one knows and values. By generating a creolized approach to science teaching, teachers create possibilities for greater student identification with science in school, which in turn has potential for changing the face of who does science and of science itself.

Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

NASA Astrophysics Data System (ADS)

Kim, Hanna

2016-04-01

This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students' interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students' pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students' attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants' positive attitudes toward science, science-related careers, and content knowledge of selected science concepts.

Astrobiology outreach and the nature of science: the role of creativity.

PubMed

Fergusson, Jennifer; Oliver, Carol; Walter, Malcolm R

2012-12-01

There is concern in many developed countries that school students are turning away from science. However, students may be choosing not to study science and dismissing the possibility of a scientific career because, in the junior secondary years, they gain a false view of science and the work of scientists. There is a disparity between science as it is portrayed at school and science as it is practiced. This paper describes a study to explore whether engaging in science through astrobiology outreach activities may improve students' understanding of the nature and processes of science, and how this may influence their interest in a career in science. The results suggest that the students attending these Mars research-related outreach activities are more interested in science than the average student but are lacking in understanding of aspects of the nature of science. A significant difference was detected between pre- and posttest understandings of some concepts of the nature of science.

Factors that influence women's dispositions toward science

NASA Astrophysics Data System (ADS)

Atria, Catherine Graczyk

Females have been underrepresented in the study of science and science careers for decades although advancements have been made in closing this gender gap, the gap persists particularly in the physical sciences. Variables which influence a woman's desire to pursue and maintain a science course of study and career must be discovered. The United States lags behind other industrialized countries in the fields of science, math, and engineering. Females comprise an estimated half of the population; their potential contributions cannot be ignored or overlooked. This retrospective research study explores the personal experiences of ten women enrolled in science majors, with science related career plans. The goal of this study is to describe the factors that influence the participants' interest in science. The findings, the effect of science coursework, science teachers' personality and manner, other influential educational personnel, role models and mentors, external influences exclusive of school, parental influence, locus of control and positive attitudes toward science confirm what other researchers have found.

The science writing tool

NASA Astrophysics Data System (ADS)

Schuhart, Arthur L.

This is a two-part dissertation. The primary part is the text of a science-based composition rhetoric and reader called The Science Writing Tool. This textbook has seven chapters dealing with topics in Science Rhetoric. Each chapter includes a variety of examples of science writing, discussion questions, writing assignments, and instructional resources. The purpose of this text is to introduce lower-division college science majors to the role that rhetoric and communication plays in the conduct of Science, and how these skills contribute to a successful career in Science. The text is designed as a "tool kit," for use by an instructor constructing a science-based composition course or a writing-intensive Science course. The second part of this part of this dissertation reports on student reactions to draft portions of The Science Writing Tool text. In this report, students of English Composition II at Northern Virginia Community College-Annandale were surveyed about their attitudes toward course materials and topics included. The findings were used to revise and expand The Science Writing Tool.

Representing student achievements in science

NASA Astrophysics Data System (ADS)

Fusco, Dana; Calabrese Barton, Angela

2001-03-01

In what follows, we develop a conceptual argument for expanding current visions of performance assessment to include the following three ideals: that performance/assessment addresses the value-laden decisions about what and whose science is learned and assessed and include multiple worldviews, that performance/assessment in science simultaneously emerges in response to local needs, and that the performance/assessment is a method as well as an ongoing search for method. To make this argument, we draw together ideas raised by critical, feminist and multicultural science educators to describe an inclusive science education, one we refer to as critical science education, to raise questions about the nature and purpose of performance assessment in science education. We are particularly interested in how the science of assessment is challenged and transformed within a critical science education perspective and the conditions needed to create an equitable and inclusive practice of science and science assessment across diversity. We present a case study from a youth-led community science project in the inner city to help contextualize our argument.

What's science? Where's science? Science journalism in German print media.

PubMed

Summ, Annika; Volpers, Anna-Maria

2016-10-01

This article examines the current state of science coverage in German print media. It deals with the following questions: (1) how the main characteristics of science journalism can be described, (2) whether there is a difference between various scientific fields, and (3) how different definitions of science journalism lead to differing findings. Two forms of science coverage were analyzed in a standardized, two-part content analysis of German newspapers (N = 1730 and N = 1640). The results show a significant difference between a narrow and a broad definition of science journalism. In the classic understanding, science journalism is prompted by scientific events and is rather noncritical. Science coverage in a broad sense is defined by a wider range of journalistic styles, driven by non-scientific events, and with a focus on the statements of scientific experts. Furthermore, the study describes the specific role of the humanities and social sciences in German science coverage. © The Author(s) 2015.

Exploring Girls' Science Affinities Through an Informal Science Education Program

NASA Astrophysics Data System (ADS)

Todd, Brandy; Zvoch, Keith

2017-10-01

This study examines science interests, efficacy, attitudes, and identity—referred to as affinities, in the context of an informal science outreach program for girls. A mixed methods design was used to explore girls' science affinities before, during, and after participation in a cohort-based summer science camp. Multivariate analysis of survey data revealed that girls' science affinities varied as a function of the joint relationship between family background and number of years in the program, with girls from more affluent families predicted to increase affinities over time and girls from lower income families to experience initial gains in affinities that diminish over time. Qualitative examination of girls' perspectives on gender and science efficacy, attitudes toward science, and elements of science identities revealed a complex interplay of gendered stereotypes of science and girls' personal desires to prove themselves knowledgeable and competent scientists. Implications for the best practice in fostering science engagement and identities in middle school-aged girls are discussed.

The science knowledge, conceptions of the nature of science, attitudes about teaching science, and science instructional strategies of bilingual and English-only elementary teachers

NASA Astrophysics Data System (ADS)

Alegria, Adelina Victoria

The goal of this study was to explore bilingual and English-only elementary teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and their self-reported science instructional skills. In this study, a bilingual teacher was defined as a teacher who provides instruction in Spanish and English in core academic subjects and has completed and/or is completing a bilingual certification program. An English-only teacher was defined as a monolingual teacher that only speaks and instructs in English. The principal questions guiding this dissertation investigation were the following: How do bilingual elementary teachers differ from English-only elementary teachers in (a) their science knowledge, (b) their conceptions of the nature of science, (c) their attitude about teaching science, and (d) their self-reported science instructional skills? This dissertation study is a component of a three-year long Eisenhower Project granted to Hueneme School District and the University of California, Santa Barbara Southcoast Science Project. While the Project will last three years (1997--2000), this dissertation study was developed to answer only a subset of questions of the entire project and data was collected in 1998. The research design for this study consisted of a self-administered questionnaire that was given to Hueneme School District elementary teachers that teach science and was developed by reviewing the relevant literature about teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and the instructional strategies that support science learning. The findings showed that both the bilingual and the English-only respondents demonstrated a similar science knowledge base, which is suggested, by this researcher, to be limited. That both bilingual and English-only teacher respondents demonstrated similar positive attitudes about teaching science and both reported making use of similar instructional strategies, many of which are known to support science learning in the classroom (laboratory/hands-on activities, whole group discussion, questioning, and cooperative/small group activities). Concerning assessment strategies, both the bilingual and English-only groups reported very similar answers. They reported usually making use of students' projects, student's logs/journals/diaries, performance activities such as lab practicals and hands-on tests to assess science learning. They also reported seldom or never making use of paper/pencil quizzes nor end-of-chapter/unit tests. There was not enough clear information to decide whether bilingual and English-only elementary respondents hold similar or different views of science. This study's implications encompass two different areas: (a) changes that bilingual and elementary credentialing programs need to undergo and (b) further bilingual science teaching research. The findings concerned with science knowledge, that both bilingual and English-only elementary teachers possess a limited science knowledge base leads me to suggest, just as the science teaching literature has suggested, that elementary credentialing programs need to strengthen their candidates' science content by increasing the science content addressed in the science methodology courses and/or by requiring a greater number of science undergraduate courses (most liberal arts majors require no more than five courses, San Diego State University, 1999). (Abstract shortened by UMI.)

Conducting Science Fair Activities: Reflections of the Prospective Science Teachers on Their Expectations, Opinions, and Suggestions Regarding Science Fairs

ERIC Educational Resources Information Center

Durmaz, Hüsnüye; Oguzhan Dinçer, Emrah; Osmanoglu, Ashhan

2017-01-01

The aim of this study is to examine the reflections of the prospective science teachers on their expectations, opinions, and suggestions towards science fairs. The study was conducted with 34 prospective science teachers. All participants had education in junior class of Science Teaching Program of a university located in western part of Turkey in…

COSEE-AK Ocean Science Fairs: A Science Fair Model That Grounds Student Projects in Both Western Science and Traditional Native Knowledge

ERIC Educational Resources Information Center

Dublin, Robin; Sigman, Marilyn; Anderson, Andrea; Barnhardt, Ray; Topkok, Sean Asiqluq

2014-01-01

We have developed the traditional science fair format into an ocean science fair model that promoted the integration of Western science and Alaska Native traditional knowledge in student projects focused on the ocean, aquatic environments, and climate change. The typical science fair judging criteria for the validity and presentation of the…

Common Interest, Common Visions? Chinese Science Teacher Educators' Views about the Values of Teaching Nature of Science to Prospective Science Teachers

ERIC Educational Resources Information Center

Wan, Zhi Hong; Wong, Siu Ling; Yung, Benny Hin Wai

2011-01-01

Teaching nature of science (NOS) is beginning to take root in science education in China. This exploratory study interviewed 24 science teacher educators from economically developed parts of China about their conceptions of teaching NOS to prospective science teachers. Five key dimensions emerged from the data. This paper focuses on the dimension…

Interdisciplinary Science Courses for College General Education Requirements: Perspectives of Faculty at a State University.

ERIC Educational Resources Information Center

Dass, Pradeep Maxwell

Science educators have been advocating a broader role for science education--that of helping all students see the relevance of science to their own lives. Yet the only experience with post-secondary science that non-science majors get is through a couple of science courses which are part of the general education requirements (GERs) for a liberal…

Journal of Undergraduate Research, Volume VI, 2006

DOE Office of Scientific and Technical Information (OSTI.GOV)

Faletra, P.; Schuetz, A.; Cherkerzian, D.

Students who conducted research at DOE National Laboratories during 2005 were invited to include their research abstracts, and for a select few, their completed research papers in this Journal. This Journal is direct evidence of students collaborating with their mentors. Fields in which these students worked include: Biology; Chemistry; Computer Science; Engineering; Environmental Science; General Sciences; Materials Sciences; Medical and Health Sciences; Nuclear Sciences; Physics; and Science Policy.

Primary Students' Attitudes Towards Science. Paper Presented at the Annual Meeting of the National Science Teachers Association (Cincinnati, Ohio, March 27, 1977).

ERIC Educational Resources Information Center

Hofman, Helenmarie Herbert

Comparison of the attitudinal responses of eight-year-old children who studied science in a National Science Foundation sponsored program, "Science Curriculum Improvement Study," with responses of eight-year-old children who studied science using a textbook series, "Concepts in Science," showed no differences. However, both programs did appear to…

An examination of the relationship among science teaching actions, beliefs, and knowledge of the nature of science

NASA Astrophysics Data System (ADS)

Chun, Sajin

Scholars in science education advocate curriculum and instruction practices that reflect an understanding of the nature of science. This aspect of school science is an important component of scientific literacy, a primary goal of science education. Considering teaching as a thoughtful profession, there has been a growing research interest on the issue of the consistency between teacher beliefs and actions. Yet, the self-evident assumption that teachers' beliefs about the nature of science will impact on their classroom teaching actions has not been justified. The purpose of this study was to examine the relationship between science teaching actions and beliefs about the nature of science. Defining teacher beliefs as a broad construct, the researcher tried to examine not only teacher's cognitive understanding about the nature of science but also teachers' affect as well as actions with regard to the nature of science. Guiding research questions were as follows: (a) what are the teachers' beliefs about the nature of science; (b) how do the teachers, pedagogical actions reflect their beliefs about the nature of science; and (c) what are the other referent beliefs that mediate the teachers, pedagogical actions within a local school culture. The methodology of this study was an interpretive, qualitative approach that included multiple sources of data, interviews, classroom observations, and instructional materials. Six science teachers from a secondary school located in a rural area of the southeastern US were chosen by convenience. The cross-case study and the grounded theory study designs were adopted as the data analysis process. The constant comparative analysis method was used to generate the emerging themes for this study. This study revealed a gap between these teachers' personal beliefs of the nature of science and the concepts of the nature of science suggested by many researchers. These teachers' personal beliefs about the nature of science have been constructed based on their science teaching and learning experiences and as a result are closely related to their belief about the nature of school science. These teachers teaching actions reflected their own personal beliefs about the nature of science within the interaction of multiple referent beliefs with relation to science teaching and learning.

Dimensions of science capital: exploring its potential for understanding students' science participation

NASA Astrophysics Data System (ADS)

DeWitt, Jennifer; Archer, Louise; Mau, Ada

2016-11-01

As concerns about participation rates in post-compulsory science continue unabated, considerable research efforts have been focused on understanding and addressing the issue, bringing various theoretical lenses to bear on the problem. One such conceptual lens is that of 'science capital' (science-related forms of social and cultural capital), which has begun to be explored as a tool for examining differential patterns of aspiration and participation in science. This paper continues this line of work, attempting to further refine our conceptualisation of science capital and to consider potential insights it might offer beyond existing, related constructs. We utilise data from two surveys conducted in England as part of the wider Enterprising Science project, a broader national survey and a more targeted survey, completed by students from schools generally serving more disadvantaged populations. Logistic regression analyses indicated that science capital was more closely related than cultural capital to science aspirations-related outcome variables. In addition, further analyses reflected that particular dimensions of science capital (science literacy, perceived transferability and utility of science, family influences) seem to be more closely related to anticipated future participation and identity in science than others. These patterns held for both data sets. While these findings are generally in alignment with previous research, we suggest that they highlight the potential value of science capital as a distinct conceptual lens, which also carries particular implications for the types of interventions that may prove valuable in considering ways to address disparities in science engagement and participation.

An Analysis of Misconceptions in Science Textbooks: Earth science in England and Wales

NASA Astrophysics Data System (ADS)

King, Chris John Henry

2010-03-01

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/misconception per page. Science syllabuses and examinations surveyed also showed errors/misconceptions. More than 500 instances of misconception were identified through the surveys. These were analysed for frequency, indicating that those areas of the earth science curriculum most prone to misconception are sedimentary processes/rocks, earthquakes/Earth's structure, and plate tectonics. For the 15 most frequent misconceptions, examples of quotes from the textbooks are given, together with the scientific consensus view, a discussion, and an example of a misconception of similar significance in another area of science. The misconceptions identified in the surveys are compared with those described in the literature. This indicates that the misconceptions found in college students and pre-service/practising science teachers are often also found in published materials, and therefore are likely to reinforce the misconceptions in teachers and their students. The analysis may also reflect the prevalence earth science misconceptions in the UK secondary (high school) science-teaching population. The analysis and discussion provide the opportunity for writers of secondary science materials to improve their work on earth science and to provide a platform for improved teaching and learning of earth science in the future.

A Science Information Infrastructure for Access to Earth and Space Science Data through the Nation's Science Museums

NASA Technical Reports Server (NTRS)

Murray, S.

1999-01-01

In this project, we worked with the University of California at Berkeley/Center for Extreme Ultraviolet Astrophysics and five science museums (the National Air and Space Museum, the Science Museum of Virginia, the Lawrence Hall of Science, the Exploratorium., and the New York Hall of Science) to formulate plans for computer-based laboratories located at these museums. These Science Learning Laboratories would be networked and provided with real Earth and space science observations, as well as appropriate lesson plans, that would allow the general public to directly access and manipulate the actual remote sensing data, much as a scientist would.

Life sciences flight experiments program mission science requirements document. The first life sciences dedicated Spacelab mission, part 1

NASA Technical Reports Server (NTRS)

Rummel, J. A.

1982-01-01

The Mission Science Requirements Document (MSRD) for the First Dedicated Life Sciences Mission (LS-1) represents the culmination of thousands of hours of experiment selection, and science requirement definition activities. NASA life sciences has never before attempted to integrate, both scientifically and operationally, a single mission dedicated to life sciences research, and the complexity of the planning required for such an endeavor should be apparent. This set of requirements completes the first phase of a continual process which will attempt to optimize (within available programmatic and mission resources) the science accomplished on this mission.

Studying Students' Science Literacy: Non-Scientific Beliefs and Science Literacy Measures

NASA Astrophysics Data System (ADS)

Impey, C.; Buxner, S.

2015-11-01

We have been conducting a study of university students' science literacy for the past 24 years. Based on the work of the National Science Board's ongoing national survey of the US public, we have administered the same survey to undergraduate science students at the University of Arizona almost every year since 1989. Results have shown relatively little change in students' overall science literacy, descriptions of science, and knowledge of basic science topics for almost a quarter of a century despite an increase in education interventions, the rise of the internet, and increased access to knowledge. Several trends do exist in students' science literacy and descriptions of science. Students who exhibit beliefs in non-scientific phenomenon (e.g., lucky numbers, creationism) consistently have lower science literacy scores and less correct descriptions of scientific phenomenon. Although not surprising, our results support ongoing efforts to help students generate evidence based thinking.

Investigating the Relationship between Students' Science Knowledge and Their Reported Sources of Information

NASA Astrophysics Data System (ADS)

Buxner, S.; Romine, J.; Impey, C.; Nieberding, M.

2015-11-01

Building on a 25 year study of undergraduate students' science literacy, we have been investigating where students report getting information about science. In this study, we investigated the relationship between students' basic science knowledge, responses about studying something scientifically, and where they report gaining information about science. Data for this study was collected through an online survey of astronomy courses during 2014. Responses were collected from a total of 400 students through online surveys. Most survey respondents were non-science majors in the first two years of college who had taken 3 or fewer college science courses. Our results show a relationship between students who report online searches and Wikipedia as reliable sources of information and lower science literacy scores, although there was no relationship between science knowledge and where students report getting information about science. Our results suggest that information literacy is an important component to overall science literacy.

Are the religious suspicious of science? Investigating religiosity, religious context, and orientations towards science.

PubMed

Chan, Esther

2018-06-01

Are the religious suspicious of science? Drawing on data from 52 nations in the World Values Survey (wave 6) ( N = 58,474), I utilize multilevel models to examine the relationship between religiosity, religious context, and five different orientations towards science: confidence in science, trust in scientific authority under conditions of conflict with religion, faith in science, views on the moral effects of science, and interest in scientific knowledge. Results show that while religiosity is on average negatively associated with the five outcomes, the relationship between religiosity and orientations towards science varies by country such that religiosity is sometimes positively associated with the different outcomes. Religiosity is only consistently negatively associated with trust in scientific authority in all countries and with all orientations towards science in western countries. Finally, differences in orientations towards science also exist across country religious contexts, with countries dominated by the unaffiliated having more positive orientations towards science.

Translating Behavioral Science into Practice: A Framework to Determine Science Quality and Applicability for Police Organizations.

PubMed

McClure, Kimberley A; McGuire, Katherine L; Chapan, Denis M

2018-05-07

Policy on officer-involved shootings is critically reviewed and errors in applying scientific knowledge identified. Identifying and evaluating the most relevant science to a field-based problem is challenging. Law enforcement administrators with a clear understanding of valid science and application are in a better position to utilize scientific knowledge for the benefit of their organizations and officers. A recommended framework is proposed for considering the validity of science and its application. Valid science emerges via hypothesis testing, replication, extension and marked by peer review, known error rates, and general acceptance in its field of origin. Valid application of behavioral science requires an understanding of the methodology employed, measures used, and participants recruited to determine whether the science is ready for application. Fostering a science-practitioner partnership and an organizational culture that embraces quality, empirically based policy, and practices improves science-to-practice translation. © 2018 American Academy of Forensic Sciences.

The 159th national meeting of the American Association for the advancement of science

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

This volume is the program/abstracts for the 1993 national meeting of the American Association for the Advancement of Science. The meeting was held in Boston from 11-16 February 1993. Symposia dealt with works on the following topics; perspectives on human genetics; confronting AIDS; biology, cells bugs; medical research society; social psychology neuroscience; future chemistry, from carbon to silicon; measuring the matter energy of the universe; earth's ever-changing atmosphere; causing coping with environmental change; agricultural biotechnology, plant protection production; science corporate enterprise; examining reforming the economic system; science, ethics the law; communicating science to the public; information technology the changing facemore » of science; mathematics, concepts computations; international cooperation human survival; science for everyone; science religion, examining both; anthropology, dynamics of human history; international science issues; improving formal science education; and science education reform in America. Separate abstracts have been prepared for articles from this volume.« less

Introduction: From "The Popularization of Science through Film" to "The Public Understanding of Science".

PubMed

Vidal, Fernando

2018-03-01

Science in film, and usual equivalents such as science on film or science on screen, refer to the cinematographic representation, staging, and enactment of actors, information, and processes involved in any aspect or dimension of science and its history. Of course, boundaries are blurry, and films shot as research tools or documentation also display science on screen. Nonetheless, they generally count as scientific film, and science in and on film or screen tend to designate productions whose purpose is entertainment and education. Moreover, these two purposes are often combined, and inherently concern empirical, methodological, and conceptual challenges associated with popularization, science communication, and the public understanding of science. It is in these areas that the notion of the deficit model emerged to designate a point of view and a mode of understanding, as well as a set of practical and theoretical problems about the relationship between science and the public.

Gender Differences in High-school Students' Views about Science

NASA Astrophysics Data System (ADS)

Miller, Patricia H.; Slawinski Blessing, Jennifer; Schwartz, Stephanie

2006-03-01

This study examined gender differences in 79 high-school students’ attitudes towards their science classes, their perceptions of science and scientists, and their views about majoring in science. The study identified some of the subtleties underlying females’ low participation in, and interest in, science documented in previous research. Four themes emerged from responses on the rating scales and questionnaire. First, even when females planned to major in science, they were more interested than males in the people-oriented aspects of their planned majors. Second, biology was the one exception to females’ low interest in science. Third, females often planned a science major mainly because they needed a science background in order to enter a health profession such as medicine or physical therapy. Fourth, females generally found science uninteresting and the scientific lifestyle (as perceived by them) unattractive. Implications for teaching science were discussed.

A sociohistorical examination of George Herbert Mead's approach to science education.

PubMed

Edwards, Michelle L

2016-07-01

Although George Herbert Mead is widely known for his social psychological work, his views on science education also represent a significant, yet sometimes overlooked contribution. In a speech delivered in March 1906 entitled "The Teaching of Science in College," Mead calls for cultural courses on the sciences, such as sociology of science or history of science courses, to increase the relevancy of natural and physical science courses for high school and university students. These views reflect Mead's perspective on a number of traditional dualisms, including objectivity versus subjectivity and the social sciences versus natural and physical sciences. Taking a sociohistorical outlook, I identify the context behind Mead's approach to science education, which includes three major influences: (1) German intellectual thought and the Methodenstreit debate, (2) pragmatism and Darwin's theory of evolution, and (3) social reform efforts in Chicago and the General Science Movement. © The Author(s) 2014.

Modifying Science Grammatically and Conceptually

NASA Astrophysics Data System (ADS)

Kelly, B. P.

2017-12-01

Many adjectives—including normal, traditional, incremental, natural, social, system, actionable, and Arctic—are employed to distinguish types of science. How useful are those modifiers? For example, how is "Arctic" research different from other varieties? What conjunctions are useful among these types of research? In other words, do we benefit from "normal science" and "actionable science" or must we choose between them? Clarity about how we talk about science has substantial implications for how we think about science, how we integrate science with other epistemologies, and how science is regarded among policy makers. The importance of actionable science was highlighted during the last International Polar Year, and the Study of Environmental Arctic Change and others have taken up the challenge. As we make our knowledge actionable, however, we must remain clear about the essential nature of what Thomas Kuhn called normal science. Being clear about how science progresses would seem a prerequisite to the elusive challenge of integration with other ways of knowing.

SMD Technology Development Story for NASA Annual Technology report

NASA Technical Reports Server (NTRS)

Seablom, Michael S.

2017-01-01

The role of the Science Mission Directorate (SMD) is to enable NASA to achieve its science goals in the context of the Nation's science agenda. SMD's strategic decisions regarding future missions and scientific pursuits are guided by Agency goals, input from the science community-including the recommendations set forth in the National Research Council (NRC) decadal surveys-and a commitment to preserve a balanced program across the major science disciplines. Toward this end, each of the four SMD science divisions-Heliophysics, Earth Science, Planetary Science, and Astrophysics-develops fundamental science questions upon which to base future research and mission programs. Often the breakthrough science required to answer these questions requires significant technological innovation-e.g., instruments or platforms with capabilities beyond the current state of the art. SMD's targeted technology investments fill technology gaps, enabling NASA to build the challenging and complex missions that accomplish groundbreaking science.

Science & Technology: A New Alliance.

ERIC Educational Resources Information Center

Lux, Donald G.

Understandings and cooperation must be improved between researchers in pure science and applied science, and in this case, industrial arts. Technology has crept into science but is seldom an organized part of the science curriculum. Few science teachers have contact with engineers or technologists, while industrial arts teachers typically have…

National Science Bowl | NREL

Science.gov Websites

and high school student teams on science and math topics. The National Science Bowl provides an opportunity for students to develop science, technology, engineering, and math (STEM) skills in a non tournament challenges students' knowledge of science. Student teams are questioned on life science, math

77 FR 71453 - National Science Board; Sunshine Act Meetings; Notice

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-30

... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as...: These meetings will be held at the National Science Foundation, 4201 Wilson Blvd., Rooms 1235 and 1295...

Incorporating History into the Science Classroom

ERIC Educational Resources Information Center

Rudge, David W.; Howe, Eric M.

2004-01-01

Many science teachers recognize that teaching aspects of the history of science helps students learn science content and the nature of science (NOS). The use of history can potentially humanize science, help students refine their critical thinking skills, promote a deeper understanding of scientific concepts, and address common student…

Recontextualization of Science from Lab to School: Implications for Science Literacy

ERIC Educational Resources Information Center

Sharma, Ajay; Anderson, Charles W.

2009-01-01

Scientists' science differs remarkably from school science. In order to be taught to students, science is recontextualized from scientific research communities to science classrooms. This paper examines scientific discourse in scientific research communities, and discusses its transformation from an internally-persuasive and authoritative…

People behind the Science

ERIC Educational Resources Information Center

Kruse, Jerrid; Borzo, Sarah

2010-01-01

In addition to meeting National Science Education Standards (NSES) related to the history and nature of science (NOS), reading or hearing about real scientists helps students connect with science emotionally. The authors have even noticed increased student interest in science concepts during history of science discussions. Toward these efforts,…

SCIENCE EDUCATION: Comprehensive Approach Urged.

ERIC Educational Resources Information Center

Krieger, James; Worthy, Ward

1990-01-01

Summarizes two initiatives from the American Association for the Advancement of Science and the National Science Foundation to reform science education. The initiatives propose (1) a restructuring of undergraduate college curricula to present science as one of the liberal arts and (2) developing systematic statewide initiatives in science,…

SCIENCE POLICY BULLETIN NUMBER 1.

ERIC Educational Resources Information Center

BRAINARD, ROBERT W.

THIS BULLETIN, PUBLISHED BIMONTHLY, REPORTS THE CURRENT LITERATURE IN THE AREA OF SCIENCE AND PUBLIC POLICY. THE COVERAGE ENCOMPASSES BOTH "POLICY FOR SCIENCE" AND "SCIENCE FOR POLICY" MATTERS. SCIENCE IS USED TO DENOTE ENGINEERING, TECHNOLOGY, AND SCIENCE. THE BULLETIN IS INTENDED FOR PERSONS ENGAGED IN STUDYING, FORMULATING, OR IMPLEMENTING…

77 FR 24227 - Proposal Review Panel for Social and Economic Sciences; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-23

... Kronz, Program Director; Science, Technology and Society Program; Division of Social and Economic... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Social and Economic Sciences; Notice of... Science Foundation announces the following meeting: Name: Site visit review of the Nanoscale Science and...

77 FR 24228 - Proposal Review Panel for Social and Economic Sciences; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-23

... open. Contact Person: Dr. Frederick Kronz, Program Director; Science, Technology, and Society Program... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Social and Economic Sciences; Notice of... Science Foundation announces the following meeting: Name: Site visit review of the Nanoscale Science and...

Sociocultural Influences on Science Education: Innovation for Contemporary Times

ERIC Educational Resources Information Center

Carter, Lyn

2008-01-01

This paper reviews the significant sociocultural literatures on science studies, cultural diversity, and sustainability science to develop theoretical perspectives for science education more suitable to the challenges of contemporaneity. While the influences of science studies and cultural diversity are not uncommon within the science education…

Role Specific Pupil/Science Teacher Interpersonal Compatibility and Science Attitudes.

ERIC Educational Resources Information Center

Vargo, Robert A.; Schafer, Larry E.

As science teaching becomes more inquiry oriented, science teachers are interacting more frequently with individual students. With increased interaction, pupil/science teacher interpersonal compatibility most likely contributes significantly to the development of students' science attitudes. The purpose of the present study was to examine the…

Technology for Science: Overview of the Project.

ERIC Educational Resources Information Center

Crismond, David; And Others

Technology for Science is a National Science Foundation funded program that is developing and testing curriculum units for teacher materials built around a series of design-oriented science problems called "challenges," mainly for ninth-grade general and physical science classes. Technology for science challenges have a clear connection…

Scientism and Scientific Thinking. A Note on Science Education

NASA Astrophysics Data System (ADS)

Gasparatou, Renia

2017-11-01

The move from respecting science to scientism, i.e., the idealization of science and scientific method, is simple: We go from acknowledging the sciences as fruitful human activities to oversimplifying the ways they work, and accepting a fuzzy belief that Science and Scientific Method, will give us a direct pathway to the true making of the world, all included. The idealization of science is partly the reason why we feel we need to impose the so-called scientific terminologies and methodologies to all aspects of our lives, education too. Under this rationale, educational policies today prioritize science, not only in curriculum design, but also as a method for educational practice. One might expect that, under the scientistic rationale, science education would thrive. Contrariwise, I will argue that scientism disallows science education to give an accurate image of the sciences. More importantly, I suggest that scientism prevents one of science education's most crucial goals: help students think. Many of my arguments will borrow the findings and insights of science education research. In the last part of this paper, I will turn to some of the most influential science education research proposals and comment on their limits. If I am right, and science education today does not satisfy our most important reasons for teaching science, perhaps we should change not just our teaching strategies, but also our scientistic rationale. But that may be a difficult task.

Using the earth system for integrating the science curriculum

NASA Astrophysics Data System (ADS)

Mayer, Victor J.

Content and process instruction from the earth sciences has gone unrepresented in the world's science curricula, especially at the secondary level. As a result there is a serious deficiency in public understanding of the planet on which we all live. This lack includes national and international leaders in politics, business, and science. The earth system science effort now engaging the research talent of the earth sciences provides a firm foundation from the sciences for inclusion of earth systems content into the evolving integrated science curricula of this country and others. Implementing integrated science curricula, especially at the secondary level where potential leaders often have their only exposure to science, can help to address these problems. The earth system provides a conceptual theme as opposed to a disciplinary theme for organizing such integrated curricula, absent from prior efforts. The end of the cold war era is resulting in a reexamination of science and the influence it has had on our planet and society. In the future, science and the curricula that teach about science must seriously address the environmental and social problems left in the wake of over 100 years of preparation for military and economic war. The earth systems education effort provides one such approach to the modernization of science curricula. Earth science educators should assume leadership in helping to establish such curricula in this country and around the world.

Crossing borders: High school science teachers learning to teach the specialized language of science

NASA Astrophysics Data System (ADS)

Patrick, Jennifer Drake

The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University of Florida Libraries web site. Please check http://www.uflib.ufl.edu/etd.html)

An analysis of women's ways of knowing in a 10th grade integrated science classroom

NASA Astrophysics Data System (ADS)

Kochheiser, Karen Lynn

All students can learn science, but how they learn science may differ. This study is about learning science and its relationship to gender. Women need to develop and establish connections with the objects that they are learning and be able to establish a voice in a science classroom. Unfortunately, traditional science classrooms still view science as a male domain and tend to discourage women from pursuing higher levels of science or science related careers. The ways that women learn science are a very complex set of interactions. In order to describe these interactions, this study explored how women's ways of knowing are represented in a high school science classroom. Nine women from an enriched integrated biology and earth science class contributed to this study. The women contributed to this study by participating in individual and group interviews, questionnaires, journals, observations and participant review of the interviews. The ways that these women learn science were described in terms of Belenky, Clinchy, Goldberger, and Tarule's Women's Ways of Knowing: The Development of Self, Voice, and Mind (1997). The women's ways of learning in this classroom tended to be situational with the women fitting different categories of knowing depending on the situation. Most of the women demonstrated periods of time where they wanted to be heard or tried to establish a voice in the classroom. The study helps to provide a theory for how women make choices in their learning of science and the struggle to be successful in a male dominated discipline. The women participating in this study gained an awareness of how they learn science and how that can be used to make them even more successful in the classroom. The awareness of how women learn science will also be of great benefit to other teachers and educators as the work for science reform continues to make science a 'science for all'.

Enhancing Teacher and Student Engagement and Understanding of Marine Science Through Classroom Citizen Science Projects

NASA Astrophysics Data System (ADS)

Goodale, T. A.

2016-02-01

Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and coastal resources. 11/14 teacher participants established citizen science clubs that focused on marine related issues. Science fair participation increased by 42% and of those students whose mentor teacher was a project participant 90% stated they would likely pursue a marine science related major in college.

High school and college introductory science education experiences: A study regarding perceptions of university students persisting in science as a major area of study

NASA Astrophysics Data System (ADS)

Fredrick, L. Denise

The focus of this study was to investigate college students' perception of high school and college introductory science learning experiences related to persistence in science as a major area of study in college. The study included students' perceptions of the following areas of science education: (1) teacher interpersonal relationship with students, (2) teacher personality styles, (3) teacher knowledge of the content, (4) instructional methods, and (5) science course content. A survey research design was employed in the investigative study to collect and analyze data. One hundred ninety two students participated in the research study. A survey instrument entitled Science Education Perception Survey was used to collect data. The researcher sought to reject or support three null hypotheses as related to participants' perceptions of high school and college introductory science education experiences. Using binomial regression analysis, this study analyzed differences between students persisting in science and students not persisting in science as a major. The quantitative research indicated that significant differences exist between persistence in science as a major and high school science teacher traits and college introductory science instructional methods. Although these variables were found to be significant predictors, the percent variance was low and should be considered closely before concluded these as strong predictors of persistence. Major findings of the qualitative component indicated that students perceived that: (a) interest in high school science course content and high school science teacher personality and interpersonal relationships had the greatest effect on students' choice of major area of study; (b) interest in college introductory science course content had the greatest effect on students' choice of major area of study; (c) students recalled laboratory activities and overall good teaching as most meaningful to their high school science educational experiences and (d) students recalled laboratory activities and lectures linking practical application of science knowledge as meaningful to their college introductory science education experiences.

Investigating inquiry beliefs and nature of science (NOS) conceptions of science teachers as revealed through online learning

NASA Astrophysics Data System (ADS)

Atar, Hakan Yavuz

Creating a scientifically literate society appears to be the major goal of recent science education reform efforts (Abd-El-Khalick, Boujaoude, Dushl, Lederman, Hofstein, Niaz, Tregust, & Tuan, 2004). Recent national reports in the U.S, such as Shaping the Future, New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (NSF,1996), Inquiry in Science and In Classroom, Inquiry and the National Science Education Standards (NRC, 2001), Pursuing excellence: Comparison of international eight-grade mathematics and science achievement from a U.S. perspective (NCES, 2001), and Standards for Science Teacher Preparation (NSTA 2003) appear to agree on one thing: the vision of creating a scientifically literate society. It appears from science education literature that the two important components of being a scientifically literate individual are developing an understanding of nature of science and ability to conduct scientific inquiries. Unfortunately, even though teaching science through inquiry has been recommended in national reports since the 1950's, it has yet to find its way into many science classrooms (Blanchard, 2006; Yerrick, 2000). Science education literature identfies several factors for this including: (1) lack of content knowledge (Anderson, 2002; Lee, Hart Cuevas, & Enders, 2004; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Moscovici, 1999; Smith & Naele, 1989; Smith, 1989); (2) high stake tests (Aydeniz, 2006); (3) teachers' conflicting beliefs with inquiry-based science education reform (Blanchard, 2006; Wallace & Kang, 2004); and, (4) lack of collaboration and forums for communication (Anderson, 2002; Davis, 2003; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Wallace & Kang, 2004). In addition to the factors stated above this study suggest that some of the issues and problems that have impeded inquiry instruction to become the primary approach to teaching science in many science classrooms might be related to teachers NOS conceptions. Developing desired understanding of nature of science conceptions and having an adequate experience with inquiry learning is especially important for science teachers because science education literature suggests that the development of teachers' nature of science conceptions is influenced by their experiences with inquiry science (Akerson et. al. 2000) and implementation of science lessons reflect teachers' NOS conceptions (Abd-EL-Khalick & Boujaoude, 1997; Matson & Parsons, 1998; Rosenthal, 1993; Trowbridge, Bybee & Powell, 2000; Turner & Sullenger, 1999). Furthermore, the impediments to successful integration of inquiry based science instruction from teachers' perspective are particularly important, as they are the implementers of inquiry based science education reform. The purpose of this study is to understand the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices in their classrooms and how this relationship impedes or contributes to the implementation of inquiry based science education reform efforts. The participants of this study were in-service teachers who were accepted into the online Masters Program in science education program at a southern university. Three online courses offered in the summer semester of 2005 constituted the research setting of this study: (1) Special Problems in the Teaching of Secondary School Science: Nature of Science & Science Teaching, (2) Curriculum in Science Education, and (3) Colloquium. Multiple data sources were used for data triangulation (Miles & Huberman, 1984; Yin, 1994) in order to understand the relationship between participants' NOS views and their conceptions and beliefs about inquiry-based science teaching. The study revealed that the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices is far from being simple and linear. Data suggests that the teachers' sophistication of NOS conceptions influence their perception of inquiry science instruction in variety of ways. In a nutshell, these include: (1) The teachers become more confident in their ability to implement inquiry-based science classes; (2) Better understanding of NOS conceptions assists the teachers develop a higher appreciation of inquiry science instruction; (3) The teachers' misconceptions about nature of science appear to be connected to their misconceptions about inquiry science instruction; (4) A better understanding of NOS concepts seems to have stimulate the teachers to put more emphasis on some aspects of inquiry more than others; and (5) Sophistication of teachers' NOS conceptions influences their decisions about the type of inquiry they plan to incorporate in their instruction. This study also suggests that enhancing teachers' NOS conceptions should be among the main objectives of inquiry-based professional development programs and courses that are taught in science education programs. This study reveals that enhancing NOS conceptions helps teachers in their efforts to integrate inquiry into their instruction by boosting their confidence in their abilities to teach science through inquiry. This study reveals that especially teachers who lack strong science backgrounds and prior experience with inquiry science are at risk. Not having a strong background in science and lacking extensive experience with inquiry science negatively influences the teachers' confidence and thus delays their efforts to implement inquiry-based science lessons. (Abstract shortened by UMI.)

Towards Building Science Teachers' Understandings of Contemporary Science Practices

ERIC Educational Resources Information Center

Lancaster, Greg; Corrigan, Deborah; Fazio, Lisa; Burke, Joanne; Overton, David

2017-01-01

Faculties of Education and Science at Monash University have designed a Masters unit to assist pre-service and in-service science teachers in exploring the practices of contemporary science and examine how varied understandings can influence science communication. Teachers are encouraged to explore their current understandings of the Nature of…

An Instrument Development Study for Determining Prospective Science Teachers' Science-Specific Epistemological Beliefs

ERIC Educational Resources Information Center

Koksal, Mustafa Serdar; Ertekin, Pelin

2016-01-01

The study is focusing on development of an instrument to determine science-specific epistemological beliefs of prospective science teachers. The study involved 364 (male = 82, female = 282) prospective science teachers enrolled in a science teacher education program. The confirmatory factor analysis, reliability analysis and correlation analysis…

Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms

ERIC Educational Resources Information Center

Michaels, Sarah; Shouse, Andrew W.; Schweingruber, Heidi A.

2007-01-01

What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? "Ready, Set, Science!" guides the way with an…

Risk and Infrastructure Science Center - Global Security Sciences

Science.gov Websites

delivers scientific tools and methodologies to inform decision making regarding the most challenging Sciences ASD Accelerator Systems AES APS Engineering Support XSD X-ray Science Physical Sciences and Leadership Strategic Alliance for Global Energy Solutions Overview Leadership Systems Science Center Overview

An Examination of Effective Practice: Moving toward Elimination of Achievement Gaps in Science

ERIC Educational Resources Information Center

Johnson, Carla C.

2009-01-01

This longitudinal study of middle school science teachers explored the relationship between effective science instruction, as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press, Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three…

Salvaging Science Literacy

ERIC Educational Resources Information Center

Feinstein, Noah

2011-01-01

There is little evidence that the prevailing strategies of science education have an impact on the use and interpretation of science in daily life. Most science educators and science education researchers nonetheless believe that science education is intrinsically useful for students who do not go on to scientific or technical careers. This essay…

77 FR 46769 - Notice of Public Meeting, North Slope Science Initiative-Science Technical Advisory Panel

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-06

...] Notice of Public Meeting, North Slope Science Initiative--Science Technical Advisory Panel AGENCY: Bureau of Land Management, Alaska State Office, North Slope Science Initiative, Interior. ACTION: Notice of... Initiative (NSSI)-- Science Technical Advisory Panel (STAP) will meet as indicated below. DATES: The meeting...

Towards a Science of Science Teaching

ERIC Educational Resources Information Center

Yates, Carolyn

2009-01-01

This article is a contribution to the search for evidence-based models of learning to improve science education. The author believes that modern teachers should look to the sciences of cognitive psychology and neuroscience to build a science of science teaching. Understanding the relationships between learning and the brain's structure and…

Electron Microscopy Lab

Science.gov Websites

Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations Science Programs Applied Energy Programs Civilian Nuclear Energy Programs Laboratory Directed Research Science Seaborg Institute Fellows Conferences Research Opportunities Center for Integrated

Next Generation Science Standards: For States, by States

ERIC Educational Resources Information Center

National Academies Press, 2013

2013-01-01

"Next Generation Science Standards" identifies the science all K-12 students should know. These new standards are based on the National Research Council's "A Framework for K-12 Science Education." The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science,…

Teaching Science Is a Sacred Act

ERIC Educational Resources Information Center

Madden, Lauren

2018-01-01

Science, as enterprise and epistemology, has been politicized. This essay recounts one science teacher educator's perspective and experience on this politicization of science and describes the necessity for preservice and practicing teachers to understand the nature and process of science. The role of teachers in advocating for science is clearly…

78 FR 2451 - National Science Board; Sunshine Act Meetings

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2013-01-11

... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings The National Science... National Science Foundation Act, as amended (42 U.S.C. 1862n-5), and the Government in the Sunshine Act (5... transaction of National Science Board business and other matters specified, as follows: DATE AND TIME...

Supporting Three-Dimensional Science Learning: The Role of Curiosity-Driven Classroom Discourse

ERIC Educational Resources Information Center

Johnson, Wendy Renae

2017-01-01

The National Research Council's "Framework for K-12 Science Education" (2011) presents a new vision for science education that calls for the integration of the three dimensions of science learning: science and engineering practices, crosscutting concepts, and disciplinary core ideas. Unlike previous conceptions of science learning that…

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…

77 FR 1932 - Notification of a Public Teleconference of the Science Advisory Board Committee on Science...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-12

... a draft report based on fact-finding activities conducted as part of a study of science integration... Science Advisory Board Committee on Science Integration for Decision Making AGENCY: Environmental Protection Agency (EPA). ACTION: Notice. SUMMARY: The Environmental Protection Agency (EPA or Agency) Science...

Indigenous knowledge in Canadian science curricula: cases from Western Canada

NASA Astrophysics Data System (ADS)

Kim, Mijung

2017-09-01

To enhance Aboriginal students' educational opportunities in sciences, culturally relevant science curriculum has been examined and practiced in Western Canadian science classrooms. This article shares some examples of inclusion of indigenous knowledge in science curricula and discusses the improvement and challenges of culturally relevant science curricula in Canadian contexts.

Assessing the Science Knowledge of University Students: Perils, Pitfalls and Possibilities

ERIC Educational Resources Information Center

Jones, Susan M.

2014-01-01

Science content knowledge is internationally regarded as a fundamentally important learning outcome for graduates of bachelor level science degrees: the Science Threshold Learning Outcomes (TLOs) recently adopted in Australia as a nationally agreed framework include "Science Knowledge" as TLO 2. Science knowledge is commonly assessed…

Science for Real Life

ERIC Educational Resources Information Center

Hammerman, Elizabeth

2008-01-01

State and national standards identify what students should know and be able to do, including what it means to "do" science, the historical significance of science achievement and its ethical underpinnings, and science from the human perspective. Middle level science programs that address the full range of science standards and connect learning to…

77 FR 62538 - Advisory Committee for Social, Behavioral and Economic Sciences; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-15

... NATIONAL SCIENCE FOUNDATION Advisory Committee for Social, Behavioral and Economic Sciences..., Behavioral and Economic Sciences ( 1171). Date/Time: November 15, 2012; 8:00 a.m. to 5:00 p.m. Place..., Behavioral and Economic Sciences, National Science Foundation, 4201 Wilson Boulevard, Room 905, Arlington...

75 FR 50783 - Committee for Social, Behavioral, and Economic Sciences Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-17

... NATIONAL SCIENCE FOUNDATION ADVISORY Committee for Social, Behavioral, and Economic Sciences..., Behavioral, and Economic Sciences ( 1171). Date/Time: September 7, 2010; 8:30 a.m. to 6 p.m. September 8... Assistant Director, Directorate for Social, Behavioral, and Economic Sciences, National Science Foundation...

75 FR 62591 - Committee on Equal Opportunities in Science and Engineering (CEOSE); Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-12

... NATIONAL SCIENCE FOUNDATION Committee on Equal Opportunities in Science and Engineering (CEOSE... Equal Opportunities in Science and Engineering (1173). Dates/Time: October 25, 2010, 8:30 a.m.-5:30 p.m... the National Science Foundation (NSF) concerning broadening participation in science and engineering...

Science Investigation That Best Supports Student Learning: Teachers' Understanding of Science Investigation

ERIC Educational Resources Information Center

Moeed, Azra

2013-01-01

Internationally, learning science through investigation is promoted as a preferred pedagogical approach. Research presented takes a view that such learning depends on how teachers understand science investigation. Teachers' understanding of science investigation was an aspect of an interpretive case study of the phenomenon of science investigation…

The Presentation of Science in Everyday Life: The Science Show

ERIC Educational Resources Information Center

Watermeyer, Richard

2013-01-01

This paper constitutes a case-study of the "science show" model of public engagement employed by a company of science communicators focused on the popularization of science, technology, engineering and mathematics (STEM) subject disciplines with learner constituencies. It examines the potential of the science show to foster the interest…

Outstanding Science Trade Books for Students K-12.

ERIC Educational Resources Information Center

Science Scope, 2002

2002-01-01

Presents a list of outstanding science trade books published in 2001 for use in the K-12 grade levels. Includes the areas of archaeology, anthropology, and paleontology; biography; life sciences; integrated science; physical sciences; science related careers; and technology and engineering. Provides information on the books and the selection…

78 FR 42111 - Advisory Committee for Mathematical and Physical Sciences #66; Notice of Meeting; Correction

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-15

... NATIONAL SCIENCE FOUNDATION Advisory Committee for Mathematical and Physical Sciences 66; Notice... July 18 Advisory Committee for Mathematical and Physical Sciences in the Federal Register on June 21..., Directorate for Mathematical and Physical Sciences, National Science Foundation, 4201 Wilson Blvd., Arlington...

Peer Assessment of Elementary Science Teaching Skills

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

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…

Feast of Science Sense-Ations

ERIC Educational Resources Information Center

Lewis, Elaine; Bullimore, Hayley; Krupa, Amy; Gaschk, Katherine; Pearson, Jennifer

2014-01-01

Science expositions at the Canning River Eco Education Centre (CREEC), Perth, Western Australia, have been conducted over the last five years (2009-2013) during National Science Week. These expos aimed to enhance science understanding in the community, foster partnerships for science and promote science careers by providing a scientific feast for…

75 FR 47317 - President's Council of Advisors on Science and Technology

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-05

... OFFICE OF SCIENCE AND TECHNOLOGY POLICY President's Council of Advisors on Science and Technology... Office of Science and Technology Policy (OSTP). PCAST is co-chaired by Dr. John P. Holdren, Assistant to the President for Science and Technology, and Director, Office of Science and Technology Policy...

Young "Science Ambassadors" Raise the Profile of Science

ERIC Educational Resources Information Center

Ridley, Katie

2014-01-01

Katie Ridley, science coordinator at St. Gregory's Catholic Primary School, Liverpool, UK, states that the inspiration for "science ambassadors" came after embarking on the Primary Science Quality Mark programme at their school. Ridley realized that science was just not recognised as such by the children, they talked about scientific…

U.S. Institutional Research Productivity in Major Science Education Research Journals: Top 30 for 2000's

ERIC Educational Resources Information Center

Barrow, Lloyd H.; Tang, Nai-en

2013-01-01

VonAalst (2010) used Google Scholar to identify the top four science education research journals: "Journal of Research in Science Teaching," "Science Education," "International Journal of Science Education," and "Journal of Science Teacher Education." U.S. institutional productivity for 2000-2009 for the…

Perspectives of Science Communication Training Held by Lecturers of Biotechnology and Science Communication

ERIC Educational Resources Information Center

Edmondston, Joanne; Dawson, Vaille

2014-01-01

Science communication training for undergraduate science students has been recommended to improve future scientists' ability to constructively engage with the public. This study examined biotechnology lecturers' and science communication lecturers' views of science communication training and its possible inclusion in a biotechnology degree course…

Exploring How Families Do Science Together: Adult-Child Interactions at Community Science Events

ERIC Educational Resources Information Center

Tuttle, Nicole; Mentzer, Gale A.; Strickler, Lacey; Bloomquist, Debra; Hapgood, Susanna; Molitor, Scott; Kaderavek, Joan; Czerniak, Charlene M.

2017-01-01

Promoting family learning around science represents an important opportunity to reinforce science learning during out-of-school time. Evidence suggests that parent-child discourse around science can promote inferential thinking by children and help solidify their understanding of science concepts. While teacher professional development that…

Soapbox Science: Promoting Women in STEM

ERIC Educational Resources Information Center

Petherick, Katy J.; Pettorelli, Nathalie; Sumner, Seirian

2017-01-01

Set up in 2011 in the UK, Soapbox Science is reaching across the globe, highlighting women in science and the research they carry out in science, technology, engineering and mathematics (STEM). Events turn busy city centres into places of discussion, debate and demonstrations. Soapbox Science brings the science directly to the public, breaking…

78 FR 51752 - Sunshine Act Meetings; National Science Board

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-21

... NATIONAL SCIENCE FOUNDATION Sunshine Act Meetings; National Science Board The National Science... CFR part 614), the National Science Foundation Act, as amended (42 U.S.C. 1862n- 5), and the... for the transaction of National Science Board business, as follows: DATE AND TIME: Monday, August 26...

Science Books for Professional Pleasure Reading

ERIC Educational Resources Information Center

Smith, Grinell

2008-01-01

In this article, the author presents a list of science books that will foster students' interest in science. Some books were suggested by scientists, science educators, and former students. Some came from an analogous list for science journalists compiled by Boyce Rensberger, director of the Knight Science Journalism Fellowship at MIT. Some are…

Arctic Science, Engineering and Education. Awards: Fiscal Years 1987 and 1988.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

This document summarizes the dispersal of funds on Arctic research by the National Science Foundation during fiscal years 1987 and 1988. Major areas considered were: atmospheric sciences; oceanography; biological sciences; earth sciences; science and engineering education; small business research; engineering and permafrost; Arctic information and…

Biographical Sources in the Sciences--Life, Earth and Physical Sciences (1989-2006). LC Science Tracer Bullet. TB 06-4

ERIC Educational Resources Information Center

Freitag, Ruth, Comp.; Bradley, Michelle Cadoree, Comp.

2006-01-01

This guide offers a systematic approach to the wide variety of published biographical information on men and women of science in the life, earth and physical sciences, primarily from 1989 to 2006, and complements Library of Congress Science Tracer Bullet "TB88-3" ("Biographical Sources in the Sciences," compiled 1988 [ED306074]) and "TB06-7"…

As an Infused or a Separated Theme? Chinese Science Teacher Educators' Conceptions of Incorporating Nature of Science Instruction in the Courses of Training Pre-Service Science Teachers

ERIC Educational Resources Information Center

Wan, Zhi Hong; Wong, Siu Ling

2013-01-01

Teaching nature of science (NOS) is beginning to find its place in science education in China. This exploratory study interviewed twenty-four Chinese science teacher educators about their conceptions of teaching NOS to pre-service science teachers. Although five dimensions emerged, this paper mainly focuses on reporting the findings relevant to…

Science Education in the Rural United States. Implications for the Twenty-First Century. A Yearbook of the Association for the Education of Teachers in Science.

ERIC Educational Resources Information Center

Otto, Paul B., Ed.

This yearbook of the Association for the Education of Teachers in Science (AETS) is designed to give a perspective on rural science education. It is presented in a sequence which leads from the definition and philosophy of rural science education, to the status of rural science education, research implications, the integration of science within…

The Development of In-Service Science Teachers' Understandings of and Orientations to Teaching the Nature of Science within a PCK-Based NOS Course

ERIC Educational Resources Information Center

Faikhamta, Chatree

2013-01-01

The nature of science (NOS) has become a central goal of science education in many countries. This study sought an understanding of the extent to which a nature of science course (NOSC), designed according to the conceptualization of pedagogical content knowledge (PCK) for teaching nature of science (NOS), affects in-service science teachers'…

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

ERIC Educational Resources Information Center

Avery, Leanne M.; Meyer, Daniel Z.

2012-01-01

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy…

The earth in technological balance

NASA Astrophysics Data System (ADS)

Stout, Dorothy L.

1998-08-01

The K-12 National Science Education Standards have been developed and published by the National Research Council (1995)to "improve scientific literacy across the nation to prepare our students to be scientifically literate". The Standards stress that a quality science education requires an "active learning" approach to science inquiry within the areas of science teaching, professional development, assessment, science content, science education programs and science education systems. In this time of increasing technological advance, the equal treatment of earth and space science alongside biology, physics and chemistry bodes well for the future.

A mirror for science.

PubMed

Jasanoff, Sheila

2014-01-01

Early conceptions of the public understanding of science suffered from a narrow framing of what science means and a presumption that science is divided from its publics by walls of ignorance and indifference. Those assumptions amplified misunderstanding and led to faulty policies. It is time to reopen each element in the term "public understanding of science" to renewed reflection. This journal can advance that goal by encouraging research on actual rather than imagined public responses to science, on representations of science in the public sphere, and on interactions between science, technology and society.

Establishing an epistemological base for science teaching in the light of contemporary notions of the nature of science and of how children learn science

NASA Astrophysics Data System (ADS)

Cleminson, Andrew

The quality of science education is a pervasive concern in educational improvement efforts. This article examines two aspects of science education that have been identified as being of concern: Is the material presented in science classrooms representative of science as it really is and, secondly, what is the bearing of notions of children's science on curriculum reform? A review of the literature in both areas shows that educational theory has, so far, had little effect on classroom practice. An attempt is made to synthesize contemporary views on the tentative nature of science with a generative model of learning in science in order to establish a common epistemological base which could be used as a template for curriculum reform efforts.

MSTD 2007 Publications and Patents

DOE Office of Scientific and Technical Information (OSTI.GOV)

King, W E

2008-04-01

The Materials Science and Technology Division (MSTD) supports the central scientific and technological missions of the Laboratory, and at the same time, executes world-class, fundamental research and novel technological development over a wide range of disciplines. Our organization is driven by the institutional needs in nuclear weapons stockpile science, high-energy-density science, nuclear reactor science, and energy and environment science and technology. We maintain expertise and capabilities in many diverse areas, including actinide science, electron microscopy, laser-materials interactions, materials theory, simulation and modeling, materials synthesis and processing, materials science under extreme conditions, ultrafast materials science, metallurgy, nanoscience and technology, nuclear fuelsmore » and energy security, optical materials science, and surface science. MSTD scientists play leadership roles in the scientific community in these key and emerging areas.« less

The impact of different college science courses on students' attitude towards science

NASA Astrophysics Data System (ADS)

Flohic, Helene

2015-08-01

For non-science majors, a general education course in college is often the last science course they will ever take. General education courses are often regarded by students as a right of passage in which they have no interest. Thus strict coursework might aggravate students against the matter taught, and decrease their general interest in the subject. To test whether general education courses killed the students' interest in science, we administered a science attitude inventory at the beginning and at the end of an introductory astronomy course. We compared the gain/loss in science attitude with that experienced by students of a writing course as a baseline. Finally, we evaluated the gain/loss in science attitude for students enrolled in a general education seminar on science and society, where no formal science knowledge was taught, but where the students discussed the different aspects of the relation between science and society.We find that the science and society seminar had a more positive impact on students' attitude towards science than the astronomy class, which decreased the students' confidence in their ability to understand science. This study (once tested on a larger scale) could serve as a guideline for educational policies aiming to foster a positive attitude in the population of college graduates.

The impact of scienceware and foundations on students' attitudes towards science and science classes

NASA Astrophysics Data System (ADS)

Stratford, Steven J.; Finkel, Elizabeth A.

1996-03-01

In this paper, we describe changes in students' ideas about science classes, attitudes about science, and motivations for studying science, in a classroom designed to support projectbased science learing. Using a survey designed to provide a measure of students' attitudes towards science classes and science, we have compared students enrolled in a traditional high school biology course, with students enrolled in an integrated, project-based science course called Foundations I. Survey responses were analyzed to look at differences between and within two groups of students over the course of one school year. In general, the results of this study suggest that providing students with opportunities to collect and analyze their own data in science classes results in a change in students' ideas about science classrooms. Foundations I students' increased tendency to agree with statements about `using information,' `drawing conclusions,' and `thinking about problems,' implies a change in their understanding of what it means to do science in school. These students, in contrast to students in the traditional Biology course, no longer describe their science experience as one of memorization, textbook reading, and test taking. Instead they see science class as a place in which they can collect data, draw conclusions, and formulate and solve problems.

Science Teachers' Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples

NASA Astrophysics Data System (ADS)

Antink-Meyer, Allison; Meyer, Daniel Z.

2016-10-01

The aim of this exploratory study was to learn about the misconceptions that may arise for elementary and high school science teachers in their reflections on science and engineering practice. Using readings and videos of real science and engineering work, teachers' reflections were used to uncover the underpinnings of their understandings. This knowledge ultimately provides information about supporting professional development (PD) for science teachers' knowledge of engineering. Six science teachers (two elementary and four high school teachers) participated in the study as part of an online PD experience. Cunningham and Carlsen's (Journal of Science Teacher Education 25:197-210, 2014) relative emphases of science and engineering practices were used to frame the design of PD activities and the analyses of teachers' views. Analyses suggest misconceptions within the eight practices of science and engineering from the US Next Generation Science Standards in four areas. These are that: (1) the nature of the practices in both science and engineering research is determined by the long-term implications of the research regardless of the nature of the immediate work, (2) engineering and science are hierarchical, (3) creativity is inappropriate, and (4) research outcomes cannot be processes. We discuss the nature of these understandings among participants and the implications for engineering education PD for science teachers.

A Thai pre-service teacher's understanding of nature of science in biology teaching

NASA Astrophysics Data System (ADS)

Srisawat, Akkarawat; Aiemsum-ang, Napapan; Yuenyong, Chokchai

2018-01-01

This study was conducted on the effect of understanding and instruction of the nature of science of Ms. Wanida, a pre-service student under science education program in biology, Faculty of Education, Khon Kaen University. Wanida was a teaching practicum student majoring in biology at Khon Kaen University Demonstration School (Modindaeng). She was teaching biology for 38 Grade 10 students. Methodology regarded interpretive paradigm. The study aimed to examine 1) Wanida's understanding of the nature of science, 2) Wanida's instruction of the nature of science, 3 students' understanding of the nature of science from Wanida's instruction, and 4) the effects of Wanida's understanding and instruction of the nature of science on students' understanding of the nature of science from Wanida's instruction. Tools of interpretation included teaching observation, a semi-structured interview, open-ended questionnaire, and an observation record form for the instruction of the nature of science. The data obtained was interpreted, encoded, and classified, using the descriptive statistics. The findings indicated that Wanida held good understanding of the nature of science. She could apply the deficient nature of science approach mostly, followed by the implicit nature of science approach. Unfortunately, she could not show her teaching as explicit nature of science. However, her students' the understanding of the nature of science was good.

Inquiry Coaching: Scientists & Science Educators Energizing the Next Generation

NASA Astrophysics Data System (ADS)

Shope, R. E.; Alcantara Valverde, L.

2007-05-01

A recent National Academy of Sciences report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Laboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term "Arctica Science Research" to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolcanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

NQRY Coaching: Scientists and Science Educators Energizing the Next Generation

NASA Astrophysics Data System (ADS)

Shope, R. E.

2007-12-01

A recent National Academy of Science report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Collaboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term Arctica Science Research to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolvanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development and Implementation of a Measure of Affect in Science and Technology (MAST)

NASA Astrophysics Data System (ADS)

Romine, William L.; Sadler, Troy D.; Wulff, Eric P.

2017-10-01

We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males' higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect.

Why the New York Times Science Tuesday section is only eight pages and what to do about it

NASA Astrophysics Data System (ADS)

Schwartz, Brian

2011-03-01

Communicating science to the public is the responsibility of all scientists and necessary for an informed electorate and as an inspiration to young minds. Yet successful national strategies for communicating science and the venues for such communication seem limited. Science museums and TV programs like NOVA reach millions of people but still only a very small fraction of the US population. In terms of daily science reporting very few newspapers have a devoted science reporter and it is only the New York Times which has a significant weekly reporting section on science (and health). What can one do about reaching wider and new audiences? We recently ran an NSF sponsored international conference entitled Communicating Science to the Public through the Performing Arts (www.sciartconference2010.com). At the conference there were sessions on science and theater, science and TV and film, science and dance, science and music and science festivals, cafes and events (web.gc.cuny.edu/sciart). Using these new approaches one can reach a new and wider audience and one can also take advantage of the seemingly insatiable interest of the press in the arts. Examples of successful new strategies for communicating science will be presented, evaluated and shown to be replicable at a relatively modest cost of time and money.

Negotiating science and engineering: an exploratory case study of a reform-minded science teacher

NASA Astrophysics Data System (ADS)

Guzey, S. Selcen; Ring-Whalen, Elizabeth A.

2018-05-01

Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the perspective of the science teacher, this would require not only the development of knowledge and pedagogies associated with engineering, but also the construction of new identities operating within the reforms and within the context of their school. In this study, a middle school science teacher was observed and interviewed over a period of nine months to explore his experiences as he adopted new values, discourses, and practices and constructed his identity as a reform-minded science teacher. Our findings revealed that, as the teacher attempted to become a reform-minded science teacher, he constantly negotiated his professional identities - a dynamic process that created conflicts in his classroom practices. Several differences were observed between the teacher's science and engineering instruction: hands-on activities, depth and detail of content, language use, and the way the teacher positioned himself and his students with respect to science and engineering. Implications for science teacher professional development are discussed.

The influence of the history of science course on pre-service science teachers' understanding of the nature of science concepts

NASA Astrophysics Data System (ADS)

Akcay, Behiye

The purpose of this study was to investigate the influence of a history of science course on pre-service science teachers' understanding of the nature of science concepts. Subjects in the study were divided in two groups: (1) students who enrolled in only in the history of science course, (2) students who enrolled both the meaning of science and the history of science courses. An interpretative-descriptive approach and constant comparative analysis were used to identify similarities and differences among pre-service teachers' views about nature of scientific knowledge prior to and after the history of science course. The results of this study indicate that explicitly addressing certain aspects of the nature of science is effective in promoting adequate understanding of the nature of science for pre-service science teachers. Moreover, the results indicate that a student's prior experience with the history of science helps to improve their understanding of the history and nature of science. The history of science course helped pre-service teachers to develop the following views which are parallel with these advocated in both the Benchmarks (AAAS, 1993) and the National Science Education Standards (NRC, 1996) concerning the nature of scientific knowledge: (1) Scientific knowledge is empirically based and an ongoing process of experimentation, investigation, and observation. (2) Science is a human endeavor. (3) People from different cultures, races, genders, and nationality contribute to science. (4) Scientific knowledge is not based on myths, personal beliefs, and religious values. (5) Science background and prior knowledge have important roles for scientific investigations. (6) Scientific theories and laws represent different kinds of knowledge. (7) Science is affected by political, social, and cultural values. (8) Creativity and imagination are used during all stages of scientific investigations. (9) Theories change because of new evidence and new views of existing data as well as advances in technology. (10) Theories have significant roles in generating future research questions. (11) Adequate understanding of differences between observations and inferences develop from considering the history of science. (12) There is no single universal step-by-step scientific method. (13) Learning about the nature of scientific knowledge helps students to become scientifically literate.

Cultivating Citizen Scientists in the Undergraduate Science Classroom

NASA Astrophysics Data System (ADS)

Egger, A. E.

2007-12-01

Several studies indicate a strong correlation between the number of college science courses and science literacy. It is not surprising, then, that the majority of participants in citizen science projects are college graduates who enrolled in at least two science courses. If one goal of citizen science projects is to increase civic science literacy, research suggests that most are preaching to the choir. Attracting a wider audience to citizen science is, therefore, a key challenge. One way to address this challenge is to attract students to enroll and succeed in science courses in college, even if they do not pursue a major in the science, technology, engineering, and mathematics (STEM) disciplines. In fact, only 20% of students receive a degree in STEM, yet virtually all undergraduates are required to take at least one science course. Introductory science courses are therefore critical to cultivating citizen scientists, as they include a large proportion of non- STEM majors. Indeed, a major thrust of recent undergraduate STEM educational reform has been the promotion of 'science for all'. The science for all concept goes beyond recruiting students into the STEM disciplines to promoting a level of scientific literacy necessary to make informed decisions. A clear implication of this inclusive attitude is the need to redesign introductory science courses to make them accessible and explicitly related to scientific literacy. This does not mean dumbing down courses; on the contrary, it means engaging students in real scientific investigations and incorporating explicit teaching about the process of science, thus fostering a lifelong appreciation for (and, hopefully, participation in) science. Unfortunately, many students enter college with minimal understanding of the process of science. And when they arrive in their introductory classes, science is presented to them as a system of facts to be memorized - comparable to memorizing a poem in a foreign language without understanding the vocabulary. New resources available through the Visionlearning project (http://www.visionlearning.com) provide the means to incorporate teaching about the process of science into disciplinary content, thus facilitating the reform the way that undergraduate students are taught science at the introductory level. This kind of educational reform may be a long-term approach to developing citizen scientists, but research from several different disciplines and perspectives suggests it is a critical step in building scientific literacy and lifelong participation in science.

An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth

NASA Astrophysics Data System (ADS)

Garvin, Brittany A.

There have been numerous calls and efforts made to provide states, school districts, and communities needed financial support to increase and enhance access to and opportunities in Science, Technology, Engineering, and Math (STEM) related disciplines for marginalized populations (Tyson, Lee, & Hanson, 2007; Caldwell & Siwatu, 2003). As the challenge to better educate students of color and poor students intensifies, the need to provide equitable science learning experiences for all students aimed at scientific literacy and STEM also becomes critical. Thus the need to provide summer science enrichment programs where students engage in scientific experimentation, investigation, and critical thinking are vital to helping students who have been traditionally marginalized achieve success in school science and enter the science career pipeline. This mixed methods study examined the impact of a culturally responsive approach on student attitudes, interests in science education and STEM careers, and basic science content knowledge before and after participation in an upward bound summer program. Quantitative results indicated using a culturally responsive approach to teach science in an informal learning space significantly increases student achievement. Students receiving culturally responsive science instruction exhibited statistically significant increases in their posttest science scores compared to pretest science scores, M = 0.376, 95% CI [0.266, 0.487], t (10) = 7.610, p < 0.001. Likewise, students receiving culturally responsive science instruction had a significantly higher interest in science (M = 1.740, SD = 0.548) and STEM careers, M = 0.597, 95% CI [0.276, 0.919], p = 0.001. The qualitative data obtained in this study sought to gain a more in-depth understanding of the impact of a culturally responsive approach on students' attitudes, interests in science and STEM careers. Findings suggest providing students the opportunity to do and learn science utilizing a culturally responsive approach was much more beneficial to their overall science knowledge, as it allowed students to experience, understand, and connect to and through their science learning. Likewise, culturally responsive science instruction helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in a meaningful and relevant way. Moreover, results revealed students receiving culturally responsive science instruction were able to see themselves represented in the curriculum and recognized their own strengths; as a result they were more validated and affirmed in and transformed by, their learning.

Science News of the Year.

ERIC Educational Resources Information Center

Science News, 1982

1982-01-01

Highlights major science news stories of 1982 reported in "Science News." Categories include space/astronomy, biology, chemistry, medicine, energy, physics, anthropology/paleontology, earth sciences, technology, behavior, science/society, and the environment. (JN)

Preface: Materiaux 2010

NASA Astrophysics Data System (ADS)

Cheikhrouhou, Abdelwaheb

2012-02-01

The national conference 'MATERIAUX 2010', which took place in Mahdia (Tunisia), from 4-7 November 2010 was organized by The 'Tunisian Materials Research Society: Tu-MRS' in collaboration with the Materials Physics Laboratory of Sfax 'LPM', Faculty of Sciences, Sfax University and the Research Unit ' Physique, Informatique et Mathématiques ', Faculty of Sciences, Gafsa University The First National Conference on Materials 'MATERIAUX 2006' was organized in Douz (Tunisia) in December 2006. This was followed by 'MATERIAUX 2007' held in Hammamet (Tunisia) in April 2007 and the National Conference 'MATERIAUX 2009' organized jointly with the Second 'Journées Internationales de la Physique des Matériaux et Applications: JIPMA 2009' in Gafsa (Tunisia) from 20-24 December 2009. 'MATERIAUX 2010' is intended to provide an excellent opportunity for National, Maghreb and International researchers to make their own work on materials known to a wider audience and to have discussions with other participants. This conference will also be an opportunity to exchange experiences, create and consolidate cooperation between different research structures in the Maghreb countries and also the countries around the Mediterranean. This conference will equally promote research development, contribution to collaboration between universities and the socio-economical milieu. More than 300 senior researchers, Professors, PhD and Masters students attended this conference from Tunisia, Algeria, Morocco, France, Spain and Canada. Several researchers, engineers and managers from industrial firms also attended. The conference consisted of plenary talks (8), oral contributions (40) and poster presentations (250). The topics of the Conference were: Nano-materials, nano-systems, thin films, surfaces and interfaces, applications Multifunctionnal materials, magnetic materials, dielectric materials, superconducting materials, applications,... Materials for electronics, informatics and communication Ceramics, glasses, polymers Natural materials (phosphates, clay,...) Metallic materials, alloys, metallurgy,... Others (materials and environment, materials and energy, biomaterials,...) I want to thank the scientific committee, the organizing committee, the local committee and everyone who contributed to the organization of this meeting for their invaluable efforts in order to guarantee the complete success of this conference. Abdelwaheb Cheikhrouhou President of 'Tu-MRS' Chairman of the Conference 'MATERIAUX 2010' Conference photograph Committies Organizing Committee Chairman CHEIKHROUHOU Abdelwaheb (Faculté des Sciences de Sfax) Members ALAYA Sahbi (Faculté des Sciences de Gabès) BENNACEUR Raouf (Faculté des Sciences de Tunis) BEN SALEM Mohamed (Faculté des Sciences de Bizerte) CHEIKHROUHOU-KOUBAA Wissem (Faculté des Sciences de Sfax) EL JANI Belgacem (Faculté des Sciences de Monastir) EZZAOUIA Hatem (Centre de Recherches et de Technologies de l'Energie, Technopole de Borj Cédria) LAMLOUMI Jilani (Ecole Supérieure des Sciences et Techniques de Tunis) REZIG Bahri (Ecole Nationale d'Ingénieurs de Tunis) Local Committee Chairman CHEIKHROUHOU Abdelwaheb (Faculté des Sciences de Sfax) Members CHEIKHROUHOU-KOUBAA Wissem (Faculté des Sciences de Sfax) KOUBAA Mohamed (Institut Supérieur de Biotechnologie de Sfax) NJEH Anwar (Institut Préparatoire aux Etudes d'Ingénieurs de Sfax) BEN SALAH Issam (Faculté des Sciences de Sfax) TAKKALI Férid (Faculté des Sciences de Sfax) REGAIEG Yassin (Faculté des Sciences de Sfax) OTHMANI Safa (Faculté des Sciences de Sfax) MNASSRI Rafik (Faculté des Sciences de Sfax) Secretariat BEN GHOZLEN Afifa (Faculté des Sciences de Sfax) BOUGHARIOU Sana (Faculté des Sciences de Sfax) Scientific Committee M. ADDOU, Faculté des Sciences de Kénitra (Morocco) N. AMDOUNI, Faculté des Sciences de Tunis (Tunisia) M. BACCOUCHE, Faculté des Sciences d'Annaba (Algeria) H. BATIS, Faculté des Sciences de Tunis (Tunisia) A. BELAFHAL, Faculté des Sciences d'El Jadida (Morocco) M.H. BEN GHOZLEN, Faculté des Sciences de Sfax (Tunisia) R. BENNACEUR, Faculté des Sciences de Tunis (Tunisia) B. BENYOUCEF, Université Abou Bakr Belkaid, Tlemcen (Algeria) M. BEN SALEM, Faculté des Sciences de Bizerte (Tunisia) B. BESSAIES, Centre de Recherches et Technologies de l'Energie (Tunisia) H. BOUCHRIHA, Faculté des Sciences de Tunis (Tunisia) W. BOUJELBEN, Faculté des Sciences de Sfax (Tunisia) A. CHEIKHROUHOU, Faculté des Sciences de Sfax (Tunisia) W. CHEIKHROUHOU-KOUBAA, Faculté des Sciences de Sfax (Tunisia) R. CHTOUROU, Centre de Recherches et Technologies de l'Energie (Tunisia) M. DEBBABI, Ecole Nationale d'Ingénieurs de Monastir (Tunisia) A. DAKHLAOUI, Faculté des Sciences de Bizerte (Tunisia) A. DINIA, Université de Strasbourg (France) B. ELJANI, Faculté des Sciences de Monastir (Tunisia) A. ELJAZOULI, Faculté des Sciences Ben Msik, Casablanca (Morocco) Z. FAKHFAKH, Faculté des Sciences de Sfax (Tunisia) A. GASMI, Faculté des Sciences d'Annaba (Algeria) A. GHARBI, Faculté des Sciences de Tunis (Tunisia) R. GHARBI, Faculté des Sciences de Sfax (Tunisia) K. GUIDARA, Faculté des Sciences de Sfax (Tunisia) H. GUERMAZI, Institut Préparatoire aux Etudes d'Ingénieurs de Sfax (Tunisia) S. GUERMAZI, Faculté des Sciences de Sfax (Tunisia) M. HADDAD, Faculté des Sciences de Meknès (Morocco) A. HAJ AMARA, Faculté des Sciences de Bizerte (Tunisia) D. HAMANA, Faculté des Sciences de Constantine (Algeria) N. KAMOUN, Faculté des Sciences de Tunis (Tunisia) S. KADDOUR-CHARFI, Faculté des Sciences de Tunis (Tunisia) M. KADDOUR, Faculté des Sciences de Sfax (Tunisia) M. KHITOUNI, Faculté des Sciences de Sfax (Tunisia) T. MHIRI, Faculté des Sciences de Sfax (Tunisia) Y. MLIK, Institut Préparatoire aux Etudes Scientifiques et Techniques (Tunisia) N. MLIKI, Faculté des Sciences de Tunis (Tunisia) A. NJAH, Faculté des Sciences de Gafsa (Tunisia) M. OUESLATI, Faculté des Sciences de Tunis (Tunisia) K. ZELLAMA, Faculté des Sciences d'Amiens (France) Invited Speakers AMMAR-MERIAH Souad, ITODYS, Université Paris Diderot (France) BEN SALEM Mohamed, Faculté des Sciences de Bizerte, Université du 7 Novembre á Carthage (Tunisia) CHEIKHROUHOU Abdelwaheb, Faculté des Sciences de Sfax, Université de Sfax (Tunisia) DAKHLAOUI Amel, Faculté des Sciences de Bizerte, Université du 7 Novembre á Carthage (Tunisia) DJABBAR Ahmed, Université des Sciences et des Technologies de Lille (France) DURASTANTI Félix, Centre d'Etudes et Recherche en Thermique, Environnement et Systèmes (C.E.R.T.E.S.), Université Paris Est- Créteil (France) FERY-FORGUES Suzanne, Université Paul Sabatier, Toulouse (France) GIRAUD Romain, Laboratoire de Photonique et de Nanostructures, CNRS/LPN, Marcoussis (France)

Science fair: Is it worth the work? A qualitative study on deaf students' perceptions and experiences regarding science fair in primary and secondary school

NASA Astrophysics Data System (ADS)

Smith, Vivian Lee

Science fairs have a long history in American education. They play an important role for establishing inquiry-based experiences in a science classroom. Students may be more motivated to learn science content when they are allowed to choose their own science fair topics. The purpose of this study was to examine Deaf college students' perceptions and experiences regarding science fair participation during primary and/or secondary school and determine the influence of science fair involvement on the development of language skills, writing skills, and higher order thinking skills as well as its impact on choice of a STEM major. This study examined responses from Deaf students attending Gallaudet University and National Technical Institute for the Deaf (NTID) majoring in a Science, Technology, Engineering, or Math (STEM) field. An electronic questionnaire and a semi-structured interview were used to collect data. The electronic questionnaire was divided into two strands: demographics and science fair experience. Twenty-one respondents participated in the questionnaire and ten participants were interviewed. A cross-case analysis revealed communication was the key to a successful science fair experience. Findings showed the educational background of participants influenced their perspective regarding the experience of a science fair. When communicating through American Sign Language, the science fair experience was more positive. When communicating through an interpreter or having no interpreter at all, the science fair experience was viewed in a negative light. The use of science fairs to enhance language development, writing skills, and higher order thinking skills was supported. Teachers and parents were strong influences for Deaf students participating in a science fair. Participation in a science fair did influence students to choose a STEM major but there were other considerations as well.

Mars: A Freshmen Year Seminar of Science and Science-fiction

NASA Astrophysics Data System (ADS)

Svec, Michael; Moffett, D. A.; Winiski, M.

2013-06-01

"Mars: On the shoulder of giants" is a freshmen year seminar developed collaboratively between the physics, education, and center for teaching and learning. This course focuses on how scientific knowledge is developed through the lens of our changing view of Mars throughout history. Analyses of current studies of Mars are juxtaposed against historical understanding and perceptions of the planet found in scientific and popular literature of the day, as well as the movies. Kim Stanley Robinson’s "Red Mars" provides a unifying story throughout the course complimented by Fredrick Taylor’s "The Scientific Exploration of Mars" and Hartmann’s "A Traveler’s Guide to Mars." Based on the three-years of experience, the authors advocate the use of the speculative science-fiction novel and argue for its use in high school and undergraduate courses including those for science majors. Many of the students who selected this seminar went on to major in science and in subsequent interviews discussed the influence of science fiction on their decision to major in science. Science fiction provided story, science, and speculation that became a rich medium for critical-thinking skills and critical literacy. Student reflections indicated that science fiction served as a reminder of why they study science, a source for imagination, and exploration of science as a human endeavor. Based on this experience, we propose five elements for selecting science-fiction for inclusion in science classes: 1) Provides a deep description of the science content or technologies, 2) Describes science and technologies are plausible or accurate to the time period, 3) Contains a novum or plausible innovation that plays a key element in the speculation, 4) Exploration of the impact on society or humanity, and, 5) Shows science and technology as human endeavors.

The Reflexive Scientist: enabling more effective science communication and public engagement through deeper reflection and engagement between physical and social scientists

NASA Astrophysics Data System (ADS)

Salmon, R. A.; Priestley, R. K.; Goven, J. F.

2014-12-01

Scientists, policymakers and science communicators generally work from an assumption that science communication, or 'outreach', is good and often work from a primarily practice-based knowledge. Meanwhile, the science, technology and society (STS) community, which is strongly grounded in theory and critical analysis, is critical of certain aspects of science communication, particularly in controversial areas of science. Unfortunately, these two groups rarely speak to each other, and when they do they don't necessarily understand one another. Much of this confusion relates to different assumptions around the goals of science communication, as well as differing understandings of the various roles and responsibilities in both science and society. The result, unfortunately, is a lack of science communication practice and theory informing each other. This research is a collaboration between a scientist communicator with a positive attitude to outreach, who works in the field of climate change; a political theorist with expertise in public dialogue around biotechnology and has been critical of motivations for engaging the public with science; and a science historian and science communicator who has uncovered surprising and significant changes in public attitudes towards nuclear science and technology in New Zealand. By exploring our understanding of science communication through these diverse disciplinary lenses, and considering three fields of science that are or have been highly controversial for different reasons, we have identified several subtleties in both the politics of communicating different areas of controversial science, and the difficulties of finding a common language across social and physical sciences. We conclude that greater reflexivity about our own roles and assumptions, and increased efforts at enhanced understanding across disciplines, is central to applying the theories in STS to the practice of communication by scientists.

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.

Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

NASA Astrophysics Data System (ADS)

Riedinger, Kelly; Marbach-Ad, Gili; Randy McGinnis, J.; Hestness, Emily; Pease, Rebecca

2011-02-01

We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal science education. The informal science education course features included informal science educator guest speakers, a live animal demonstration and a virtual field trip. We compared data from a treatment course ( n = 72) and a comparison course ( n = 26). Data collection included: researchers' observations, instructors' reflections, and teacher candidates' feedback. Teacher candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for innovation as a vital component of consideration.

Science and Science Education Go Hand-in-Hand: The Impact of the NASA Science Mission Directorate Education and Public Outreach Program

NASA Astrophysics Data System (ADS)

Smith, D. A.; Peticolas, L.; Schwerin, T.; Shipp, S.; Manning, J. G.

2014-07-01

For nearly two decades, NASA has embedded education and public outreach (EPO) in its Earth and space science missions and research programs on the principle that science education is most effective when educators and scientists work hand-in-hand. Four Science EPO Forums organize the respective NASA Science Mission Directorate (SMD) Astrophysics, Earth Science, Heliophysics, and Planetary Science EPO programs into a coordinated, efficient, and effective nationwide effort. The NASA SMD EPO program evaluates EPO impacts that support NASA's policy of providing a direct return-on-investment for the American public, advances STEM education and literacy, and enables students and educators to participate in the practice of science as embodied in the 2013 Next Generation Science Standards. Leads of the four NASA SMD Science EPO Forums provided big-picture perspectives on NASA's effort to incorporate authentic science into the nation's STEM education and scientific literacy, highlighting examples of program effectiveness and impact. Attendees gained an increased awareness of the depth and breadth of NASA SMD's EPO programs and achievements, the magnitude of its impacts through representative examples, and the ways current and future EPO programs can build upon the work being done.

Global Patterns in Students' Views of Science and Interest in Science

NASA Astrophysics Data System (ADS)

van Griethuijsen, Ralf A. L. F.; van Eijck, Michiel W.; Haste, Helen; den Brok, Perry J.; Skinner, Nigel C.; Mansour, Nasser; Savran Gencer, Ayse; BouJaoude, Saouma

2015-08-01

International studies have shown that interest in science and technology among primary and secondary school students in Western European countries is low and seems to be decreasing. In many countries outside Europe, and especially in developing countries, interest in science and technology remains strong. As part of the large-scale European Union funded `Science Education for Diversity' project, a questionnaire probing potential reasons for this difference was completed by students in the UK, Netherlands, Turkey, Lebanon, India and Malaysia. This questionnaire sought information about favourite courses, extracurricular activities and views on the nature of science. Over 9,000 students aged mainly between 10 and 14 years completed the questionnaire. Results revealed that students in countries outside Western Europe showed a greater interest in school science, in careers related to science and in extracurricular activities related to science than did Western European students. Non-European students were also more likely to hold an empiricist view of the nature of science and to believe that science can solve many problems faced by the world. Multilevel analysis revealed a strong correlation between interest in science and having such a view of the Nature of Science.

Science, Worldviews, and Education

NASA Astrophysics Data System (ADS)

Gauch, Hugh G.

2009-06-01

Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning the spectrum from positive to neutral to negative. To delineate a mainstream perspective on science, seven key characterizations or “pillars” of science are adopted from position papers from the world’s largest scientific organization, the American Association for the Advancement of Science. Based on those pillars and an examination of scientific method, I argue that the presuppositions and reasoning of science can and should be worldview independent, but empirical and public evidence from the sciences and humanities can support conclusions that are worldview distinctive. I also critique several problematic perspectives: asserting that science can say nothing about worldviews and the opposite extreme of insisting that science decisively supports one particular worldview; weakening science so severely that it lacks truth claims; and burdening science with unnecessary presuppositions. Worldview-distinctive conclusions based on empirical evidence are suitable for individual convictions and public discussions, but not for institutional endorsements and scientific literacy requirements.

Comparison of health risk behavior, awareness, and health benefit beliefs of health science and non-health science students: An international study.

PubMed

Peltzer, Karl; Pengpid, Supa; Yung, Tony K C; Aounallah-Skhiri, Hajer; Rehman, Rehana

2016-06-01

This study determines the differences in health risk behavior, knowledge, and health benefit beliefs between health science and non-health science university students in 17 low and middle income countries. Anonymous questionnaire data were collected in a cross-sectional survey of 13,042 undergraduate university students (4,981 health science and 8,061 non-health science students) from 17 universities in 17 countries across Asia, Africa, and the Americas. Results indicate that overall, health science students had the same mean number of health risk behaviors as non-health science university students. Regarding addictive risk behavior, fewer health science students used tobacco, were binge drinkers, or gambled once a week or more. Health science students also had a greater awareness of health behavior risks (5.5) than non-health science students (4.6). Linear regression analysis found a strong association with poor or weak health benefit beliefs and the health risk behavior index. There was no association between risk awareness and health risk behavior among health science students and an inverse association among non-health science students. © 2015 Wiley Publishing Asia Pty Ltd.

The investigation of science teachers’ experience in integrating digital technology into science teaching

NASA Astrophysics Data System (ADS)

Agustin, R. R.; Liliasari; Sinaga, P.; Rochintaniawati, D.

2018-05-01

The use of technology into science learning encounters problems. One of the problem is teachers’ less technological pedagogical and content knowledge (TPACK) on the implementation of technology itself. The purpose of this study was to investigate science teachers’ experience in using digital technology into science classroom. Through this study science teachers’ technological knowledge (TK) and technological content knowledge (TCK) can be unpacked. Descriptive method was used to depict science teachers’ TK and TCK through questionnaire that consisted of 20 questions. Subjects of this study were 25 science teachers in Bandung, Indonesia. The study was conducted in the context of teacher professional training. Result shows that science teachers still have less TK, yet they have high TCK. The teachers consider characteristics of concepts as main aspect for implementing technology into science teaching. This finding describes teachers’ high technological content knowledge. Meanwhile, science teachers’ technological knowledge was found to be still low since only few of them who can exemplify digital technology that can be implemented into several science concept. Therefore, training about technology implementation into science teaching and learning is necessary as a means to improve teachers’ technological knowledge.

Interdisciplinary team science and the public: Steps toward a participatory team science.

PubMed

Tebes, Jacob Kraemer; Thai, Nghi D

2018-01-01

Interdisciplinary team science involves research collaboration among investigators from different disciplines who work interdependently to share leadership and responsibility. Although over the past several decades there has been an increase in knowledge produced by science teams, the public has not been meaningfully engaged in this process. We argue that contemporary changes in how science is understood and practiced offer an opportunity to reconsider engaging the public as active participants on teams and coin the term participatory team science to describe public engagement in team science. We discuss how public engagement can enhance knowledge within the team to address complex problems and suggest a different organizing framework for team science that aligns better with how teams operate and with participatory approaches to research. We also summarize work on public engagement in science, describe opportunities for various types of engagement, and provide an example of participatory team science carried out across research phases. We conclude by discussing implications of participatory team science for psychology, including changing the default when assembling an interdisciplinary science team by identifying meaningful roles for public engagement through participatory team science. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

NASA Astrophysics Data System (ADS)

Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

2017-06-01

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

Trapped between the two cultures: Urban college students' attitudes toward science

NASA Astrophysics Data System (ADS)

Dawson, Roy Edward

Most Americans agree that science plays an important part in maintaining our leadership role in economics, health, and security. Yet when it comes to science and math we appear to be baffled. Only 25% of Americans understand the process of science well enough to make informed judgment about scientific research reported in the media (National Science Foundation, 1998). What is it that turns Americans away from science? Is it our culture, schools, families, or friends? This study investigates urban college students' attitudes toward science to determine what changes might promote increased participation in the questions, ethical implications and culture of science. Volunteers completed a science questionnaire which included multiple-choice and open-answer questions. The questions were divided into the categories of individual characteristics, home/family, peers, and school/teachers. The multiple-choice questions were analyzed with quantitative statistical techniques. The open-answer questions were used to rate each student's attitude toward science and then analyzed with qualitative methods. Thirteen factors were significant in predicting science attitude but none of them, by itself, explained a large amount of variation. A multiple regression model indicated that the significant factors (in order of importance) were watching science television with your family, having a father not employed in science, having friends who like science, and imagining yourself to be a successful student. A hierarchical multiple regression analysis indicated that the categories of individual characteristics, family, and peers were all significant contributors to the model's prediction of science attitude. School environment/teachers did not add significant predictive power to the model. The qualitative results indicated that the factors of (1) a student's previous experience in science classes and (2) the curriculum philosophy which his or her science teachers employed appeared to be the most important factors in determining a student's feelings toward science. Outliers to the science attitude profile were interviewed to determine how they maintained a positive attitude toward science when the profile predicted a negative attitude. These students appeared to be resilient and it is not clear if resiliency is a way of defeating the profile, or if resilient students incorrectly identified themselves as outliers to the profile.

Science identity construction through extraordinary professional development experiences

NASA Astrophysics Data System (ADS)

McLain, Bradley David

Despite great efforts and expenditures to promote science literacy and STEM career choices, the U.S. continues to lag behind other countries in science education, diminishing our capacity for STEM leadership and our ability to make informed decisions in the face of multiple looming global issues. I suggest that positive science identity construction (the integration of science into one's sense of self so that it becomes a source of inspiration and contributes to lifelong learning) is critical for promoting durable science literacy and pro-science choices. Therefore, the focus of this study was extraordinary professional development experiences for science educators that may significantly impact their sense of self. My hypothesis was that such experiences could positively impact educators' science and science educator identities, and potentially enhance their capacities to impact student science identities. The first part of this hypothesis is examined in this study. Further, I suggest that first-person narratives play an important role in science identity construction. Presenting a new conceptual model that connects experiential learning theory to identity theory through the narrative study of lives, I explored the impacts of subjectively regarded extraordinary professional development experiences on the science identity and science educator identity construction processes for a cohort of fifteen K-12 science teachers during a science-learning-journey to explore the volcanoes of Hawaii. I used a case study research approach under the broader umbrella of a hermeneutic phenomenology to consider four individual cases as lived experiences and to consider the journey as a phenomenon unto itself. Findings suggest science and science educator identities are impacted by such an experience but with marked variability in magnitude and nature. Evidence also suggests important impacts on their other identities. In most instances, science-related impacts were secondary to and/or embedded within the more holistic physical, intellectual, and emotional impacts. Rather than only targeting specific learning goals, as traditional professional development programs often do, this immersive experiential learning program integrated a wide range of human experience that were important factors, most notably, risk, social connections, permission and agency, and emotions in connection with more targeted science learning. Implications for future research and practice are discussed.

Women and girls in science education: Female teachers' and students' perspectives on gender and science

NASA Astrophysics Data System (ADS)

Crotty, Ann

Science is a part of all students' education, PreK-12. Preparing students for a more scientifically and technologically complex world requires the best possible education including the deliberate inclusion and full contributions of all students, especially an underrepresented group: females in science. In the United States, as elsewhere in the world, the participation of girls and women in science education and professional careers in science is limited, particularly in the physical sciences (National Academy of Sciences [NAS], 2006). The goal of this research study is to gain a better understanding of the perspectives and perceptions of girls and women, both science educators and students, related to gender and participation in science at the time of an important course: high school chemistry. There is a rich body of research literature in science education that addresses gender studies post---high school, but less research that recognizes the affective voices of practicing female science teachers and students at the high school level (Bianchini, Cavazos, & Helms, 2000; Brown & Gilligan, 1992; Gilligan, 1982). Similarly, little is known with regard to how female students and teachers navigate their educational, personal, and professional experiences in science, or how they overcome impediments that pose limits on their participation in science, particularly the physical sciences. This exploratory study focuses on capturing voices (Brown & Gilligan, 1992; Gilligan, 1982) of high school chemistry students and teachers from selected urban and suburban learning communities in public schools in the Capital Region of New York State. Through surveys, interviews, and focus groups, this qualitative study explores the intersection of the students' and teachers' experiences with regard to the following questions: (1) How do female chemistry teachers view the role gender has played in their professional and personal lives as they have pursued education, degree status, and professional careers in science? (2) How do female chemistry students perceive their educational experiences in science? Implications of the study serve to inform and raise the awareness of science educators and other stakeholders about improving and enhancing the participation of females in science (National Science Foundation [NSF], 2002; National Research Council [NRC], 2006).

The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

NASA Astrophysics Data System (ADS)

Mathew, Nishi Mary

Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the experiences of the participants in this study was also collected through interview, and inventories. Findings from the interview data revealed that prospective teachers benefited from the interactions with peers, science mentors, and science methods instructors during student teaching. Students who did not have access to computers noted that time was a constraint in the use of the electronic networks.

Cognitive knowledge, attitude toward science, and skill development in virtual science laboratories

NASA Astrophysics Data System (ADS)

Babaie, Mahya

The purpose of this quantitative, descriptive, single group, pretest posttest design study was to explore the influence of a Virtual Science Laboratory (VSL) on middle school students' cognitive knowledge, skill development, and attitudes toward science. This study involved 2 eighth grade Physical Science classrooms at a large urban charter middle school located in Southern California. The Buoyancy and Density Test (BDT), a computer generated test, assessed students' scientific knowledge in areas of Buoyancy and Density. The Attitude Toward Science Inventory (ATSI), a multidimensional survey assessment, measured students' attitudes toward science in the areas of value of science in society, motivation in science, enjoyment of science, self-concept regarding science, and anxiety toward science. A Virtual Laboratory Packet (VLP), generated by the researcher, captured students' mathematical and scientific skills. Data collection was conducted over a period of five days. BDT and ATSI assessments were administered twice: once before the Buoyancy and Density VSL to serve as baseline data (pre) and also after the VSL (post). The findings of this study revealed that students' cognitive knowledge and attitudes toward science were positively changed as expected, however, the results from paired sample t-tests found no statistical significance. Analyses indicated that VSLs were effective in supporting students' scientific knowledge and attitude toward science. The attitudes most changed were value of science in society and enjoyment of science with mean differences of 1.71 and 0.88, respectively. Researchers and educational practitioners are urged to further examine VSLs, covering a variety of topics, with more middle school students to assess their learning outcomes. Additionally, it is recommended that publishers in charge of designing the VSLs communicate with science instructors and research practitioners to further improve the design and analytic components of these virtual learning environments. The results of this study contribute to the existing body of knowledge in an effort to raise awareness about the inclusion of VSLs in secondary science classrooms. With the advancement of technological tools in secondary science classrooms, instructional practices should consider including VSLs especially if providing real science laboratories is a challenge.

The cultural production of "science" and "scientist" in high school physics: Girls' access, participation, and resistance

NASA Astrophysics Data System (ADS)

Carlone, Heidi Berenson

2000-10-01

For over three decades, the gender gap in science and science education has received attention from teachers, policy makers, and scholars of various disciplines. During this time, feminist scholars have posited many reasons why the gender gap in science and science education exists. Early feminist discourse focused on girls' "deficits," while more recent work has begun to consider the problems with science and school science in the quest for a more gender inclusive science. Specifically, feminist scholars advocate a transformation of both how students learn science and the science curriculum that students are expected to learn. This study was designed to examine more deeply this call for a changed science curriculum and its implications for girls' participation, interest, and scientist identities. If we reinvisioned ways to "do" science, "learn" science, and "be a scientist" in school science, would girls come to see science as something interesting and worth pursuing further? This question framed my ethnographic investigation. I examined the culturally produced meanings of "science" and "scientist" in two high school physics classrooms (one traditional and one non-traditional class framed around real-world themes), how these meanings reproduced and contested larger sociohistorical (and prototypical) meanings of science and scientist, and how girls participated within and against these meanings. The results complicate the assumption that a classroom that enacts a non-traditional curriculum is "better" for girls. This study explained how each classroom challenged sociohistorical legacies of school science in various "spaces of possibility" and how prototypical meanings pushed the potential of these spaces to the margins. Girls in the traditional physics class generally embraced prototypical meanings because they could easily access "good student" identities. Girls in the non-traditional class, though attracted to alternative practices, struggled with the conflicting promoted student identities that did not allow them easy access to "good student" identities. In neither class were girls' perceptions of what it meant to do science and be a scientist challenged. And, in neither class did girls connect to a legitimate scientist identity. These findings leave unanswered the question of whether changes in pedagogy and curriculum alone will produce more gender fair school science.

The development of a scale to identify college and university science professors' science-faith paradigms

NASA Astrophysics Data System (ADS)

Bundrick, David Ray

The relationship between science and religion in American higher education changed significantly over the past two centuries as empiricism and naturalism became the philosophical underpinnings of the university. This philosophical shift contributed significantly to the secularization of the academy, the context in which philosophers of science during the last half-century have theorized a variety of theoretical patterns for relating science and religion. Evidence suggests that science professors operationalize various science-faith paradigms, but no instrument prior to this research had ever been created to measure the constructs. The purpose of this research was to develop a scale, with at least adequate psychometric properties (good validity and initial reliability), able to identify and discriminate among these various science-faith paradigms (in the Western Christian tradition) in practice among college and university science professors in the United States. The researcher conducted a Web-based electronic survey of a stratified random sample of science professors representing a variety of higher education institution types, science disciplines, and religious affiliation. Principal Components Analysis of the survey data produced five factors predicted by the researcher. These factors correspond to five science-faith paradigms: Conflict---Science over Religion; Conflict---Religion over Science; Compartmentalism; Complementarism; and Concordism. Analysis of items loading on each factor produced a 50-item Science-Faith Paradigm Scale (SFPS) that consists of five sub-scales, each having characteristics of good content validity, construct validity, and initial reliability (Cronbach's alpha ranging from .87 to .95). Preliminary exploratory analysis of differences in SFPS sub-scale scores based on demographic variables indicates that the SFPS is capable of discriminating among groups. This research validates the existence of five science-faith paradigms in practice in the Western Christian tradition, enriches the information base on science-faith paradigms in the academy, and makes possible further research in this subject area. The Science-Faith Paradigm Scale is subject to confirmatory analysis through further research and may be employed voluntarily by science faculty for self-understanding that could lead to more effective communication among science professors and greater appreciation for the diversity of scientific-religious perspectives in American higher education.

Digital science games' impact on sixth and eighth graders' perceptions of science

NASA Astrophysics Data System (ADS)

Peng, Li-Wei

2009-12-01

The quasi-experimental study investigated sixth and eighth graders' perceptions of science with gender, grade levels, and educational experiences as the variables. The Theory of Planned Behavior (Ajzen, 1985) claims that attitude toward the behavior, subjective norm, and perceived behavioral control play a major role in people's intentions, and these intentions ultimately impact their behavior. The study adopted a quantitative research approach by conducting a science perceptions survey for examining students' self-efficacy in learning science (i.e., perceived behavioral control), value of science (i.e., attitude toward the behavior), motivation in science (i.e., attitude toward the behavior), and perceptions of digital science games in science classes (i.e., perceived behavioral control). A total of 255 participants' responses from four rural Appalachian middle school science classrooms in southeastern Ohio were analyzed through a three-way ANCOVA factorial pre-test and post-test data analysis with experimental and comparison groups. Additionally, the study applied a semi-structured, in-depth interview as a qualitative research approach to further examine STEAM digital science games' and Fellows' impact on students' perceptions of science. Eight students in the experimental group were interviewed. Interview data were analyzed with an inductive method. The results found in the three-way ANCOVA data analysis indicated that the diversity of educational experiences was a significant factor that impacted sixth and eighth graders' perceptions of science. Additionally, the interaction of gender and educational experiences was another significant factor that impacted sixth and eighth graders' perceptions of science. The findings of the two short-answer questions identified the reasons why the participants liked or disliked science, as well as why the participants would or would not choose a career in science. The conclusions of the semi-structured, in-depth interview supported that the interviewees' perceptions of the STEAM digital science games and Fellows ranged from neutral to positive. Seven out of eight of the interviewees commented that the STEAM digital science games and Fellows enhanced the interviewees' perceptions of science and their choice of careers. Five out of eight of the interviewees intended to have careers in science.

Identity and science learning in African American students in informal science education contexts

NASA Astrophysics Data System (ADS)

James, Sylvia M.

2007-12-01

Science education researchers are recognizing the need to consider identity and other sociocultural factors when examining causes of the science achievement gap for African American students. Non-school settings may hold greater promise than formal schooling to promote identities that are conductive to science learning in African Americans. This mixed-methods study explored the relationship between participation in out-of-school-time (OST) science enrichment programs and African American middle and high school students' racial and ethnic identity (RED, social identity as science learners, and achievement. Pre-post questionnaires used a previously validated model of REI combined with an original subscale that was developed to measure social identity as science learners. Case studies of two programs allowed for an analysis of the informal learning setting. The treatment group (N = 36) consisted of African American middle and high school students in five OST science programs, while the control group (N = 54) students were enrolled in science classes in public schools in the mid-Atlantic region. Results of a t-test of independent means indicated that there was no significant difference between the treatment and control group on measures of REI or science identity. However, the treatment group earned significantly higher science grades compared to the control group, and an ANOVA revealed a significant relationship between science identity and the intention to pursue post-secondary science studies. Although not significant, MANOVA results indicated that students who participated in OST programs exhibited gradual increases in RD and science identity over time according to grade level and gender. Follow-up analysis revealed significant relationships between awareness of racism, gender, and length of time in OST programs. The case studies illustrated that a unique community of practice exists within the OST programs. Access to authentic science learning experiences, youth development, social interactions, and relationships with staff emerged as key elements of successful science enrichment programs, Collectively, the results suggest that informal learning settings are supportive environments for science learning. Further study is needed to examine the pattern of increasing REI and science identity over time, the impact of youth development and agency, and potential implications for science in school and informal learning contexts.

Teacher Perceptions of Inquiry and STEM Education in Bangladesh

NASA Astrophysics Data System (ADS)

Shahidullah, Kazi K.

This dissertation reports lower secondary science teachers perceptions of current practice in Dhaka, Bangladesh concerning inquiry and STEM Education in order to establish a baseline of data for reform of science education in Bangladesh. Bangladesh has been trying to incorporate inquiry-based science curricula since the 1970s. Over time, the science curricula also aligned with different international science education movements such as Science for All, Scientific Literacy, Science, Technology, and Society. Science, Technology, Engineering, and Mathematics (STEM) is the most recent science education movement in international science education. This study explored current practices and perceptions of lower secondary science teachers in order to establish a baseline of current practice so that future reform recommendations may be pursued and recommendations made for Bangladesh to overcome the inquiry-based challenges and to incorporate new STEM-based science education trends happening in the US and throughout the world. The study explored science teachers perceptions and readiness to transform their science classrooms based on self-reported survey. The survey utilized Likert-type scale with range 1 (very strongly disagree) to 6 (very strongly agree) among four hundred lower secondary science teachers, teacher training college faculty, and university faculty. The data is presented in four different categories: curriculum, instruction, assessment, and professional development. Results indicated that the participants understand and practice a certain level of inquiry in their science classrooms, though they do not have adequate professional development. Participants also stated that they do not have sufficient instructional materials and the curriculum is not articulated enough to support inquiry. On the other hand, the participants reported that they understand and practice a certain degree of inquiry and STEM-based science education, but they also state that the current curriculum and instructional materials are not sufficient to practice inquiry nor to integrate more than one or two disciplines with science as is required in STEM integrated teaching. Finally, this study recommends a framework for science education reform for Bangladesh based upon a combination of successful international science education reformation practices.

Using a Multicultural Social Justice Framework to Analyze Elementary Teachers' Meanings of Multicultural Science Education

NASA Astrophysics Data System (ADS)

Kye, Hannah Anne

In response to the persistent gaps in science opportunities and outcomes across lines of race, class, gender, and disability, decades of science reforms have called for "science for all." For elementary teachers, science for all demands that they not only learn to teach science but learn to teach it in ways that promote more equitable science learning opportunities and outcomes. In this qualitative case study, I use a framework of multicultural social justice education to examine three teachers' beliefs and practices of multicultural science education. The teachers, one preservice and two in-service, taught elementary science in a month-long summer program and met weekly with this researcher to discuss connections between their expressed commitments about teaching toward social justice and their work as science teachers. The data sources for this study included audio recordings of weekly meetings, science lessons, and semi-structured individual interviews. These data were transcribed, coded, and analyzed to define the most salient themes and categories among the individual teachers and across cases. I found that the teachers' beliefs and practices aligned with traditional approaches to school and science wherein science was a set of scripted right answers, diversity was only superficially acknowledged, and multiculturalizing the curriculum meant situating science in unfamiliar real world contexts. These meanings of science positioned the teacher as authority and operated outside of a structural analysis of the salience of race, culture, gender, and disability in students' science learning experiences. As they taught and reflected on their teaching in light of their social justice commitments, I found that the teachers negotiated more constructivist and student-centered approaches to science education. These meanings of science required teachers to learn about students and make their experiences more central to their learning. Yet they continued to only acknowledge student diversity rather than critically examine perceptions and practices. Implications for this study include continuing support for teachers focused on applying a structural and explicit analysis of oppression and marginalization in science, so that they are prepared to recognize and teach science as a means of empowering students, disrupting inequity, and changing society.

The effects of contextual learning instruction on science achievement of male and female tenth-grade students

NASA Astrophysics Data System (ADS)

Ingram, Samantha Jones

The purpose of this study was to investigate the effects of the contextual learning method on science performance, attitudes toward science, and motivational factors that influence high school students to learn science. Gender differences in science performance and attitudes toward science were also investigated. The sample included four tenth-grade classes of African-American students enrolled in Chemistry I. All students were required to review for the Alabama High School Graduation Exam in Science. Students were administered a science pretest and posttest to measure science performance. A two-way analysis of covariance was performed on the test data. The results showed a main effect of contextual learning instruction on science achievement and no significant differences between females' and males' performance in science. The Science Attitude and the Alabama High School Graduation Exam (AHSGE) Review Class Surveys were administered to assess students' beliefs and attitudes toward science. The Science Attitude Survey results indicated a control effect in three subscales: perception of guardian's attitude, attitude toward success in science, and perception of teacher's attitude. No significant differences resulted between males and females in their beliefs about science from the attitude survey. However, students' attitudes toward science were more favorable in the contextual learning classes based on the results of the Review Class Survey. The survey data revealed that both males and females in the contextual classes had positive attitudes toward science and toward being active participants in the learning process. Qualitative data on student motivation were collected to examine the meaningfulness of the contextual learning content and materials. The majority of the students in the treatment (96%) and the control groups (86%) reported high interest in the lesson on Newton's three laws of motion. Both the treatment and the control groups indicated their interest ratings were a result of their prior experiences. This study shows that contextual learning instruction positively influences student motivation, interest, and achievement in science. Student achievement in science improved in the contextual learning classes as a result of increased interest due to learning that emphasized relevancy and purposeful meaning.

Learning to teach science in a professional development school program

NASA Astrophysics Data System (ADS)

Hildreth, David P.

1997-09-01

The purpose of this study was to determine the effects of learning to teach science in a Professional Development School (PDS) program on university elementary education preservice teachers' (1) attitudes toward science, (2) science process skills achievement, and (3) sense of science teaching efficacy. Data were collected and analyzed using both quantitative and qualitative methods. Quantitative data were collected using the Science Attitude Inventory (North Carolina Math and Science Education Network (1994), the Test of Integrated Process Skills, TIPS, (Dillashaw & Okey, 1980), and the Science Teaching Efficacy Belief Instrument, STEBI, form B (Enochs & Riggs, 1990). A pretest posttest research design was used for the attitude and process skills constructs. These results were analyzed using paired t test procedures. A pre-experimental group comparison group research design was used for the efficacy construct. Results from this comparison were analyzed using unpaired t test procedures. Qualitative data were collected through students' responses to open-ended questionnaires, narrative interviews, journal entries, small messages, and unsolicited conversations. These data were analyzed via pattern analysis. Posttest scores were significantly higher than pretests scores on both the Science Attitude Inventory and the TIPS. This indicated that students had improved attitudes toward science and science teaching and higher process skills achievement after three semesters in the science-focused PDS program. Scores on the STEBI were significantly higher for students in the pre-experimental group when compared to students in the comparison group. This indicates that students in the science-focused PDS program possessed more efficacious beliefs about science teaching than did the comparison group. Quantitative data were supported by analysis of qualitative data. Implications from this study point to the effectiveness of learning to teach science in a science-focused PDS program with respect to attitudes toward science, science process skills achievement, and sense of science teaching efficacy. In addition, qualitative data indicated that the most effective components of the science-focused PDS program rests largely on the fact that students learned to teach in a collaborative cohort team and that students spent extended periods of time in clinical internships and student teaching.

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

NASA Astrophysics Data System (ADS)

Friend, Jennifer Ingrid

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

An investigation of Taiwanese early adolescents' views about the nature of science.

PubMed

Huang, Chao-Ming; Tsai, Chin-Chung; Chang, Chun-Yen

2005-01-01

This study developed a Pupils' Nature of Science Scale, including the subscales of the invented and changing nature of science, the role of social negotiation on science, and cultural context on science, to assess early adolescents' views about the nature of science. More than 6,000 fifth and sixth graders in Taiwan responded to the Scale. The study revealed that the adolescents had quite different perspectives toward different subscales of the nature of science. Moreover, male adolescents tended to express more constructivist-oriented views toward the nature of science than did their female counterparts. The adolescents of different grades and races also displayed varying views toward the nature of science.

Qualitative science policy.

PubMed

Mitcham, Carl

2007-12-01

Qualitative research struggles against a tide of quantitative methods. To assist in this struggle, it is useful to consider the historical and philosophical origins of quantitative methods as well as criticisms that have been raised against them. Although these criticisms have often been restricted to discussions in the philosophy of science, they have become increasingly prominent in debates regarding science policy. This article thus reviews current science policy debates concerning scientific autonomy and the linear model of science-society relationships. Then, having considered the multiple meanings of quality, it argues for a science policy reassessment of quantitative research, for deeper engagements between science policy and the social sciences, and finally, for a more explicit alliance between science policy and qualitative methods.

Understanding nature of science as progressive transitions in heuristic principles

NASA Astrophysics Data System (ADS)

Niaz, Mansoor

2001-11-01

This study has the following objectives: (a) understand nature of science as progressive transitions in heuristic principles as conceptualized by Schwab (1962); (b) reformulate Smith and Scharmann's characterization of nature of science (Smith & Scharmann, 1999) in the light of evidence from history and philosophy of science; and (c) provide a rationale for the inclusion of three more characteristics of nature of science, to the original five suggested by Smith and Scharmann. It is concluded that nature of science manifests in the different topics of the science curriculum as heuristic principles. Science education, by emphasizing not only the empirical nature of science but also the underlying heuristic principles, can facilitate conceptual understanding.

Roles, intents, and actions: First-year teachers' uses of discourse during elementary science instruction

NASA Astrophysics Data System (ADS)

Newman, William J., Jr.

In this study, I examined how three first-year elementary teachers constructed and used classroom discourse during science instruction. The three participants, though graduates from different universities, learned to teach science through similar science methods courses, which stressed the importance of inquiry-based science instruction. The participants taught different grade levels, and two of them taught at the same school. Data sources included field notes, videotapes, audiotapes, and semi-structured teacher interviews. While monologic and dialogic discourse existed in all three classrooms, monologic discourse was more prominent, especially when the discourse was teacher controlled. Dialogic discourse occurred most often during student-centered activities. The teachers constructed discourse with authoritative function to present science content and determine student comprehension. Generative function was most likely during student-based small group discussions. Monologic character often aligned with authoritative function, and dialogic character often aligned with generative function. However, monologic/generative and dialogic/authoritative discourse events did occur, contributing to the development of a discourse theory model. The teacher explanations for discourse included classroom control, inadequate planning, time constraints, life experiences, science education standards, and assessment. The teachers relied on their texts, kits, and state science standards to determine the content and methods for science instruction. They rarely reported that their science methods courses influenced how they taught science. The observed lessons rarely aligned with science education reform descriptions of appropriate science instruction. Implications include the need for in-service programs for beginning science teachers, curricular reform for science texts and kits, and explicit instruction of discourse strategies in science methods courses and in-service programs.