Science.gov

Sample records for advanced science courses

  1. Flipped Classrooms for Advanced Science Courses

    ERIC Educational Resources Information Center

    Tomory, Annette; Watson, Sunnie Lee

    2015-01-01

    This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will…

  2. Flipped Classrooms for Advanced Science Courses

    NASA Astrophysics Data System (ADS)

    Tomory, Annette; Watson, Sunnie Lee

    2015-12-01

    This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

  3. Who Succeeds in Advanced Mathematics and Science Courses?

    ERIC Educational Resources Information Center

    Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje; Bosker, Roel

    2011-01-01

    Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science-oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined…

  4. Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

    ERIC Educational Resources Information Center

    Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

    2011-01-01

    The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

  5. Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

    NASA Astrophysics Data System (ADS)

    Hoepner, Cynthia Colon

    President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were

  6. The influence of an advanced agriculture & life science course on students' views of the nature of science

    NASA Astrophysics Data System (ADS)

    Anderson, Megan N.

    One of the goals in today's society is to ensure that students exiting school have the ability to understand, develop, and comprehend scientific information. For students to be able to meet these goals, it is imperative that they become scientifically literate and understand the concept of the Nature of Science (NOS). The discipline of Agricultural Education has strong connections with science and today many students are earning science credit and developing science understanding through Agricultural Education courses. If students are continuing to gain science mastery through their Agricultural Education courses, they should also be gaining adequate conceptions of science and the NOS. Overall, many studies have indicated that students exiting the K-12 education system lack these vital skills and understanding. The purpose of this study was to explore the conceptions of the NOS of advanced agriculture students in Indiana. This study explored the conceptions of agricultural science students before and after taking a semester of an advanced life science course (N=48). Conceptions were explored through a qualitative case study utilizing the VNOS-C questionnaire. Responses were coded into one of three categories: Naive, Emerging, or Informed. Demographic data were also collected and analyzed. Overall, results of this study indicate that students in advanced agricultural science courses lack NOS understanding. The study's conclusions are discussed along with implications for theory, research and practice in addition to future directions for research.

  7. "I am Not a Statistic": Identities of African American Males in Advanced Science Courses

    NASA Astrophysics Data System (ADS)

    Johnson, Diane Wynn

    The United States Bureau of Labor Statistics (2010) expects new industries to generate approximately 2.7 million jobs in science and technology by the year 2018, and there is concern as to whether there will be enough trained individuals to fill these positions. A tremendous resource remains untapped, African American students, especially African American males (National Science Foundation, 2009). Historically, African American males have been omitted from the so called science pipeline. Fewer African American males pursue a science discipline due, in part; to limiting factors they experience in school and at home (Ogbu, 2004). This is a case study of African American males who are enrolled in advanced science courses at a predominantly African American (84%) urban high school. Guided by expectancy-value theory (EVT) of achievement related results (Eccles, 2009; Eccles et al., 1983), twelve African American male students in two advanced science courses were observed in their science classrooms weekly, participated in an in-depth interview, developed a presentation to share with students enrolled in a tenth grade science course, responded to an open-ended identity questionnaire, and were surveyed about their perceptions of school. Additionally, the students' teachers were interviewed, and seven of the students' parents. The interview data analyses highlighted the important role of supportive parents (key socializers) who had high expectations for their sons and who pushed them academically. The students clearly attributed their enrollment in advanced science courses to their high regard for their science teachers, which included positive relationships, hands-on learning in class, and an inviting and encouraging learning environment. Additionally, other family members and coaches played important roles in these young men's lives. Students' PowerPoint(c) presentations to younger high school students on why they should take advanced science courses highlighted these

  8. Soil Erosion: Advanced Crop and Soil Science. A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The course of study represents the last of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil erosion. Upon completion of the two day lesson, the student will be able to: (1) define conservation, (2) understand how erosion takes place, and (3) list ways of controlling wind and water erosion.…

  9. Biological Features of the Soil: Advanced Crop and Soil Science. A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The course of study represents the third of six modules in advanced crop and soil science and introduces the agriculture student to biological features of soil. Upon completing the two day lesson, the student will: (1) realize the vast amount of life present in the soil, (2) be able to list representative animal and plant life in the soil by size,…

  10. Soil Water: Advanced Crop and Soil Science. A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The course of study represents the fourth of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil water. Upon completing the three day module, the student will be able to classify water as to its presence in the soil, outline the hydrological cycle, list the ways water is lost from the soil,…

  11. Physical Features of Soil: Advanced Crop and Soil Science. A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The course of study represents the second of six modules in advanced crop and soil science and introduces the agriculture student to the subject of physical features of the soil. Upon completing the two day lesson, the student will be able to determine the texture and structural types of soil, list the structural classes of the soil and where they…

  12. Chemical Features of Soil: Advanced Crop and Soil Science. A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The course of study represents the fifth of six modules in advanced crop and soil science and introduces the agriculture student to chemical features of the soil. Upon completing the four day lesson, the student will be able to: (1) list macro- and micro-nutrients, (2) define pH and its effect on plants, (3) outline Cation Exchange of the soil,…

  13. Special Advanced Course for Core Sciences to Bring Up Project Leaders

    NASA Astrophysics Data System (ADS)

    Inagaki, Kenji; Tabata, Nobuhisa; Gofuku, Akio; Harada, Isao; Takada, Jun

    Special Advanced Course for Core Sciences has been introduced recently to Graduate School of Natural Science and Technology, Okayama University, to bring up a project leader. The following points are key education goals in this program : (1) knowledge of core sciences, (2) communication ability by using English, and (3) wide viewpoints for researches. In order to accomplish these goals, several lectures for core sciences, patent systems and engineering ethics as well as long term internships by the collaboration with some regional companies have been put in practice. In this paper, we describe the outline of the program, educational effects, and our experiences. Then, we discuss how effective the program is for bringing up an engineer or a scientist who can lead sciences and technologies of their domains. This paper also describes current activities of the program.

  14. "I am Not a Statistic": Identities of African American Males in Advanced Science Courses

    NASA Astrophysics Data System (ADS)

    Johnson, Diane Wynn

    The United States Bureau of Labor Statistics (2010) expects new industries to generate approximately 2.7 million jobs in science and technology by the year 2018, and there is concern as to whether there will be enough trained individuals to fill these positions. A tremendous resource remains untapped, African American students, especially African American males (National Science Foundation, 2009). Historically, African American males have been omitted from the so called science pipeline. Fewer African American males pursue a science discipline due, in part; to limiting factors they experience in school and at home (Ogbu, 2004). This is a case study of African American males who are enrolled in advanced science courses at a predominantly African American (84%) urban high school. Guided by expectancy-value theory (EVT) of achievement related results (Eccles, 2009; Eccles et al., 1983), twelve African American male students in two advanced science courses were observed in their science classrooms weekly, participated in an in-depth interview, developed a presentation to share with students enrolled in a tenth grade science course, responded to an open-ended identity questionnaire, and were surveyed about their perceptions of school. Additionally, the students' teachers were interviewed, and seven of the students' parents. The interview data analyses highlighted the important role of supportive parents (key socializers) who had high expectations for their sons and who pushed them academically. The students clearly attributed their enrollment in advanced science courses to their high regard for their science teachers, which included positive relationships, hands-on learning in class, and an inviting and encouraging learning environment. Additionally, other family members and coaches played important roles in these young men's lives. Students' PowerPoint(c) presentations to younger high school students on why they should take advanced science courses highlighted these

  15. Describing Learning in An Advanced Online Case-Based Course in Environmental Science

    ERIC Educational Resources Information Center

    Missett, Tracy C.; Reed, Christine B.; Scot, Tammy P.; Callahan, Carolyn M.; Slade, Mary

    2010-01-01

    Researchers increasingly embrace online courses to compensate for lack of access to educational opportunities otherwise available in traditional school settings. Researchers also recommend alternatives to traditional AP coursework to better meet the diverse learning styles and needs of advanced learners. These recommendations have particular…

  16. NUCLEAR SCIENCE, AN INTRODUCTORY COURSE.

    ERIC Educational Resources Information Center

    SULCOSKI, JOHN W.

    THIS CURRICULUM GUIDE DESCRIBES A TWELFTH-GRADE INTERDISCIPLINARY, INTRODUCTORY NUCLEAR SCIENCE COURSE. IT IS BELIEVED TO FILL THE NEED FOR AN ADVANCED COURSE THAT IS TIMELY, CHALLENGING, AND APPROPRIATE AS A SEQUENTIAL ADDITION TO THE BIOLOGY-CHEMISTRY-PHYSICS SEQUENCE. PRELIMINARY INFORMATION COVERS SUCH MATTERS AS (1) RADIOISOTOPE WORK AREAS,…

  17. Social Science: Course Proposal.

    ERIC Educational Resources Information Center

    Cook, Charles Gene

    A proposal is presented for a Community College of Philadelphia course surveying basic social science skills and information, including scientific method, map usage, evolution, native peoples, social groups, and U.S. Government. Following a standard cover form, a statement of purpose for the course indicates that it is designed to provide…

  18. Advanced Placement Math and Science Courses: Influential Factors and Predictors for Success in College STEM Majors

    ERIC Educational Resources Information Center

    Hoepner, Cynthia Colon

    2010-01-01

    President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country.…

  19. Advancing the Perceptions of the Nature of Science (NOS): Integrating Teaching the NOS in a Science Content Course

    ERIC Educational Resources Information Center

    Aflalo, Ester

    2014-01-01

    Background: Understanding the nature of science (NOS) has been a key objective in teaching sciences for many years. Despite the importance of this goal it is, until this day, a complex challenge that we are far from achieving. Purpose: The study was conducted in order to further the understanding of the NOS amongst preservice teachers. It explores…

  20. SNAB: A New Advanced Level Biology Course

    ERIC Educational Resources Information Center

    Reiss, Michael J.

    2005-01-01

    Of all the sciences, biology has probably made the most rapid progress in recent years and the need for this to be reflected in a new Advanced Level biology course has long been recognised in the UK. After wide-ranging consultation and successful piloting in over 50 schools and colleges in England and Wales, the new Salters-Nuffield Advanced…

  1. Development of e-Learning Courses for Promoting Student's Global Competency-Basic Courses as a Guide to ESP Education in Advanced Science and Technology-

    NASA Astrophysics Data System (ADS)

    Nishikawa, Mikako; Nakajima, Mikio; Iwai, Chiharu; Ogasawara, Fumie; Kishino, Fumio; Fukui, Kiichi

    Osaka University has been chosen for the FY2005's “Selected Efforts of the Distinctive University Education Support Program (Gendai GP/Good Practice) ”by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) . The aim of this project is to improve English proficiency of undergraduate students with scientific backgrounds. Under this strategic fund, e-Learning course contents were developed for instructing basic, yet practical English for Biotechnology during FY2005. Throughout the project, e-Learning contents will be developed for five other selected subjects of science i.e., 1) biotechnology, 2) information technology, 3) nano-technology, 4) environmental technology and 5) robotics technology, for undergraduate students as guiding courses to ESP education in graduate (higher) level.

  2. Meats Units for Agricultural Science I and Advanced Livestock Production and Marketing Courses. Instructor's Guide. Volume 18, Number 4.

    ERIC Educational Resources Information Center

    Stewart, Bob R.; McCaskey, Michael J.

    These two units are designed to aid teachers in lesson planning in the secondary agricultural education curriculum in Missouri. The first unit, on meat identification, is to be taught as part of the first year of instruction in agricultural science, while the second unit, advanced meats, was prepared for use with 11th- and 12th-grade students in…

  3. Advancing beyond AP Courses

    ERIC Educational Resources Information Center

    Hammond, Bruce G.

    2009-01-01

    A quiet revolution is picking up steam in the nation's private secondary schools, with broad implications for college admissions and for teaching and learning on both sides of the transition from high school to college. About 50 of the nation's leading college-preparatory schools have opted out of the College Board's Advanced Placement (AP)…

  4. A Course in Coal Science and Technology.

    ERIC Educational Resources Information Center

    Wheelock, T. D.

    1978-01-01

    This course introduces graduate students and advanced undergraduates to coal science and technology. Topics include: (1) the nature and occurrence of coal, (2) its chemical and physical characteristics, (3) methods of cleaning and preparing coal, and (4) processes for converting coal into clean solid, liquid, and gaseous fuels, as well as coke.…

  5. The relationship between selected standardized test scores and performance in advanced placement math and science exams: Analyzing the differential effectiveness of scores for course identification and placement

    NASA Astrophysics Data System (ADS)

    Urbina, Josue N.

    There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with

  6. Science 10: Course of Studies.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Curriculum Branch.

    Presented in both English and French, Science 10 is an integrated academic course that helps students in Alberta, Canada better understand and apply fundamental concepts and skills common to biology, chemistry, physics, and the Earth sciences. The major goals of the program are: (1) to develop in students an understanding of the interconnecting…

  7. Directory of Science Communication Courses and Programs.

    ERIC Educational Resources Information Center

    Friedman, Sharon M.; And Others

    This publication lists, by state, those science communication courses and programs that appear to teach science communication for general audiences. Institutions offering science communication courses or programs are identified and the courses or programs are described. Information given in description of the courses or programs includes: (1)…

  8. Genomics and Bioinformatics in Undergraduate Curricula: Contexts for Hybrid Laboratory/Lecture Courses for Entering and Advanced Science Students

    ERIC Educational Resources Information Center

    Temple, Louise; Cresawn, Steven G.; Monroe, Jonathan D.

    2010-01-01

    Emerging interest in genomics in the scientific community prompted biologists at James Madison University to create two courses at different levels to modernize the biology curriculum. The courses are hybrids of classroom and laboratory experiences. An upper level class uses raw sequence of a genome (plasmid or virus) as the subject on which to…

  9. Teaching Advanced Life Sciences in an Animal Context: Agricultural Science Teacher Voices

    ERIC Educational Resources Information Center

    Balschweid, Mark; Huerta, Alexandria

    2008-01-01

    The purpose of this qualitative study was to determine agricultural science teacher comfort with a new high school Advanced Life Science: Animal course and determine their perceptions of student impact. The advanced science course is eligible for college credit. The teachers revealed they felt confident of their science background in preparation…

  10. Advances in attosecond science

    NASA Astrophysics Data System (ADS)

    Calegari, Francesca; Sansone, Giuseppe; Stagira, Salvatore; Vozzi, Caterina; Nisoli, Mauro

    2016-03-01

    Attosecond science offers formidable tools for the investigation of electronic processes at the heart of important physical processes in atomic, molecular and solid-state physics. In the last 15 years impressive advances have been obtained from both the experimental and theoretical points of view. Attosecond pulses, in the form of isolated pulses or of trains of pulses, are now routinely available in various laboratories. In this review recent advances in attosecond science are reported and important applications are discussed. After a brief presentation of various techniques that can be employed for the generation and diagnosis of sub-femtosecond pulses, various applications are reported in atomic, molecular and condensed-matter physics.

  11. Science Fiction. Language Arts Mini-Course.

    ERIC Educational Resources Information Center

    Lampeter-Strasburg School District, PA.

    This language arts minicourse guide for Lampeter-Strasburg (Pennsylvania) High School contains a topical outline of a science fiction course. The guide includes a list of ten course objectives; an outline of the major themes and types of science fiction covered in the course; a description of the course content with emphasis on defining and…

  12. Advanced Placement Courses and American Indian Performance

    ERIC Educational Resources Information Center

    Moore, George; Slate, John R.

    2010-01-01

    Enrollment in Advanced Placement (AP) courses and performance on Advanced Placement examinations for American Indians in the U.S. for 2007 was analyzed. Scores on AP examinations, overall and then for five AP courses, were compared to the AP examination scores of White students. In every case, American Indians had AP examination scores that were…

  13. NTTC Course 315: Advanced Water Examination.

    ERIC Educational Resources Information Center

    Department of the Navy, Washington, DC.

    This publication is the examination booklet used for a home study course in water treatment. This course is the advanced part of a series produced by the Department of the Navy. This publication is designed to be used in conjunction with a course textbook. Each of the four examinations contained in this document are referenced to a specific…

  14. The effects of a test-taking strategy intervention for high school students with test anxiety in advanced placement science courses

    NASA Astrophysics Data System (ADS)

    Markus, Doron J.

    Test anxiety is one of the most debilitating and disruptive factors associated with underachievement and failure in schools (Birenbaum, Menucha, Nasser, & Fadia, 1994; Tobias, 1985). Researchers have suggested that interventions that combine multiple test-anxiety reduction techniques are most effective at reducing test anxiety levels (Ergene, 2003). For the current study, involving 62 public high school students enrolled in advanced placement science courses, the researcher designed a multimodal intervention designed to reduce test anxiety. Analyses were conducted to assess the relationships among test anxiety levels, unit examination scores, and irregular multiple-choice error patterns (error clumping), as well as changes in these measures after the intervention. Results indicate significant, positive relationships between some measures of test anxiety and error clumping, as well as significant, negative relationships between test anxiety levels and student achievement. In addition, results show significant decreases in holistic measures of test anxiety among students with low anxiety levels, as well as decreases in Emotionality subscores of test anxiety among students with high levels of test anxiety. There were no significant changes over time in the Worry subscores of test anxiety. Suggestions for further research include further confirmation of the existence of error clumping, and its causal relationship with test anxiety.

  15. A Course in Colloid and Surface Science.

    ERIC Educational Resources Information Center

    Scamehorn, John F.

    1984-01-01

    Describes a course for chemical engineers, chemists, and petroleum engineers that focuses on colloid and surface science. Major topic areas in the course include capillarity, surface thermodynamics, adsorption contact angle, micelle formation, solubilization in micelles, emulsions, foams, and applications. (JN)

  16. Korean Advanced Course, Volume I.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This is the first of 7 readers for continuation training in Korean after the completion of the "Korean Basic Course" prepared by the Defense Language Institute. Units 1-11 are practical situation dialogues written for the course and center on topics related to sports, social events, police administration, and dialects. Interviews with key…

  17. 77 FR 61767 - The Science of Small Clinical Trials; Notice of Course

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-10-11

    ... HUMAN SERVICES Food and Drug Administration The Science of Small Clinical Trials; Notice of Course... Advancing Translational Sciences, is announcing a course entitled ``The Science of Small Clinical Trials... of designing and analyzing clinical trials based on small study populations. The course will...

  18. NOTES. A Course Relating Agronomy and Science to Society.

    ERIC Educational Resources Information Center

    McIntosh, Marla S.

    1993-01-01

    Describes a course designed to teach the relationship between science, agronomy, and society. Includes course and class description, course content, and evaluation of the course. (11 references) (MCO)

  19. Advanced Mathematics Course-Taking: A Focus on Gender Equifinality

    ERIC Educational Resources Information Center

    You, Sukkyung; Sharkey, Jill D.

    2012-01-01

    High school mathematics achievement predicts future success. Potentially different factors that lead to success for boys versus girls, termed equifinality, are not well understood. Such factors are needed to inform interventions to increase numbers of students taking advanced mathematics courses and going on into science and mathematics careers.…

  20. The Role of Gender and Friendship in Advanced Course Taking

    ERIC Educational Resources Information Center

    Riegle-Crumb, Catherine; Farkas, George; Muller, Chandra

    2006-01-01

    This article examines the role of friends in girls' and boys' advanced course taking and explores whether friends' characteristics are particularly important for girls' math and science attainment. With the use of data from Adolescent Health and Academic Achievement and the National Longitudinal Study of Adolescent Heath, the results indicate that…

  1. The Advanced Course in Professional Selling

    ERIC Educational Resources Information Center

    Loe, Terry; Inks, Scott

    2014-01-01

    More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting…

  2. Korean Advanced Course: Volume II.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This is the second of seven readers, prepared by the Defense Language Institute, for continuation training in Korean after the Basic Course. The 20 reading lessons, printed in Korean script, have been drawn from several readers published by the Ministry of Education of the Republic of Korea in 1970. Each unit concludes with a set of questions and…

  3. Teaching Computer Science Courses in Distance Learning

    ERIC Educational Resources Information Center

    Huan, Xiaoli; Shehane, Ronald; Ali, Adel

    2011-01-01

    As the success of distance learning (DL) has driven universities to increase the courses offered online, certain challenges arise when teaching computer science (CS) courses to students who are not physically co-located and have individual learning schedules. Teaching CS courses involves high level demonstrations and interactivity between the…

  4. High School Environmental Science Course Guide.

    ERIC Educational Resources Information Center

    Donovan, Edward P.; Korman, Barbara

    A course in environmental science was developed to increase course options for students of all abilities and interest levels. Major topic areas of the course include: introduction to ecological principles and ecosystems; extinction of species; human population dynamics; agricultural systems and pest control; air quality; water quality; solid…

  5. Linking Science Fiction and Physics Courses

    NASA Astrophysics Data System (ADS)

    McBride, Krista K.

    2016-05-01

    Generally, cohorts or learning communities enrich higher learning in students. Learning communities consist of conventionally separate groups of students that meet together with common academic purposes and goals. Types of learning communities include paired courses with concurrent student enrollment, living-learning communities, and faculty learning communities. This article discusses a learning community of 21 students that I created with a colleague in the English department. The community encompasses two general education courses: an algebra-based physics course entitled "Intro to Physics" and a literature course entitled "Science Fiction, Science Fact." Students must enroll in both of these courses during the same semester. Additionally, I highlight advantages to linking these courses through surveying the assignments and course materials that we used in our learning community. Figure 1 shows the topics that are covered in both physics and literature courses.

  6. SCIENCE BRIEF: ADVANCED CONCEPTS

    EPA Science Inventory

    Research on advanced concepts will evaluate and demonstrate the application of innovative infrastructure designs, management procedures and operational approaches. Advanced concepts go beyond simple asset management. The infusion of these advanced concepts into established wastew...

  7. Course on the Nature of Physical Science.

    ERIC Educational Resources Information Center

    Derr, Patrick G.; Andersen, Roy S.

    1981-01-01

    Describes a course which provides nonscience students with an understanding of methods and nature of natural science. The course is a seminar organized around a detailed examination of the Copernican revolution, in part through Copernicus's original writings, and in part through contemporary historical and philosophical analysis. (Author/SK)

  8. Scientific Literature and Literacy: A Course of Practical Skills for Undergraduate Science Majors

    NASA Astrophysics Data System (ADS)

    Ordman, Alfred B.

    1996-08-01

    A two hour per week course which provides sophomore chemistry majors with practical career skills is described. The course covers skills for finding internships and jobs, searching the scientific literature, technical writing and public speaking, and safety. This course has been successful at providing students with technical skills for advanced courses and motivating them to find internships and pursue professional careers in science.

  9. Advanced Selling: A Comprehensive Course Sales Project

    ERIC Educational Resources Information Center

    Yarrington-Young, Susan; Castleberry, Stephen B.; Coleman, Joshua T.

    2016-01-01

    A comprehensive project for the Advanced Selling course that has been tested at three universities is introduced. After selecting an industry and a company, students engage in a complete industry analysis, a company sales analysis, a sales-specific SWOT analysis, complete a ride day with a salesperson in that firm, then present their findings in a…

  10. Assessing an Advanced Level Introductory Sociology Course

    ERIC Educational Resources Information Center

    Keesler, Venessa A.; Fermin, Baranda J.; Schneider, Barbara

    2008-01-01

    In 2001, the governing council of the American Sociological Association (ASA) appointed Professor Caroline Persell of New York University to launch a task force with the goal of creating an advanced high school sociology curriculum that would also be a model for introductory sociology courses in colleges and universities. The principle goal of the…

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

    ERIC Educational Resources Information Center

    Euclid City Schools, OH.

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

  12. CLIMANDES climate science e-learning course

    NASA Astrophysics Data System (ADS)

    Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

    2016-04-01

    Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group

  13. An Elective Course in Aromatherapy Science

    PubMed Central

    Bystrek, Mary V.; Klein, JoAnn S.

    2014-01-01

    Objective. To evaluate the impact of an innovative team-taught elective course on second-year (P2) students’ knowledge and skills relating to the relationship between aromatherapy and pharmacy. Design. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Assessment. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Conclusion. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines. PMID:24850941

  14. Advanced Computing for Science.

    ERIC Educational Resources Information Center

    Hut, Piet; Sussman, Gerald Jay

    1987-01-01

    Discusses some of the contributions that high-speed computing is making to the study of science. Emphasizes the use of computers in exploring complicated systems without the simplification required in traditional methods of observation and experimentation. Provides examples of computer assisted investigations in astronomy and physics. (TW)

  15. 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…

  16. Online Planetary Science Courses at Athabasca University

    NASA Astrophysics Data System (ADS)

    Connors, Martin; Munyikwa, Ken; Bredeson, Christy

    2016-01-01

    Athabasca University offers distance education courses in science, at freshman and higher levels. It has a number of geology and astronomy courses, and recently opened a planetary science course as the first upper division astronomy course after many years of offering freshman astronomy. Astronomy 310, Planetary Science, focuses on process in the Solar System on bodies other than Earth. This process-oriented course uses W. F. Hartmann's "Moons and Planets" as its textbook. It primarily approaches the subject from an astronomy and physics perspective. Geology 415, Earth's Origin and Early Evolution, is based on the same textbook, but explores the evidence for the various processes, events, and materials involved in the formation and evolution of Earth. The course provides an overview of objects in the Solar System, including the Sun, the planets, asteroids, comets, and meteoroids. Earth's place in the solar system is examined and physical laws that govern the motion of objects in the universe are looked at. Various geochemical tools and techniques used by geologists to reveal and interpret the evidence for the formation and evolution of bodies in the solar system as well as the age of earth are also explored. After looking at lines of evidence used to reconstruct the evolution of the solar system, processes involved in the formation of planets and stars are examined. The course concludes with a look at the origin and nature of Earth's internal structure. GEOL415 is a senior undergraduate course and enrols about 15-30 students annually. The courses are delivered online via Moodle and student evaluation is conducted through assignments and invigilated examinations.

  17. A survey of computer science capstone course literature

    NASA Astrophysics Data System (ADS)

    Dugan, Robert F., Jr.

    2011-09-01

    In this article, we surveyed literature related to undergraduate computer science capstone courses. The survey was organized around course and project issues. Course issues included: course models, learning theories, course goals, course topics, student evaluation, and course evaluation. Project issues included: software process models, software process phases, project type, documentation, tools, groups, and instructor administration. We reflected on these issues and thecomputer science capstone course we have taught for seven years. The survey summarized, organized, and synthesized the literature to provide a referenced resource for computer science instructors and researchers interested in computer science capstone courses.

  18. A Survey of Computer Science Capstone Course Literature

    ERIC Educational Resources Information Center

    Dugan, Robert F., Jr.

    2011-01-01

    In this article, we surveyed literature related to undergraduate computer science capstone courses. The survey was organized around course and project issues. Course issues included: course models, learning theories, course goals, course topics, student evaluation, and course evaluation. Project issues included: software process models, software…

  19. Gendered Fields: Sports and Advanced Course Taking in High School

    PubMed Central

    Pearson, Jennifer; Crissey, Sarah R.; Riegle-Crumb, Catherine

    2010-01-01

    This study explores the association between sports participation and course taking in high school, specifically comparing subjects with varied gendered legacies—science and foreign language. Analyses of a nationally representative longitudinal sample (N=5,447) of U.S. adolescents from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study show that male and female athletes are more likely than non-athletes to take both advanced foreign language and Physics, largely because of their higher academic orientation. However, the association between sports participation and course taking was strongest for girls’ Physics coursework, suggesting that sports may provide girls with a unique opportunity to develop the skills and confidence to persevere in the masculine domain of science. PMID:20221304

  20. Stereotype Threat? Male and Female Students in Advanced High School Courses

    NASA Astrophysics Data System (ADS)

    Corra, Mamadi

    Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.

  1. USENET Discussion Groups in Political Science Courses.

    ERIC Educational Resources Information Center

    Bailey, Martha

    1995-01-01

    Considers the applications and limitations of supplementing political science instruction with USENET discussion groups. Maintains that the engaging and topical nature of the discussion groups can enhance traditional course materials. Notes, however, that USENET comments often are not indicative of the general public. Briefly discusses reference…

  2. Simulations in a Science and Society Course.

    ERIC Educational Resources Information Center

    Maier, Mark H.; Venanzi, Thomas

    1984-01-01

    Provides a course outline which includes simulation exercises designed as in-class activities related to science and society interactions. Simulations focus on the IQ debate, sociobiology, nuclear weapons and nulcear strategy, nuclear power and radiation, computer explosion, and cosmology. Indicates that learning improves when students take active…

  3. Online Planetary Science Courses at Athabasca University

    NASA Astrophysics Data System (ADS)

    Connors, M. G.; Bredeson, C.; Munyikwa, K.

    2014-12-01

    Athabasca University offers distance education courses in science, at freshman and higher levels. It has a number of geology courses, and recently opened a planetary science course as the first upper division astronomy course after many years of offering freshman astronomy. Astronomy 310, Planetary Science, focuses on the physics of the Solar System and allows the study of planetary astronomy in a deeper way than what is offered in a freshman course. With a mathematically based approach, it looks at the planets and smaller bodies such as meteoroids, asteroids and comets found in our own solar neighbourhood. It provides an understanding of the basic physics and equations needed for studies of planetary science and looks at the formation of the principal bodies in the Solar System. It investigates the interiors of planets and planetary surface phenomena such as cratering, volcanism and tectonics, and examines the atmospheres of planets, including how they originated and whether planets can keep an atmosphere. As a new course, it has grown rapidly.Geology 415, Earth's Origin and Early Evolution, explores the evidence for the various processes, events, and materials involved in the formation and evolution of Earth. The course provides an overview of objects in the Solar System, including the Sun, the planets, asteroids, comets, and meteoroids. Earth's place in the Solar System is examined and physical laws that govern the motion of objects in the universe are looked at. Various geochemical tools and techniques used by geologists to reveal and interpret the evidence for the formation and evolution of bodies in the Solar System as well as the age of Earth are also explored. After looking at lines of evidence used to reconstruct the evolution of the Solar System, processes involved in the formation of planets and stars are examined. The course concludes with a look at the origin and nature of Earth's internal structure. GEOL415 is a senior undergraduate course and enrols

  4. Building Bridges between Science Courses Using Honors Organic Chemistry Projects

    ERIC Educational Resources Information Center

    Hickey, Timothy; Pontrello, Jason

    2016-01-01

    Introductory undergraduate science courses are traditionally offered as distinct units without formalized student interaction between classes. To bridge science courses, the authors used three Honors Organic Chemistry projects paired with other science courses. The honors students delivered presentations to mainstream organic course students and…

  5. A Course in Science and Pseudoscience

    NASA Astrophysics Data System (ADS)

    Taylor, Richard

    2009-04-01

    A new course at Hockaday, Science and Pseudoscience, examines what we know, how we know it, and why we get fooled so often and so easily. This is a course in which we measure things we thought we understood and use statistical analysis to test our understanding. We investigate extraordinary claims through the methods of science, asking what makes a good scientific theory, and what makes scientific evidence. We examine urban myths, legends, bad science, medical quackery, and plain old hoaxes. We analyze claims of UFOs, cold fusion, astrology, structure-altered water, apricot pit cures, phlogiston and N-rays, phrenology and orgonomy, ghosts, telekinesis, crop circles and the Bermuda Triangle -- some may be true, some are plainly false, and some we're not really sure of. We develop equipment and scientific techniques to investigate extra-sensory perception, precognition, and EM disturbances.

  6. Project for the Institution of an Advanced Course in Physics

    NASA Astrophysics Data System (ADS)

    Teodorani, M.; Nobili, G.

    2006-06-01

    A project for an advanced course in physics at the master level, is presented in great detail. The goal of this project is to create a specific and rigorous training for those who want to carry out experimental and theoretical research on "anomalies" in physical science, especially from the point of view of atmospheric physics, plasma physics, photonic physics, biophysics, astronomy and astrophysics. A specific training in powering mental skills is planned as well. The planned teaching program is presented as a two-year course where the following subjects are intended to be taught: cognitive techniques (I and II), radiation physics (I and II), biophysics (I and II), bioastronomy (I and II), history of physics (I and II), didactics of physics, physics of atmospheric plasmas, physics of non-stationary photonic events, physics of non-linear processes, complements of quantum mechanics, quantum informatics, research methodology in physics and astronomy, computer science methods in physics and astronomy, optoelectronics, radioelectronics. Detailed teaching programs, didactics methods, and performance evaluation, are presented for each subject. The technical content of this project is preceded by an ample introduction that shows all the reasons of this kind of physics course, particularly aimed at innovation in physical science.

  7. An Interactive Environmental Science Course for Education Science Majors

    ERIC Educational Resources Information Center

    Lunsford, Suzanne K.; Slattery, William

    2006-01-01

    An interactive environmental science course was designed to provide a set of learning experiences that connect chemistry, geology, biology, physics, and math with the future careers as teachers. The environment deals with many factors contributing with the quality of life, such as the air, the water and the protective shelter of the atmosphere.

  8. Does the Level of Rigor of a High School Science Course Matter? An Investigation of the Relationship between Science Courses and First-Year College Outcomes. Research Report 2014-2

    ERIC Educational Resources Information Center

    Kaliski, Pamela K.; Godfrey, Kelly E.

    2014-01-01

    The focus of this research is to evaluate the relationship between advanced high school science courses and college outcomes, with a focus on the benefit of Advanced Placement Program® (AP®) participation and performance in comparison to other high school options (e.g., dual enrollment, honors, and regular science high school courses). Although…

  9. Bridging the gap with a duel-credit Earth Science course

    NASA Astrophysics Data System (ADS)

    Van Norden, W.

    2011-12-01

    College-bound high school students rarely have any exposure to the Earth Sciences. Earth Science may be offered to Middle School students. What is offered in High School, however, is usually a watered-down course offered to the weakest students. Meanwhile, our best and brightest students are steered towards biology, chemistry, and physics, what most schools consider the "real sciences". As a direct result, our population is not literate in the Earth Sciences and few students choose to study the Earth Science in college. One way to counteract this trend is to offer a rigorous capstone Earth Science course to High School Juniors and Seniors. Offering a course does not guarantee enrollment, however. Top science students are too busy taking Advanced Placement courses to consider a non-AP course. For that reason, the best way to lure top students into studying Earth Science is to create a duel-credit course, for which students receive both high school and college credit. A collaboration between high school teachers and college professors can result in a quality Earth Science course that bridges the huge gap that now exists between middle school science and college Earth Science. Harvard-Westlake School has successfully offered a duel-credit course with UCLA, and has created a model that can be used by other schools.

  10. Designing and Implementing a New Advanced Level Biology Course

    ERIC Educational Resources Information Center

    Hall, Angela; Reiss, Michael J.; Rowell, Cathy; Scott, Anne

    2003-01-01

    Salters-Nuffield Advanced Biology is a new advanced level biology course, piloted from September 2002 in England with around 1200 students. This paper discusses the reasons for developing a new advanced biology course at this time, the philosophy of the project and how the materials are being written and the specification devised. The aim of the…

  11. College Science Courses, ACT Science, C-Base Science, and GALT: Predictors of Science Process Skills and Physical Science Misconceptions.

    ERIC Educational Resources Information Center

    Bitner, Betty L.

    In this predictive study, the variables of College Basic Academic Subjects Examination (C-BASE) Science score, American College Test (ACT) Science score, Group Assessment of Logical Thinking (GALT) score, and total number of college science courses completed were investigated as predictors of science process skills and physical science…

  12. Applied Developmental Science: An Advanced Textbook. The SAGE Program on Applied Developmental Science

    ERIC Educational Resources Information Center

    Lerner, Richard M., Ed.; Jacobs, Fraincine, Ed.; Wertlieb, Donald, Ed.

    2005-01-01

    This course textbook has been adapted from the four-volume "Handbook of Applied Developmental Science" (SAGE 2003), a work that offers a detailed roadmap for action and research in ensuring positive child, youth, and family development. In 20 chapters, "Applied Developmental Science: An Advanced Textbook" brings together theory and application…

  13. SoSTI Course: An Elective Science Course for Thai Upper Secondary School Non-Science Students

    ERIC Educational Resources Information Center

    Pruekpramool, Chaninan; Phonphok, Nason; White, Orvil L.; Musikul, Kusalin

    2013-01-01

    This study is aimed to develop the interdisciplinary SoSTI (science of sound in traditional Thai musical instruments) course for Thai non-science upper secondary school students to study the students' attitudes toward science before and after studying from the course. The SoSTI course development is based on the interdisciplinary concept model and…

  14. Stereotyped: Investigating Gender in Introductory Science Courses

    PubMed Central

    Lauer, Shanda; Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Christensen, Warren; Montplaisir, Lisa

    2013-01-01

    Research in science education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. Research efforts to reduce achievement gaps by mediating the impact of stereotype threat have found success with a short values-affirmation writing exercise. In biology and biochemistry, however, little attention has been paid to the performance of women in comparison with men or perceptions of stereotype threat, despite documentation of leaky pipelines into professional and academic careers. We used methodologies developed in physics education research and cognitive psychology to 1) investigate and compare the performance of women and men across three introductory science sequences (biology, biochemistry, physics), 2) document endorsement of stereotype threat in these science courses, and 3) investigate the utility of a values-affirmation writing task in reducing achievement gaps. In our study, analysis of final grades and normalized learning gains on content-specific concept inventories reveals no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance. These results underscore the context-dependent nature of achievement gaps and stereotype threat and highlight calls to replicate education research across a range of student populations. PMID:23463226

  15. Stereotyped: investigating gender in introductory science courses.

    PubMed

    Lauer, Shanda; Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Christensen, Warren; Montplaisir, Lisa

    2013-01-01

    Research in science education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. Research efforts to reduce achievement gaps by mediating the impact of stereotype threat have found success with a short values-affirmation writing exercise. In biology and biochemistry, however, little attention has been paid to the performance of women in comparison with men or perceptions of stereotype threat, despite documentation of leaky pipelines into professional and academic careers. We used methodologies developed in physics education research and cognitive psychology to 1) investigate and compare the performance of women and men across three introductory science sequences (biology, biochemistry, physics), 2) document endorsement of stereotype threat in these science courses, and 3) investigate the utility of a values-affirmation writing task in reducing achievement gaps. In our study, analysis of final grades and normalized learning gains on content-specific concept inventories reveals no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance. These results underscore the context-dependent nature of achievement gaps and stereotype threat and highlight calls to replicate education research across a range of student populations.

  16. Designing for Deeper Learning in a Blended Computer Science Course for Middle School Students

    ERIC Educational Resources Information Center

    Grover, Shuchi; Pea, Roy; Cooper, Stephen

    2015-01-01

    The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course…

  17. Targeted Courses in Inquiry Science for Future Elementary School Teachers

    ERIC Educational Resources Information Center

    Steinberg, Richard; Wyner, Yael; Borman, Greg; Salame, Issa I.

    2015-01-01

    This study reports on targeted science courses for undergraduate childhood education majors. We describe an inquiry-oriented, three-course sequence spanning physical, life, and environmental science. All three courses are hands-on and are designed to reflect the content and pedagogy most important to future elementary school teachers.

  18. Advanced Marketing/Coop Course Outline.

    ERIC Educational Resources Information Center

    Dixon, Bobby

    This document contains the information required to present a 1-year school course that is the capstone class of a 2-year marketing major and is designed for high school students wishing to develop the skills required for entry into the marketing industry. The document begins with a rationale, brief course description, list of course objectives,…

  19. The General Electric Advanced Course in Engineering.

    ERIC Educational Resources Information Center

    Mack, Donald R.

    A three-year, in-house engineering course offered to selected General Electric Company engineers is discussed. It is designed to develop the ability to identify and solve real engineering problems. The course may be taken concurrently with college courses in a cooperative program that can result in a graduate degree in engineering. (MLH)

  20. Do Grade Weights Promote More Advanced Course-Taking?

    ERIC Educational Resources Information Center

    Klopfenstein, Kristin; Lively, Kit

    2016-01-01

    When calculating class rank, high schools often give additional weight to grades earned in College Board Advanced Placement (AP) courses as an incentive for students to take hard courses. This paper examines changes in student course-taking behavior after an increase in AP grade weights at Texas high schools. We find that raising the magnitude of…

  1. Real World Projects in an Advanced Instructional Design Course

    ERIC Educational Resources Information Center

    Tracey, Monica W.; Chatervert, Lake, Kristy; Wilson, Robert

    2008-01-01

    This design case focuses on the redesign of Advanced Instructional Design, a capstone course taught in a Midwestern university's Masters of Training and Development program. The goal of the course was to have students integrate knowledge and skills from previous courses including needs assessment, introduction to instructional design, and program…

  2. Biology Course Innovations: Remedial Science and Biology-at-Home.

    ERIC Educational Resources Information Center

    O'Hara, Leonard F.

    1980-01-01

    Examines the objectives of remedial science instruction and provides a comparison of remedial and general biology courses in terms of hours of instruction, course credits, text assignments, tests, and laboratory exercises. Describes a biology-at-home course, which provides a laboratory kit, course syllabus, and study guide. (JP)

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

    ERIC Educational Resources Information Center

    Bergtrom, Gerald

    2011-01-01

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

  4. Adding a Bit More History to Science Courses

    ERIC Educational Resources Information Center

    DeBuvitz, William

    2011-01-01

    The usual science course is not meant to be a history course and the usual science book is not meant to be a history book. However, most science books do include some historical information. Unfortunately, the history part is usually so brief that it is far from interesting and often so oversimplified that it is totally wrong. Introductory physics…

  5. A Field Course for Undergraduate Earth Science Education Majors

    ERIC Educational Resources Information Center

    Mayer, Victor J.

    1970-01-01

    Describes a geology course for earth science education majors offered by The Ohio State University in cooperation with Colorado State University. Relates the course activities around Boulder, Colorado and a camping trip through the Colorado Rockies. (RR)

  6. Information visualization courses for students with a computer science background.

    PubMed

    Kerren, Andreas

    2013-01-01

    Linnaeus University offers two master's courses in information visualization for computer science students with programming experience. This article briefly describes the syllabi, exercises, and practices developed for these courses.

  7. Assessment of a food microbiology senior undergraduate course as a potential food safety distance education course for poultry science majors.

    PubMed

    O'Bryan, C A; Dittmar, R S; Chalova, V I; Kundinger, M M; Crandall, P G; Ricke, S C

    2010-11-01

    Distance education courses have become popular due to the increased number of commuter students as well as people already in the workforce who need further education for advancement within their careers. A graduate-level Web-based course entitled Special Topics-Poultry Food Safety Microbiology was developed from an existing senior undergraduate advanced food microbiology course in the Poultry Science Department at Texas A&M University. Conversion of standard lecture material into a distance education course can provide unique challenges to maintain comparable course content in an asynchronous manner. The overall objective for this course was to examine bacterial activities including ecology in food, animals, raw and processed meat, eggs, and human pathogenesis. Students were surveyed at the end of the class and the majority agreed that they would be willing to take the course as an online course, although they were not willing to pay an extra fee for an online course. The majority of students used the online version of the course as a supplement to the classroom rather than as a substitute.

  8. Advanced Livestock Production: A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    With the introduction of specialized courses of study in the third and fourth year of high school, it has become necessary to do more specialized work in the area of livestock production. The course is designed to provide a guideline to encourage intensified studies in this area, and outlines materials and methods, time allotment, and the use of…

  9. Introductory Life Science Mathematics and Quantitative Neuroscience Courses

    PubMed Central

    Olifer, Andrei

    2010-01-01

    We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses. PMID:20810971

  10. Addressing Equity within Science Education Courses: Sharing Approaches and Ideas.

    ERIC Educational Resources Information Center

    Wieseman, Katherine C.; Bryan, Lynn; Hammrich, Penny; Lynch, Sharon; McGinnis, Randy; Pyle, Eric

    A discussion session provided opportunities for individuals involved in science teacher education to exchange approaches and ideas on how equity issues in science teaching and learning are being addressed in science teacher education courses. Evaluative questions included: (1) What conceptions of equity in science education underpin individual…

  11. The Use of Ethical Frameworks by Students Following a New Science Course for 16-18 Year-Olds

    ERIC Educational Resources Information Center

    Reiss, Michael

    2008-01-01

    There has been a move in recent years towards the greater inclusion of social and ethical issues within science courses. This paper examines a new context-based course for 16-18 year-olds (Salters-Nuffield Advanced Biology) who are studying biology in England and Wales. The course is taught through contexts and has an emphasis on social issues and…

  12. Changes in Critical Thinking Skills Following a Course on Science and Pseudoscience: A Quasi-Experimental Study

    ERIC Educational Resources Information Center

    McLean, Carmen P.; Miller, Nathan A.

    2010-01-01

    We assessed changes in paranormal beliefs and general critical thinking skills among students (n = 23) enrolled in an experimental course designed to teach distinguishing science from pseudoscience and a comparison group of students (n = 30) in an advanced research methods course. On average, both courses were successful in reducing paranormal…

  13. The Influence of Applied STEM Coursetaking on Advanced Mathematics and Science Coursetaking

    ERIC Educational Resources Information Center

    Gottfried, Michael A.

    2015-01-01

    Advanced mathematics and science course taking is critical in building the foundation for students to advance through the STEM pathway-from high school to college to career. To invigorate students' persistence in STEM fields, high schools have been introducing applied STEM courses into the curriculum as a way to reinforce concepts learned in…

  14. Powerful Ideas in Physical Science: A Course Model

    ERIC Educational Resources Information Center

    Ukens, Leon; Hein, Warren W.; Johnson, Patsy Ann; Layman, John W.

    2004-01-01

    Powerful Ideas in Physical Science (PIPS) is a preservice curriculum that provides modules for physical science courses designed for elementary education majors. Because the courses are built on the learning cycle approach, students develop concepts from activities and then apply this conceptual knowledge. A summative evaluation done by Horizon…

  15. Incorporating Psychology into an Interdisciplinary Course on Science and Prejudice.

    ERIC Educational Resources Information Center

    Slusher, Morgan P.

    This paper described an interdisciplinary course on the interaction between prejudice and the conduct of science. Scientists often possess the same prejudices as others in their culture. Students learn how subtle prejudice can affect the processes of science. This course examines major scientific endeavors that have been influenced by the…

  16. An Interdisciplinary Course on the Significance of Science.

    ERIC Educational Resources Information Center

    Rife, William

    A course, called Nature of Science, is described as developed over the eight years it has been presented to nonscience majors at a liberal arts college. The aims of the course are to show important ties between science and those disciplines in which nonscience students' primary interests lie; to develop in nonscience students the recognition that…

  17. Biotechniques Laboratory: An Enabling Course in the Biological Sciences

    ERIC Educational Resources Information Center

    Di Trapani, Giovanna; Clarke, Frank

    2012-01-01

    Practical skills and competencies are critical to student engagement and effective learning in laboratory courses. This article describes the design of a yearlong, stand-alone laboratory course--the Biotechniques Laboratory--a common core course in the second year of all our degree programs in the biological sciences. It is an enabling,…

  18. Family and Consumer Sciences Education. Vocational Education Program Courses Standards.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

    This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the family and consumer sciences component of Florida's comprehensive vocational…

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

    ERIC Educational Resources Information Center

    Multnomah County Intermediate Education District, Portland, OR.

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

  20. Health Science Education. Vocational Education Program Courses Standards.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

    This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the health science education component of Florida's comprehensive vocational…

  1. Elementary Science Methods Courses and the "National Science Education Standards": Are We Adequately Preparing Teachers?

    ERIC Educational Resources Information Center

    Smith, Leigh K.; Gess-Newsome, Julie

    2004-01-01

    Despite the apparent lack of universally accepted goals or objectives for elementary science methods courses, teacher educators nationally are autonomously designing these classes to prepare prospective teachers to teach science. It is unclear, however, whether science methods courses are preparing teachers to teach science effectively or to…

  2. Keyboarding/Typewriting & Advanced Typewriting/Wordprocessing. Course Guide.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

    This course guide contains 21 competency goals--keyed to competency objectives, student activities, and suggested resources--for secondary keyboarding/typewriting and advanced typewriting/word processing courses. The 21 competency goals cover the following topics: basic equipment, keyboarding techniques, touch techniques, formatting and document…

  3. Factors that Predict Who Takes Advanced Courses in Cognitive Therapy

    ERIC Educational Resources Information Center

    Pehlivanidis, Artemios

    2007-01-01

    Training in Cognitive Therapy (CT) includes theoretical and didactic components combined with clinical supervision. An introductory course in CT might satisfy training needs in psychotherapy and help in the selection of those trainees who wish to continue to an advanced training level. Predictors of success at such an introductory course have been…

  4. 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…

  5. Nuffield Advanced Chemistry Courses Topic 10

    ERIC Educational Resources Information Center

    Education in Science, 1975

    1975-01-01

    Presents an alternative series of investigations replacing the propanone-trichloromethane system (Topic 10) in the Nuffield A-Level course. A trichloromethane-ethyl ethanoate (acetate) system presented in four experiments give good results and removed the dangers arising from the other system. Topic 10 need not be re-written, just the replacement…

  6. Assessing General Education Science Courses: A Portfolio Approach

    ERIC Educational Resources Information Center

    Offerdahl, Erika; Impey, Chris

    2012-01-01

    Although the use of portfolios to assess student performance in K-12 science classrooms and to monitor the training of preservice science teachers is increasingly common, their implementation in undergraduate science courses is still limited. The work presented here represents one in-depth example of the integration of portfolio assessment into…

  7. Climate and History-An Alternative Science Distribution Course

    ERIC Educational Resources Information Center

    Moran, Joseph M.

    1976-01-01

    Describes an introductory college science course for nonscience majors concentrating on climatology and meteorology. Student apathy and discontent with science is overcome through a historically relevant presentation of the subjects. Results indicate a significant stimulation of student interest in science. (SL)

  8. Science Alabama Course of Study. Bulletin 1988, No. 35.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    This document is an outline of concepts and skills that should be taught at each elementary grade level and for each secondary course in science. This document should be used in planning K-12 science curricula and should serve as a guide for teaching process skills. Separate formats are used for the Elementary Program in Science and the Secondary…

  9. Derivation in the Advanced Course of Italian.

    ERIC Educational Resources Information Center

    Vizmuller-Zocco, Jana

    1985-01-01

    Suggests that one method to help advanced language students acquire new vocabulary is to study word formation and derivation. Suggests ways in which this can be done in the teaching of Italian. Discusses the process of derivation from three perspectives: (1) contrastive analysis, (2) lexical fields, and (3) etymology. (SED)

  10. 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. PMID:26187079

  11. 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.

  12. Cosmology in introductory courses of science - missed opportunity

    NASA Astrophysics Data System (ADS)

    Golab-Meyer, Zofia

    1986-11-01

    Missed opportunities in teaching preparatory/introductory science courses are highlighted. These courses are usually (if at all) taught to children aged 7-14 who are still at the concrete reasoning developmental level. But this period of life is also characterized by a tremendous curiosity towards the surrounding world and a practically unlimited phantasy and ability to deal with imaginary beings. In this period very fundamental questions, often of a philosophical nature are asked, and should be taken into account when teaching an introductory science course. The course is important since it usually coincides with mnemosyne age and knowledge acquired in that period is very well stored.

  13. Advances in engineering science, volume 1

    NASA Technical Reports Server (NTRS)

    1976-01-01

    Proceedings from a conference on engineering advances are presented, including materials science, fracture mechanics, and impact and vibration testing. The tensile strength and moisture transport of laminates are also discussed.

  14. An investigation of the impact of science course sequencing on student performance in high school science and math

    NASA Astrophysics Data System (ADS)

    Mary, Michael Todd

    High school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as "physics first" inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in the early years of high school to support changing the sequence. Using a quasi-experimental, quantitative research design, the purpose of this study was to investigate the impact of science course sequencing on student achievement in math and science at a school district that offered both course sequences. The Texas state end-of-course exams in biology, chemistry, physics, algebra I and geometry were used as the instruments measuring student achievement in math and science at the end of each academic year. Various statistical models were used to analyze these achievement data. The conclusion was, for students in this study, the sequence in which students took biology, chemistry, and physics had little or no impact on performance on the end-of-course assessments in each of these courses. Additionally there was only a minimal effect found with respect to math performance, leading to the conclusion that neither the traditional or "physics first" science course sequence presented an advantage for student achievement in math or science.

  15. Redesigning a General Education Science Course to Promote Critical Thinking.

    PubMed

    Rowe, Matthew P; Gillespie, B Marcus; Harris, Kevin R; Koether, Steven D; Shannon, Li-Jen Y; Rose, Lori A

    2015-01-01

    Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy.

  16. Redesigning a General Education Science Course to Promote Critical Thinking

    PubMed Central

    Rowe, Matthew P.; Gillespie, B. Marcus; Harris, Kevin R.; Koether, Steven D.; Shannon, Li-Jen Y.; Rose, Lori A.

    2015-01-01

    Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy. PMID:26231561

  17. Redesigning a General Education Science Course to Promote Critical Thinking.

    PubMed

    Rowe, Matthew P; Gillespie, B Marcus; Harris, Kevin R; Koether, Steven D; Shannon, Li-Jen Y; Rose, Lori A

    2015-01-01

    Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy. PMID:26231561

  18. Science of Food and Cooking: A Non-Science Majors Course

    ERIC Educational Resources Information Center

    Miles, Deon T.; Bachman, Jennifer K.

    2009-01-01

    Recent emphasis on the science of food and cooking has been observed in our popular literature and media. As a result of this, a new non-science majors course, The Science of Food and Cooking, is being taught at our institution. We cover basic scientific concepts, which would normally be discussed in a typical introductory chemistry course, in the…

  19. Advancing Research on Undergraduate Science Learning

    ERIC Educational Resources Information Center

    Singer, Susan Rundell

    2013-01-01

    This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

  20. A First Course in Biostatistics for Health Sciences Students.

    ERIC Educational Resources Information Center

    Harraway, J. A.; Sharples, K. J.

    2001-01-01

    Describes the content of a course on introductory biostatistics for health science students. Emphasizes the way in which study design and critical evaluation of research are developed in tandem with statistical methodology. (Author/MM)

  1. 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

  2. What is truth? A course in science and religion

    NASA Astrophysics Data System (ADS)

    Brancazio, Peter J.

    1994-10-01

    Are science and religion independent or conflicting systems of thought? This question was the focus of a course on science and religion given at Brooklyn College. The class explored the underlying metaphysical assumptions, sources of knowledge, and methodologies of science and religion from philosophical and historical perspectives. The conclusion is that science and religion are basically independent modes of inquiry, but they have come into conflict over questions about the origin, history, and nature of the physical world. These are areas in which science has been far more successful in providing fruitful explanations and predictions. Nevertheless, the limitations of science and the scientific method must be understood and respected.

  3. Bridging Science and Engineering: An Integrated Course for Nonscience Majors.

    ERIC Educational Resources Information Center

    Taylor, Joseph A.; Lunetta, Vincent N.; Dana, Thomas M.; Tasar, Mehmet F.

    2002-01-01

    Describes an engineering course for education and other nonscience majors. In this course, students integrate basic principles of applied physical science and engineering to solve authentic design problems. Discusses the nature of the interactive and problem-based instructional format and its effects on developing students' scientific inquiry…

  4. The Importance of Attendance in an Introductory Textile Science Course

    ERIC Educational Resources Information Center

    Marcketti, Sara B.; Wang, Xinxin; Greder, Kate

    2013-01-01

    At Iowa State University, the introductory textile science course is a required 4-credit class for all undergraduate students enrolled in the Apparel, Merchandising, and Design Program. Frustrated by a perceived gap between students who easily comprehended course material and those who complained and struggled, the instructor implemented an…

  5. Reading. Intermediate Supplemental Exercises. Courses 701-803. Science. Revised.

    ERIC Educational Resources Information Center

    Barnes, Martha; Rouse, June

    This book is made up of six reading courses in the sciences, each of which is divided into several exercises. Each exercise has an objective and at least one reading selection. In most of the courses, the first objective is to acquaint the student with names and terms used in the subject being discussed. Exercises following the reading selection…

  6. Constellation Course: Interaction Between the Sciences and the Arts

    ERIC Educational Resources Information Center

    Hallett, Linda Rahm; Kalman, Calvin S.

    1975-01-01

    Discusses a two-semester college course focusing on the idea that developments in the sciences and the arts together reveal a constant process of mutual influence and cross-fertilization. The course develops this thesis using examples from physics, art, literature, and philosophy from Greek times to the present day. (Author/MLH)

  7. Using a Multilevel Assessment Scheme in Reforming Science Methods Courses

    ERIC Educational Resources Information Center

    Baxter, Bonnie K.; Jenkins, Carolyn C.; Southerland, Sherry A.; Wilson, Paula

    2004-01-01

    The development of new courses is strengthened by assessment and a response to the assessment. Two new science methods courses for elementary and secondary preservice teachers were developed, fostered by the Great Salt Lake Project. The preservice teachers designed and performed research projects that they then converted into inquiry-based…

  8. A "Science and Society" Course for High School Students.

    ERIC Educational Resources Information Center

    Rosenthal, Dorothy B.

    1979-01-01

    Presents a rationale for teaching a course to high school students on the influence of science and technology on society. Bioethics and food, and world hunger are two of the topics included in the course outline. References are given for simulation games, readings, and audiovisual materials. (SA)

  9. Incorporating Primary Literature in Undergraduate Crop Science Courses

    ERIC Educational Resources Information Center

    Scott, Lori K.; Simmons, Steve R.

    2006-01-01

    Primary literature is an underutilized learning resource for undergraduate courses in crop science. Reading assignments from scientific journals were utilized in an undergraduate University of Minnesota crop physiology course at Southwest Minnesota State University from 2002 to 2004. The subjects of the articles corresponded to the lecture topics.…

  10. Introductory Life Science Mathematics and Quantitative Neuroscience Courses

    ERIC Educational Resources Information Center

    Duffus, Dwight; Olifer, Andrei

    2010-01-01

    We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an…

  11. Integrating health sciences library resources into course management systems.

    PubMed

    Blevins, Amy E; Inman, Megan B

    2014-01-01

    As distance education and blended learning grows, so does the need for health sciences librarians to become involved with course management systems. This article will provide some information on how to become involved with course management systems and will also provide information on a few of the more popular systems available.

  12. Reforming an Undergraduate Environmental Science Course for Nonscience Majors

    ERIC Educational Resources Information Center

    Kazempour, Mahsa; Amirshokoohi, Aidin

    2013-01-01

    This article discusses the key components of a reform-based introductory undergraduate environmental science course for nonscience majors and elementary teacher candidates as well as the impact of such components on the participants. The main goals for the course were to actively engage the students in their learning and, in doing so, to enhance…

  13. Experiences of Using Automated Assessment in Computer Science Courses

    ERIC Educational Resources Information Center

    English, John; English, Tammy

    2015-01-01

    In this paper we discuss the use of automated assessment in a variety of computer science courses that have been taught at Israel Academic College by the authors. The course assignments were assessed entirely automatically using Checkpoint, a web-based automated assessment framework. The assignments all used free-text questions (where the students…

  14. Development of an advanced undergraduate course in acoustics

    NASA Astrophysics Data System (ADS)

    Gee, Kent L.; Neilsen, Tracianne B.; Sommerfeldt, Scott D.

    2016-03-01

    Within many physics undergraduate programs, acoustics is given only a cursory treatment, usually within an introductory course. Because acoustics is a natural vehicle for students to develop intuition about wave phenomena, an advanced undergraduate acoustics course has been developed at Brigham Young University. Although it remains an elective course, enrollment has increased steadily since its inception. The course has been taken by students in physics, applied physics, physics teaching, and mechanical and electrical engineering. In addition to providing training for students motivated by interest in undergraduate research, internship, employment, and graduate schooling opportunities in acoustics, the course facilitates connections between various areas of physics. Explicit connections are made to mechanics, electricity and magnetism, thermodynamics, optics, quantum mechanics, and experimental and computational laboratory courses. Active learning is emphasized through Just-in-Time-Teaching and course structure. Homework exercises are both theoretical and practical and often require making and interpreting of graphs. For example, students may model traffic noise as a series of uncorrelated monopoles or examine highway barrier effectiveness using Fresnel diffraction techniques. Additionally, students participate in resumé-building measurements and learn to report their results in the form of technical memoranda. Course evaluations and post-graduation student surveys rate it among the most valuable undergraduate student courses offered.

  15. Cell Phones Transform a Science Methods Course

    ERIC Educational Resources Information Center

    Madden, Lauren

    2012-01-01

    A science methods instructor intentionally encouraged cell phone use for class work to discover how cell phones can be used as research tools to enhance the content and engage the students. The anecdotal evidence suggested that students who used their smartphones as research tools experienced the science content and pedagogical information…

  16. Can Hybrid Course Formats Increase Attendance in Undergraduate Environmental Science Courses?

    ERIC Educational Resources Information Center

    Riffell, Samuel K.; Sibley, Duncan F.

    2004-01-01

    A major problem for large-enrollment, introductory college courses in natural resources and life sciences is poor attendance. To ameliorate this problem, we designed a hybrid course (part online, part face-to-face) to incorporate the advantages of online learning while retaining benefits of face-to-face instruction. We taught a hybrid introductory…

  17. Advanced Food Science and Nutrition Reference Book.

    ERIC Educational Resources Information Center

    Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

    Developed with input from personnel in the industries, this reference book complements the curriculum guide for a laboratory course on the significance of nutrition in food science. The reference book is organized into 25 chapters, each beginning with essential elements and objectives. Within the text, italicized, bold-faced vocabulary terms are…

  18. Science education for rural Latino/a students: Course placement and success in science

    NASA Astrophysics Data System (ADS)

    Zuniga, Keren; Olson, Joanne K.; Winter, Mary

    2005-04-01

    This study investigated the effects of one rural high school's science course placement practices on Latino/a student success in science, as measured by performance in a required science course and enrollment in subsequent science courses. The high school involved in this study has experienced a rapid increase in language minority students and placed students considered to be limited English proficient into a science course intended for those with learning disabilities. The results indicate that track placement was inappropriate, as Latino/a students with demonstrated success on standardized tests written in English, and with high grade point averages, were placed in the lower-level science course. Students placed in the lower-level science course, regardless of academic ability, were unlikely to take subsequent courses required for college admission despite the fact that most had college aspirations. Conversely, low-achieving non-Latino/a White students were disproportionately placed in upper-level science classes, a track associated with greater success in science for all. Thus, despite this rural school's attempt to provide for the needs of all the students, the result in this case was decreased success in science for Latino/a students, regardless of their English fluency. Implications for inclusive rural science education are discussed.

  19. Advances in welding science - a perspective

    SciTech Connect

    David, S.A.; Vitek, J.M.; Babu, S.S.; DebRoy, T.

    1995-02-01

    The ultimate goal of welding technology is to improve the joint integrity and increase productivity. Over the years, welding has been more of an art than a science, but in the last few decades major advances have taken place in welding science and technology. With the development of new methodologies at the crossroads of basic and applied sciences, enormous opportunities and potential exist to develop a science-based tailoring of composition, structure, and properties of welds with intelligent control and automation of the welding processes.

  20. Overview of the Earth System Science Education Alliance Online Courses

    NASA Astrophysics Data System (ADS)

    Botti, J. A.

    2001-12-01

    Science education reform has skyrocketed over the last decade in large part thanks to technology-and one technology in particular, the Internet. The World Wide Web has opened up dynamic new online communities of learners. It has allowed educators from around the world to share thoughts about Earth system science and reexamine the way science is taught. A positive offshoot of this reform effort is the Earth System Science Education Alliance (ESSEA). This partnership among universities, colleges, and science education organizations is led by the Institute for Global Environmental Strategies and the Center for Educational TechnologiesTM at Wheeling Jesuit University. ESSEA's mission is to improve Earth system science education. ESSEA has developed three Earth system science courses for K-12 teachers. These online courses guide teachers into collaborative, student-centered science education experiences. Not only do these courses support teachers' professional development, they also help teachers implement Earth systems science content and age-appropriate pedagogical methods into their classrooms. The ESSEA courses are open to elementary, middle school, and high school teachers. Each course lasts one semester. The courses begin with three weeks of introductory content. Then teachers develop content and pedagogical and technological knowledge in four three-week learning cycles. The elementary school course focuses on basic Earth system interactions between land, life, air, and water. In week A of each learning cycle, teachers do earth system activities with their students. In week B teachers investigate aspects of the Earth system -- for instance, the reason rocks change to soil, the relationship between rock weathering and soil nutrients, and the consequent development of biomes. In week C teachers develop classroom activities and share them online with other course participants. The middle school course stresses the effects of real-world events -- volcanic eruptions

  1. Overview of the Earth System Science Education Alliance Online Courses

    NASA Astrophysics Data System (ADS)

    Botti, J.; Myers, R.

    2002-12-01

    Science education reform has skyrocketed over the last decade in large part thanks to technology-and one technology in particular, the Internet. The World Wide Web has opened up dynamic new online communities of learners. It has allowed educators from around the world to share thoughts about Earth system science and reexamine the way science is taught. A positive offshoot of this reform effort is the Earth System Science Education Alliance (ESSEA). This partnership among universities, colleges, and science education organizations is led by the Institute for Global Environmental Strategies and the Center for Educational Technologiestm at Wheeling Jesuit University. ESSEA's mission is to improve Earth system science education. ESSEA has developed three Earth system science courses for K-12 teachers. These online courses guide teachers into collaborative, student-centered science education experiences. Not only do these courses support teachers' professional development, they also help teachers implement Earth systems science content and age-appropriate pedagogical methods into their classrooms. The ESSEA courses are open to elementary, middle school, and high school teachers. Each course lasts one semester. The courses begin with three weeks of introductory content. Then teachers develop content and pedagogical and technological knowledge in four three-week learning cycles. The elementary school course focuses on basic Earth system interactions between land, life, air, and water. In week A of each learning cycle, teachers do earth system activities with their students. In week B teachers investigate aspects of the Earth system-for instance, the reason rocks change to soil, the relationship between rock weathering and soil nutrients, and the consequent development of biomes. In week C teachers develop classroom activities and share them online with other course participants. The middle school course stresses the effects of real-world events-volcanic eruptions

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

    ERIC Educational Resources Information Center

    Aykac, Necdet

    2012-01-01

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

  3. Teaching Particle Physics in the Open University's Science Foundation Course.

    ERIC Educational Resources Information Center

    Farmelo, Graham

    1992-01-01

    Discusses four topics presented in the science foundation course of the Open University that exemplify current developments in particle physics, in particular, and that describe important issues about the nature of science, in general. Topics include the omega minus particle, the diversity of quarks, the heavy lepton, and the discovery of the W…

  4. Laboratories for a Liberal Education Computer Science Course.

    ERIC Educational Resources Information Center

    Kiper, James D.; Bishop-Clark, Cathy

    Computer science and other computer related fields are faced with the high velocity of change in technology. Far more important than the knowledge of a particular software package is the liberal education skills that are learned in the process. This paper reviews the laboratory component of a new computer science course offered at Miami University…

  5. Science Fiction Courses: An Example and Some Alternatives

    ERIC Educational Resources Information Center

    Schmidt, Stanley A.

    1973-01-01

    Discusses a science fiction (SF) course conducted twice at Heidelberg College with lists of readings and supplementary aids presented. Indicates that the SF offerings are generally classified into three types and have the value of stimulating students' interests in science and its impact on civilization. (CC)

  6. JUNIOR HIGH SCHOOL, GENERAL SCIENCE, COURSE OF STUDY.

    ERIC Educational Resources Information Center

    Los Angeles City Schools, CA.

    THE PURPOSE OF THIS NATURAL AND PHYSICAL SCIENCE COURSE IS TO INSTILL IN THE PUPILS AN UNDERSTANDING OF THE PURPOSES AND METHODS OF SCIENCE RATHER THAN TO IMPART A CERTAIN BODY OF FACTS. EMPHASIS IS PLACED UPON CLASSROOM DEMONSTRATION AND EXPERIMENTATION SO THAT THE PUPIL WILL LEARN TO THINK CRITICALLY AND TO DEVELOP A QUESTIONING MIND. CONTINUITY…

  7. Shaping Attitudes toward Science in an Introductory Astronomy Course

    ERIC Educational Resources Information Center

    Wittman, David

    2009-01-01

    At many universities, astronomy is a popular way for nonscience majors to fulfill a general education requirement. Because general education astronomy may be the only college-level science course taken by these students, it is the last chance to shape the science attitudes of these future journalists, teachers, politicians, and voters. Hobson…

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

    ERIC Educational Resources Information Center

    Singh, Mamta K.

    2009-01-01

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

  9. Introduction of a Science Policy Course at the University of Oklahoma

    NASA Astrophysics Data System (ADS)

    Mishra, S.; Parsons, D.

    2012-12-01

    In modern society, science and policy are two processes that have a symbiotic relationship to each other; wherein policy dictates the direction of science while science shapes the future of policy. Although the policy side is often ignored in scientific environments, the rate of scientific advancement is heavily influenced by policy. Science policy is very different from the conduct of science itself and future scientists need to be aware of the issues and factors that dictate the present and future direction of science. Based on the intricate relationship between science and policy, it is essential to introduce an overview of the policy process to future scientists and decision makers. In the context of climate change, policy implications are extensive and critical owing to their large socio-economic impacts. Hence, knowledge of the policy process is even more relevant to earth scientists. In this regard, the proposal to start an introductory course in science policy is currently being discussed in the department of Meteorology at the University of Oklahoma. If such a course is approved, an interactive graduate level class will be introduced for students pursuing a career in science. Such a course will be cross- disciplinary and will be offered to a wide audience across the university. Since the American Meteorological Society's (AMS) Summer Policy Colloquium has been a very successful program in educating scientists about the policy process, a format similar to the colloquium may be adopted. The primary topics will include the understanding of policy fundamentals, effective communication, ethics and integrity in the conduct of scientific research, executive leadership in science and the responsibilities of a scientific leader, impact of science on globalization and international diplomacy, etc. The AMS policy program office will be consulted to help design the course curriculum. An overview of the steps involved in introducing the class will be presented at the

  10. Lived experiences of self-reported science-anxious students taking an interdisciplinary undergraduate science course

    NASA Astrophysics Data System (ADS)

    Minger, Mark Austin

    Having fears and frustrations while studying science topics can lead to science anxiety for some individuals. For those who experience science learning anxiety, the reality is often poor performance, lowered self-esteem, anger, and avoidance of further science courses. Using an interpretive approach, this study captures the experiences of five self-reported science anxious students as they participate in an interdisciplinary science course at the University of Minnesota. A series of three in-depth interviews were conducted with five students who were enrolled in the "Our Changing Planet" course offered at the University of Minnesota. The interviews were transcribed verbatim, coded, and analyzed thematically. Four major themes emerged from the interviews. Two of the themes involve the realities of being a science anxious student. These focus on participants' experiences of feeling frustrated, anxious and incompetent when studying both math and science; and the experiences of trying to learn science content that does not seem relevant to them. The last two themes highlight the participants' perceptions of their experiences during the "Our Changing Planet" course, including how the course seemed different from previous science courses as well as their learning experiences in cooperative groups. After presenting the themes, with supporting quotations, each theme is linked to the related literature. The essence of the participants' science anxiety experiences is presented and practical implications regarding science anxious students are discussed. Finally, insights gained and suggestions for further research are provided.

  11. 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.

  12. Reaching the Next Stephen Hawking: Five Ways to Help Students with Disabilities in Advanced Placement Science Classes

    ERIC Educational Resources Information Center

    Howard, Lori A.; Potts, Elizabeth A.; Linz, Ed

    2013-01-01

    As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral),…

  13. A short course in lunar geology for earth science instructors

    NASA Technical Reports Server (NTRS)

    Greeley, R.; Shultz, P.

    1975-01-01

    A four-day short course in lunar geology was developed, leading to the publication of a primer in lunar geology. The course was offered to 22 sponsored participants (community college teachers) and to representatives from the Lunar Science Institute, Houston, Texas, and from the Educational Program Office of NASA-Ames, on April 25-28, 1974. A follow-up survey of the course participants was made in two steps: on the last day of the course, and one year later. In general, the participants felt that the course was well organized and that the speakers were effective. Most of the participants introduced some aspects of what they learned into their own teaching material. Finally, a well-panel display about 7 1/2 feet high and 16 feet long designed to acquaint the viewer with elementary facts of lunar geology was constructed and permanently installed at the Space Science Center of Foothill College.

  14. Linking Science Fiction and Physics Courses

    ERIC Educational Resources Information Center

    McBride, Krista K.

    2016-01-01

    Generally, cohorts or learning communities enrich higher learning in students. Learning communities consist of conventionally separate groups of students that meet together with common academic purposes and goals. Types of learning communities include paired courses with concurrent student enrollment, living-learning communities, and faculty…

  15. An English Course in Science and Humanities.

    ERIC Educational Resources Information Center

    Reno, Robert P.

    1979-01-01

    One way in which changing attitudes toward scientific knowledge and technology can be made the focus of attention in a college literature course is suggested by this analysis of Christopher Marlowe's "Doctor Faustus," Mary Shelley's "Frankenstein," and Friedrich Durrenmatt's "The Physicists." (JMD)

  16. Graduate Experience in Science Education: The Development of a Science Education Course for Biomedical Science Graduate Students

    ERIC Educational Resources Information Center

    Markowitz, Dina G.; DuPre, Michael J.

    2007-01-01

    The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with…

  17. Earth System Science Online Courses for K-12 Teachers

    NASA Astrophysics Data System (ADS)

    Schwerin, T. G.

    2001-05-01

    The Earth System Science Education Alliance (ESSEA) is a partnership between the Institute for Global Environmental Strategies (IGES) and the Center for Educational Technologies (CET) at Wheeling Jesuit University, through funding from NASA's Earth Science Enterprise. ESSEA is supporting universities, colleges, and science education organizations in offering K-12 Earth system science online graduate courses that have been developed within the CET at Wheeling Jesuit University for NASA's Earth Science Enterprise. The Earth system science courses use an inquiry-based instructional design model, are delivered over the Internet, and feature student-centered, knowledge-building virtual communities. They have been successfully implemented for both in-service and pre-service teacher education. An annual announcement by ESSEA solicits proposals from US teams interested in offering the courses. Currently 12 institutions from across the US are offering the courses to teachers, with plans to select 7 new organizations in early 2001. This presentation will focus on the content and structure of the courses, which can be freely downloaded and used by any organization, as well as lessons learned about online instruction.

  18. Chinese Mandarin Advanced Course: Glossary for Newspaper and Periodicals Reader.

    ERIC Educational Resources Information Center

    Lipsett, Dale F.; Poelman, James S.

    This computer-produced glossary is a companion volume to the "Newspaper and Periodicals Reader" used in the "Chinese Mandarin Advanced Course" developed by the Defense Language Institute. The glossary is sorted according to Standard Telegraphic Code group order. In order to use the work, it is recommended that either "BIAZHUN DIANMA BEN" (People's…

  19. Beginning an Advanced Placement Music Course. Edition Y.

    ERIC Educational Resources Information Center

    Thomson, William; And Others

    The College Entrance Examination Board has prepared this publication to help secondary school teachers develop Advanced Placement (AP) courses in music. The discussion of strategy recommendations, reading materials, and record collections should be adapted to suit local preferences and individual skills. An opening section of general remarks…

  20. Nanocourses: A Short Course Format as an Educational Tool in a Biological Sciences Graduate Curriculum

    PubMed Central

    Bentley, Anna M.; Artavanis-Tsakonas, Spyros

    2008-01-01

    Traditional courses for graduate students in the biological sciences typically span a semester, are organized around the fundamental concepts of a single discipline, and are aimed at the needs of incoming students. Such courses demand significant time commitment from both faculty and course participants; thus, they are avoided by a subset of the academic science community. Course length and the high barrier to course development are inhibitory to the creation of new courses, especially in emerging areas of biology that may not merit a full-semester approach. Here, we describe the implementation of a new, graduate-level course format, created to allow for rapid development of courses, provide meaningful educational experiences for both junior and senior graduate students and other members of our community, and increase the breadth of faculty involvement in teaching. These courses are greatly abbreviated, and thus termed “nanocourses.” Based on experience from the first three semesters, nanocourses seem to accomplish the initial goals that we set. Importantly, nanocourses engaged students, postdoctoral fellows, faculty, and others, thus providing a new mechanism to educate our community in response to rapid advances in biology. In our view, nanocourses are a useful tool that can supplement graduate-level curricula in varied ways. PMID:18519608

  1. Stereotyped: Investigating Gender in Introductory Science Courses

    ERIC Educational Resources Information Center

    Lauer, Shanda; Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Christensen, Warren; Montplaisir, Lisa

    2013-01-01

    Research in science education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. Research efforts to reduce achievement gaps by mediating the impact of stereotype threat have found success with a short values-affirmation writing exercise. In biology and…

  2. Integration of Basic Sciences in Health's Courses

    ERIC Educational Resources Information Center

    Azzalis, L. A.; Giavarotti, L.; Sato, S. N.; Barros, N. M. T.; Junqueira, V. B. C.; Fonseca, F. L. A.

    2012-01-01

    Concepts from disciplines such as Biochemistry, Genetics, Cellular and Molecular Biology are essential to the understanding and treatment of an elevated number of illnesses, but often they are studied separately, with no integration between them. This article proposes a model for basic sciences integration based on problem-based learning (PBL) and…

  3. Contemporary Issues in Science. Course Manual.

    ERIC Educational Resources Information Center

    Staten Island Continuum of Education, NY.

    This manual is designed to provide practical assistance to teachers in Contemporary Issues in Science programs. The manual, divided into five sections, includes activities designed to help students develop skills in reading, writing, speaking, listening, research, and critical thinking. Provided in section 1 (source selection) is a teaching unit…

  4. 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.

  5. Advancing Careers in Information Science and Technology

    ERIC Educational Resources Information Center

    Stanton, Wilbur W.; Templeton, Dennie E.; Chase, Joe D.; Rose, Melinda; Eaton, Carlotta

    2005-01-01

    The authors discuss the joining of 12 Virginia community colleges from the Appalachian region of southwestern Virginia with Radford University to form the Regional Technology Education Consortium (RTEC), a three-year project funded by the National Science Foundation Advanced Technological Education program and designed to develop articulation…

  6. Advances in the Science of Assessment

    ERIC Educational Resources Information Center

    Shute, Valerie J.; Leighton, Jacqueline P.; Jang, Eunice E.; Chu, Man-Wai

    2016-01-01

    Designing, developing, and administering assessments has remained fairly unchanged across the past century. However, recent developments in instructional technology, learning science theory, and advances in the design of assessments necessitate a newfound perspective on assessment. The objective of the present article is to review the topic of…

  7. Evaluating a Redesigned Large-enrollment Introductory Science Survey Course

    NASA Astrophysics Data System (ADS)

    Slater, Timothy F.; Slater, S. J.; Lyons, D. J.; in Astronomy, Cognition; Physics; Earth sciences Research CAPER Team

    2009-05-01

    Over the past two years, faculty in the we have engaged in a major course redesign effort for the undergraduate general education science requirement with the goal of improving student learning and attitudes while, at the same time, dramatically reducing costs of offering such a course. Using a reformed teaching framework of learner-centered education, the large-enrollment, introductory geosciences survey course was overhauled to include interactive lectures, just-in-time online quizzes, a next-generation textbook, and weekly discussions lead by graduate students and undergraduate peer mentors. We used a 2-group, pre-post, multiple-measures, mixed-method quasi-experimental study design. The Geosciences Concept Inventory (GCI) was given as a pre-test/post-test to students in the pre-modified course and the reformed course to compare student learning in terms of gain scores. Students in the unmodified course had a pre-test GCI percentage correct of 28.67 (SD=11.45, n=96) which increased to 45.26 (SD=11.76, n=84) on the post-test. After course redesign, students had a pre-test GCI percentage correct of 38.62 (SD=8.42, n=144) which increased a post-test GCI score of 48.73 (SD=7.49, n=132). In a similar way, the Likert-style Attitudes Toward Science Survey was given as an end-of-class post-test to students in the pre-modified course and as a pre-test/post-test the reformed course to compare student attitudes between the courses. The average ranking on a 5-point scale as a pre-test was 3.454 (SD=1.259, n=508) whereas the post-tests for the unmodified course was 3.49 (SD=1.05, n=101) and 3.50 (SD=1.127, n=369) for the reformed course. As is commonly observed in many instances, there are no statistical differences evident among the survey results. In contrast, 14 hours of interview and focus group transcripts reveal that students find the reformed course to be relevant to their lives and educationally satisfying, both of which are infrequently observed among traditional

  8. 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

  9. Integrating ethical topics in a traditional computer science course

    SciTech Connect

    Winrich, L.B.

    1994-12-31

    It is never hard to find additional, often unconventional, topics which seem to beg inclusion in standard courses. A dynamic discipline like computer science usually provides a steady stream of new technical ideas to vie for time and attention with more traditional material. As difficult as it may be to keep standard CS courses up-to-date with technical innovations, it often seems even more difficult to include non-technical topics even when there is universal agreement on their importance, Inevitably the question of whether or not such inclusion will compromise the technical content of the course arises. This paper describes an attempt to include two such topics in a traditional course in data structures. The two topics are writing and ethics and, although the effort concentrates on the inclusion of ethical questions in a standard CS course, writing is the vehicle for accomplishing this goal. Furthermore, the inclusion writing in the CS curriculum is certainly recognized as a desirable outcome.

  10. Preservice Science Teacher Beliefs about Teaching and the Science Methods Courses: Exploring Perceptions of Microteaching Outcomes

    ERIC Educational Resources Information Center

    McLaury, Ralph L.

    2011-01-01

    This study investigates beliefs about teaching held by preservice science teachers and their influences on self-perceived microteaching outcomes within interactive secondary science teaching methods courses. Hermeneutic methodology was used in cooperation with seven preservice science teachers (N = 7) to infer participant beliefs about teaching…

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

    ERIC Educational Resources Information Center

    Dasdemir, Ikramettin

    2014-01-01

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

  12. Adding a Bit More History to Science Courses

    NASA Astrophysics Data System (ADS)

    DeBuvitz, William

    2011-05-01

    The usual science course is not meant to be a history course and the usual science book is not meant to be a history book. However, most science books do include some historical information. Unfortunately, the history part is usually so brief that it is far from interesting and often so oversimplified that it is totally wrong. Introductory physics books often present the history of physics as a dull, cold, logical progression of discoveries and theories. As a result, the student might think that one day Sir Isaac Newton said to himself, "I think I'll produce a theory of gravitation." Then he sat down, wrote it all out, published it, received universal acclaim, and then was included in all physics textbooks. This view of science can look pretty dull and unappealing to students.

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

    NASA Astrophysics Data System (ADS)

    Lopez-Aleman, Ramon

    2015-04-01

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

  14. Syllabus for Weizmann Course: Earth System Science 101

    NASA Technical Reports Server (NTRS)

    Wiscombe, Warren J.

    2011-01-01

    This course aims for an understanding of Earth System Science and the interconnection of its various "spheres" (atmosphere, hydrosphere, etc.) by adopting the view that "the microcosm mirrors the macrocosm". We shall study a small set of microcosims, each residing primarily in one sphere, but substantially involving at least one other sphere, in order to illustrate the kinds of coupling that can occur and gain a greater appreciation of the complexity of even the smallest Earth System Science phenomenon.

  15. Introductory biology courses: a framework to support active learning in large enrollment introductory science courses.

    PubMed

    Smith, Ann C; Stewart, Richard; Shields, Patricia; Hayes-Klosteridis, Jennifer; Robinson, Paulette; Yuan, Robert

    2005-01-01

    Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students.

  16. Understanding Science and Technology Interactions Through Ocean Science Exploration: A Summer Course for Science Teachers

    NASA Astrophysics Data System (ADS)

    Baldauf, J.; Denton, J.

    2003-12-01

    In order to replenish the national supply of science and mathematics educators, the National Science Foundation has supported the formation of the Center for Applications of Information Technology in the Teaching and Learning of Science (ITS) at Texas A&M University. The center staff and affiliated faculty work to change in fundamental ways the culture and relationships among scientists, educational researchers, and teachers. ITS is a partnership among the colleges of education, science, geosciences, agriculture and life science at Texas A&M University. Participants (teachers and graduate students) investigate how science is done and how science is taught and learned; how that learning is assessed, and how scholarly networks among all engaged in this work can be encouraged. While the center can offer graduate degrees most students apply as non-degree seekers. ITS participants are schooled on classroom technology applications, experience working on project teams, and access very current research work being conducted by scientists. ITS offers a certificate program consisting of two summer sessions over two years that results in 12 hours of graduate credit that can be applied to a degree. Interdisciplinary project teams spend three intense weeks connecting current research to classroom practices. During the past summer with the beginning of the two-year sequence, a course was implemented that introduced secondary teachers to Ocean Drilling Program (ODP) contributions to major earth science themes, using core and logging data, engineering (technology) tools and processes. Information Technology classroom applications were enhanced through hands-on laboratory exercises, web resources and online databases. The course was structured around the following objectives. 1. Distinguish the purpose and goals of the Ocean Drilling Program from the Integrated Ocean Drilling Program and describe the comparable science themes (ocean circulation, marine sedimentation, climate history

  17. Recent advances in vacuum sciences and applications

    NASA Astrophysics Data System (ADS)

    Mozetič, M.; Ostrikov, K.; Ruzic, D. N.; Curreli, D.; Cvelbar, U.; Vesel, A.; Primc, G.; Leisch, M.; Jousten, K.; Malyshev, O. B.; Hendricks, J. H.; Kövér, L.; Tagliaferro, A.; Conde, O.; Silvestre, A. J.; Giapintzakis, J.; Buljan, M.; Radić, N.; Dražić, G.; Bernstorff, S.; Biederman, H.; Kylián, O.; Hanuš, J.; Miloševič, S.; Galtayries, A.; Dietrich, P.; Unger, W.; Lehocky, M.; Sedlarik, V.; Stana-Kleinschek, K.; Drmota-Petrič, A.; Pireaux, J. J.; Rogers, J. W.; Anderle, M.

    2014-04-01

    Recent advances in vacuum sciences and applications are reviewed. Novel optical interferometer cavity devices enable pressure measurements with ppm accuracy. The innovative dynamic vacuum standard allows for pressure measurements with temporal resolution of 2 ms. Vacuum issues in the construction of huge ultra-high vacuum devices worldwide are reviewed. Recent advances in surface science and thin films include new phenomena observed in electron transport near solid surfaces as well as novel results on the properties of carbon nanomaterials. Precise techniques for surface and thin-film characterization have been applied in the conservation technology of cultural heritage objects and recent advances in the characterization of biointerfaces are presented. The combination of various vacuum and atmospheric-pressure techniques enables an insight into the complex phenomena of protein and other biomolecule conformations on solid surfaces. Studying these phenomena at solid-liquid interfaces is regarded as the main issue in the development of alternative techniques for drug delivery, tissue engineering and thus the development of innovative techniques for curing cancer and cardiovascular diseases. A review on recent advances in plasma medicine is presented as well as novel hypotheses on cell apoptosis upon treatment with gaseous plasma. Finally, recent advances in plasma nanoscience are illustrated with several examples and a roadmap for future activities is presented.

  18. Student experiences in an integrated science course: A phenomenological study

    NASA Astrophysics Data System (ADS)

    Crapenhoft-Gatewood, Kelly Lynn

    The purpose of conducting this study was to describe the experiences of average to high-achieving, middle-income students in a newly implemented integrated science course at a Midwest inner-city high school. The focus of this study was to describe the meaning students ascribed to their experiences in this non-tracked, two-year science course, in which many of the suggestions made by science reform efforts were implemented. A phenomenological approach was used in order to develop a holistic picture of the student participants' experiences. Data collection was confined to interviewing, observing, and analyzing the journals of four middle-income, average to high-achieving students enrolled in the same class during the 1994-95 school year. The data were subjective perceptions of the students in their learning environment. A modified version of the Colaizzi method of analysis of phenomenological data was used. This design utilized the Epoche, Phenomenological Reduction, Imaginative Variation and Synthesis. Co-researchers' statements were clustered into horizons of meaning and organized into themes. The textural themes included curriculum, instruction, teachers, peers, and overall impressions. Relationships to time and interactions with peers and teachers were among the structural themes. From these themes, individual and composite textual descriptions were developed. With the addition of the structural components, an integrated composite textual-structural description of the students' experience in the integrated science course resulted. This final product captured the meanings and essences of their experience. This study adds to the scholarly literature and research as it relates to the implementation of progressive pedagogy and theory regarding student experiences in a science course. It will improve educational practice by helping educators make informed decisions regarding curriculum reform, instructional practices, and classroom environment. This study will also

  19. "Two Cultures" Topics for General Studies Science Courses.

    ERIC Educational Resources Information Center

    Larson, James H.

    1982-01-01

    Theses proposed in C. P. Snow's book "The Two Cultures," including uncommunicative scientific and literary groups, gap between rich and poor, overpopulation, and nuclear war remain viable topics. Discusses the scientific and literary cultural gap and what can be done in general studies science courses to ameliorate the condition. (Author/JN)

  20. Women and Spatial Change: Learning Resources for Social Science Courses.

    ERIC Educational Resources Information Center

    Rengert, Arlene C., Ed.; Monk, Janice J., Ed.

    Six units focusing on the effects of spatial change on women are designed to supplement college introductory courses in geography and the social sciences. Unit 1, Woman and Agricultural Landscapes, focuses on how women contributed to landscape change in prehistory, women's impact on the environment, and the hypothesis that women developed…

  1. Web-Casting of Geographic Information Science Graduate Courses

    ERIC Educational Resources Information Center

    Onsrud, Harlan J.

    2005-01-01

    This case study from the University of Maine relates challenges, experiences and opportunities in broadcasting existing geographic information science graduate courses across the web using video streaming of class sessions in combination with web hosting of assignments, lecture outlines and reading materials. Technical, financial, logistical and…

  2. Voluntary Election of Basic Science Courses by Medical Students

    ERIC Educational Resources Information Center

    Rosse, Cornelius; Swanson, August G.

    1975-01-01

    The curriculum at the University of Washington places responsibility on the student in planning his education. Four entering classes elected a high number of credits in anatomy and pharmacology. A need for basic science courses is perceived by the medical student, and their voluntary election is bound to facilitate learning. (Editor/PG)

  3. Classroom Activities and Demonstrations for Use in Behavioral Science Courses.

    ERIC Educational Resources Information Center

    Cology, Lorry J.

    This compilation provides descriptions of and resource materials for 25 classroom activities or demonstrations for behavioral science courses. For each activity, the following information is provided: subject area, source, time required and materials needed. In addition, discussion questions and comments on the value and use of the activities are…

  4. Polymerization Simulator for Introductory Polymer and Material Science Courses

    ERIC Educational Resources Information Center

    Chirdon, William M.

    2010-01-01

    This work describes how molecular simulation of polymerization reactions can be used to enrich introductory polymer or material science courses to give students a deeper understanding of free-radical chain and stepwise growth polymerization reactions. These simulations have proven to be effective media for instruction that do not require material…

  5. Design of Chemistry Teacher Education Course on Nature of Science

    ERIC Educational Resources Information Center

    Vesterinen, Veli-Matti; Aksela, Maija

    2013-01-01

    To enhance students' understanding of nature of science (NOS), teachers need adequate pedagogical content knowledge related to NOS. The educational design research study presented here describes the design and development of a pre-service chemistry teacher education course on NOS instruction. The study documents two iterative cycles of…

  6. Communicating Ocean Sciences College Courses: Science Faculty and Educators Working and Learning Together

    NASA Astrophysics Data System (ADS)

    Halversen, C.; Simms, E.; McDonnell, J. D.; Strang, C.

    2011-12-01

    As the relationship between science and society evolves, the need for scientists to engage and effectively communicate with the public about scientific issues has become increasingly urgent. Leaders in the scientific community argue that research training programs need to also give future scientists the knowledge and skills to communicate. To address this, the Communicating Ocean Sciences (COS) series was developed to teach postsecondary science students how to communicate their scientific knowledge more effectively, and to build the capacity of science faculty to apply education research to their teaching and communicate more effectively with the public. Courses are co-facilitated by a faculty scientist and either a K-12 or informal science educator. Scientists contribute their science content knowledge and their teaching experience, and educators bring their knowledge of learning theory regarding how students and the public make meaning from, and understand, science. The series comprises two university courses for science undergraduate and graduate students that are taught by ocean and climate scientists at approximately 25 universities. One course, COS K-12, is team-taught by a scientist and a formal educator, and provides college students with experience communicating science in K-12 classrooms. In the other course, COSIA (Communicating Ocean Sciences to Informal Audiences), a scientist and informal educator team-teach, and the practicum takes place in a science center or aquarium. The courses incorporate current learning theory and provide an opportunity for future scientists to apply that theory through a practicum. COS addresses the following goals: 1) introduce postsecondary students-future scientists-to the importance of education, outreach, and broader impacts; 2) improve the ability of scientists to communicate science concepts and research to their students; 3) create a culture recognizing the importance of communicating science; 4) provide students and

  7. Advanced Sciences and Technology Research for Astrodynamics

    NASA Astrophysics Data System (ADS)

    Jah, M.

    The Advanced Sciences and Technology Research Institute for Astrodynamics (ASTRIA) has been created as a research endeavor that focuses all astrodynamics R&D within the Air Force Research Laboratory (AFRL). ASTRIA is mainly a consortium of academic partners brought together to bear on the nation's challenges as related to astrodynamics sciences and technologies. An overview of ASTRIA is presented as well as examples of several research efforts that are relevant to data/track association, UCT/cross-tagging mitigation, and attitude recovery from light curve data.

  8. Advancing Water Science through Improved Cyberinfrastructure

    NASA Astrophysics Data System (ADS)

    Koch, B. J.; Miles, B.; Rai, A.; Ahalt, S.; Band, L. E.; Minsker, B.; Palmer, M.; Williams, M. R.; Idaszak, R.; Whitton, M. C.

    2012-12-01

    Major scientific advances are needed to help address impacts of climate change and increasing human-mediated environmental modification on the water cycle at global and local scales. However, such advances within the water sciences are limited in part by inadequate information infrastructures. For example, cyberinfrastructure (CI) includes the integrated computer hardware, software, networks, sensors, data, and human capital that enable scientific workflows to be carried out within and among individual research efforts and across varied disciplines. A coordinated transformation of existing CI and development of new CI could accelerate the productivity of water science by enabling greater discovery, access, and interoperability of data and models, and by freeing scientists to do science rather than create and manage technological tools. To elucidate specific ways in which improved CI could advance water science, three challenges confronting the water science community were evaluated: 1) How does ecohydrologic patch structure affect nitrogen transport and fate in watersheds?, 2) How can human-modified environments emulate natural water and nutrient cycling to enhance both human and ecosystem well-being?, 3) How do changes in climate affect water availability to support biodiversity and human needs? We assessed the approaches used by researchers to address components of these challenges, identified barriers imposed by limitations of current CI, and interviewed leaders in various water science subdisciplines to determine the most recent CI tools employed. Our preliminary findings revealed four areas where CI improvements are likely to stimulate scientific advances: 1) sensor networks, 2) data quality assurance/quality control, 3) data and modeling standards, 4) high performance computing. In addition, the full potential of a re-envisioned water science CI cannot be realized without a substantial training component. In light of these findings, we suggest that CI

  9. Student-Centered Learning in an Earth Science, Preservice, Teacher-Education Course

    ERIC Educational Resources Information Center

    Avard, Margaret

    2009-01-01

    In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…

  10. Evaluation of an Individualized Earth Science Course Designed for College Non-Science Majors.

    ERIC Educational Resources Information Center

    Wright, James Curtis

    The purpose of the study was to determine the effectiveness of an individualized earth science course designed as a general education course for nonscience majors at the University of Dubuque. The population of students consisted of all freshman and sophomore nonscience majors who entered the university in 1969 and 1970 as full-time students. The…

  11. The Advanced Lab Course at the University of Houston

    NASA Astrophysics Data System (ADS)

    Forrest, Rebecca

    2009-04-01

    The University of Houston Advanced Lab course is designed to help students understand the physics in classic experiments, become familiar with experimental equipment and techniques, gain experience with independent experimentation, and learn to communicate results orally and in writing. It is a two semester course, with a Lab Seminar also required during the first semester. In the Seminar class we discuss keeping a notebook and writing a laboratory report, error analysis, data fitting, and scientific ethics. The students give presentations, in pairs, on the workings and use of basic laboratory equipment. In the Lab courses students do a one week introductory experiment, followed by six two-week experiments each semester. These range from traditional experiments in modern physics to contemporary experiments with superconductivity and chaos. The students are required to keep a laboratory notebook and to write a four-page paper for each experiment in the publication style of the American Institute of Physics. This course introduces students to the experimental tools and techniques used in physics, engineering, and industry laboratories, and allows them to mature as experimentalists.

  12. Dorm Room Labs for Introductory Space Science Courses

    NASA Astrophysics Data System (ADS)

    Moldwin, M.

    2011-12-01

    Many large lecture introductory space science courses do not have a lab component. At UCLA and the University of Michigan (UM), I have developed a set of Dorm Room Labs that students conduct as homework (or dormwork) to explore more deeply concepts covered in an Introduction to Space Weather course. The concepts are relevant for any general physics or space science course. Using qualitative research methods, I have found that these dorm room experiments have meaningful impact on enabling students to develop conceptual understanding of several important science and space physics topics. These include the structure of dipole magnetic fields, conducting a simple experiment controlling for a single variable at a time, understanding how sunspots help measure the rotation rate of the Sun, and the role of spectroscopy in determining the composition of the Sun. Both UCLA and UM offer faculty teaching mini-grants of about $500 per course that enables the purchase of Dorm Room Lab kits for classes of well over 100 students. The motivation, description of several dorm room kits, and results from non-rigorous qualitative research will be presented.

  13. 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.)

  14. What Constitutes High-Quality Discussion in Science? Research from the Perspectives on Science Course

    ERIC Educational Resources Information Center

    Levinson, Ralph; Hand, Michael; Amos, Ruth

    2012-01-01

    Perspectives on Science (POS) is a unique research-based post-16 course that addresses the history, philosophy and ethical aspects of science. Our central research question was to what extent is POS successful in promoting high-quality discussion in class and what factors influence this. Through questionnaires, interviews and observations of…

  15. Developing a constructivist learning environment in online postsecondary science courses

    NASA Astrophysics Data System (ADS)

    Hackworth, Sylvester N.

    This Delphi study addressed the concerns of postsecondary educators regarding the quality of education received by postsecondary science students who receive their instruction online. This study was framed with the constructivist learning theory and Piaget's and Dewey's cognitive development theories. The overarching question addressed a gap in research literature surrounding the pedagogical practices that could be successfully applied to future postsecondary online science education. The panel consisted of 30 experts in the area of online postsecondary education. Qualitative data from the initial seed questions were used to create a Likert-type survey to seek consensus of the themes derived from participant responses. Participants reached agreement on six items: apply constructivism to science curricula, identify strengths and challenges of online collegiate students, explicate students' consequences due to lack of participation in discussion forums, ensure that online course content is relevant to students' lives, reinforce academic integrity, and identify qualities face-to-face collegiate science instructors need when transitioning to online science instructors. The majority of participants agreed that gender is not an important factor in determining the success of an online collegiate science student. There was no consensus on the efficacy of virtual labs in an online science classroom. This study contributes to positive social change by providing information to new and struggling postsecondary science teachers to help them successfully align their instruction with students' needs and, as a result, increase students' success.

  16. Advancing Water Science through Data Visualization

    NASA Astrophysics Data System (ADS)

    Li, X.; Troy, T.

    2014-12-01

    As water scientists, we are increasingly handling larger and larger datasets with many variables, making it easy to lose ourselves in the details. Advanced data visualization will play an increasingly significant role in propelling the development of water science in research, economy, policy and education. It can enable analysis within research and further data scientists' understanding of behavior and processes and can potentially affect how the public, whom we often want to inform, understands our work. Unfortunately for water scientists, data visualization is approached in an ad hoc manner when a more formal methodology or understanding could potentially significantly improve both research within the academy and outreach to the public. Firstly to broaden and deepen scientific understanding, data visualization can allow for more analyzed targets to be processed simultaneously and can represent the variables effectively, finding patterns, trends and relationships; thus it can even explores the new research direction or branch of water science. Depending on visualization, we can detect and separate the pivotal and trivial influential factors more clearly to assume and abstract the original complex target system. Providing direct visual perception of the differences between observation data and prediction results of models, data visualization allows researchers to quickly examine the quality of models in water science. Secondly data visualization can also improve public awareness and perhaps influence behavior. Offering decision makers clearer perspectives of potential profits of water, data visualization can amplify the economic value of water science and also increase relevant employment rates. Providing policymakers compelling visuals of the role of water for social and natural systems, data visualization can advance the water management and legislation of water conservation. By building the publics' own data visualization through apps and games about water

  17. Individuals and Institutions : How to Advance Women in Science

    NASA Astrophysics Data System (ADS)

    Valian, Virginia

    2015-01-01

    The inception of the NSF ADVANCE program marked a change in NSF's efforts to improve the advancement of women in the sciences. Previous efforts had focused on providing women with funding to pursue their research. ADVANCE focuses on changing the institutions in which women do their research. Evidence of ADVANCE's successes can be seen both in the careers of individual women and in hiring and retention figures at the institutions that received funding. In Part 1, I will review interventions that help women to succeed, with a focus on the Sponsorship Program and the Workshop Series for Junior Faculty that the Gender Equity Project at Hunter College developed. In Part 2, I will review successes in changing hiring practices, with a focus on ADVANCE programs from the University of Michigan and the University of Wisconsin. In Part 3, I will analyze the costs and benefits of the two types of intervention, including the long time course of institutional change, the helpful or hurtful role that leaders can play, the need for intervention at the departmental level, and the potential for individuals to change institutions.

  18. A Life-Science Action Course for Junior High School

    ERIC Educational Resources Information Center

    Henley ,Wes W.

    1972-01-01

    Several suggestions are provided for making life-science programs effective in junior high schools. Teacher's job can be made lighter if advanced planning and execution are done wisely. Problems ranging from shortage of space to final grading are discussed. Workable solutions are suggested for each situation. (PS)

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

    ERIC Educational Resources Information Center

    Khoon, Koh Aik; Jalal, Azman

    2008-01-01

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

  20. Experiences of successful undergraduate students in online science courses

    NASA Astrophysics Data System (ADS)

    Barnes, Carolyn A.

    This qualitative phenomenological study explored successful undergraduate experiences in online science courses to determine factors that contributed the necessary support for their success. The research questions were: (1) What personal factors contributed to student success in an online science course? (2) What university supports and interventions were available that contributed to student success? (3) What challenges or barriers to success were encountered? and (4) What advice or suggestions can be offered to enable future students to be successful? Thirteen undergraduate students were interviewed. After the interviews were transcribed and coded, the researcher analyzed the data to establish commonalities among student experiences. Finally, interpretations of the themes were applied to the research questions. The findings in the study indicated there was no one characteristic or single factor that contributed to the successful experiences of all online students, but a myriad of characteristics and factors that combined to play a role in student success in an online science course. Identifying and understanding the characteristics and factors presented may enable the university to create better support systems to promote future student success and retention.

  1. Teaching professionalism in science courses: anatomy to zoology.

    PubMed

    Macpherson, Cheryl C

    2012-02-01

    Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences.

  2. Advanced science and applications space platform

    NASA Technical Reports Server (NTRS)

    White, J.; Runge, F. C.

    1981-01-01

    Requirements for and descriptions of the mission equipment, subsystems, configuration, utilities, and interfaces for an Advanced Science and Applications Space Platform (ASASP) are developed using large space structure technology. Structural requirements and attitude control system concepts are emphasized. To support the development of ASASP requirements, a mission was described that would satisfy the requirements of a representative set of payloads requiring large separation distances selected from the Science and Applications Space Platform data base. Platform subsystems are defined which support the payload requirements and a physical platform concept is developed. Structural system requirements which include utilities accommodation, interface requirements, and platform strength and stiffness requirements are developed. An attitude control system concept is also described. The resultant ASASP is analyzed and technological developments deemed necessary in the area of large space systems are recommended.

  3. Advanced Chemical Propulsion for Science Missions

    NASA Technical Reports Server (NTRS)

    Liou, Larry

    2008-01-01

    The advanced chemical propulsion technology area of NASA's In-Space Technology Project is investing in systems and components for increased performance and reduced cost of chemical propulsion technologies applicable to near-term science missions. Presently the primary investment in the advanced chemical propulsion technology area is in the AMBR high temperature storable bipropellant rocket engine. Scheduled to be available for flight development starting in year 2008, AMBR engine shows a 60 kg payload gain in an analysis for the Titan-Enceladus orbiter mission and a 33 percent manufacturing cost reduction over its baseline, state-of-the-art counterpart. Other technologies invested include the reliable lightweight tanks for propellant and the precision propellant management and mixture ratio control. Both technologies show significant mission benefit, can be applied to any liquid propulsion system, and upon completion of the efforts described in this paper, are at least in parts ready for flight infusion. Details of the technologies are discussed.

  4. Advanced Biotelemetry Systems for Space Life Sciences

    NASA Technical Reports Server (NTRS)

    Hines, John W.; Connolly, John P. (Technical Monitor)

    1994-01-01

    The Sensors 2000! Program at NASA-Ames Research Center is developing an Advanced Biotelemetry System (ABTS) for Space Life Sciences applications. This modular suite of instrumentation is planned to be used in operational spaceflight missions, ground-based research and development experiments, and collaborative, technology transfer and commercialization activities. The measured signals will be transmitted via radio-frequency (RF), electromagnetic or optical carriers and direct-connected leads to a remote ABTS receiver and data acquisition system for data display, storage, and transmission to Earth. Intermediate monitoring and display systems may be hand held or portable, and will allow for personalized acquisition and control of medical and physiological data.

  5. A Chemistry Course with a Laboratory for Non-Science Majors

    NASA Astrophysics Data System (ADS)

    Schultz, Emeric

    2000-08-01

    Frontiers in Science and Technology is a 3-credit, non-science-majors course. It consists of one 2-hour lab and two 1-hour lectures per week. The course components are arranged to permit starting an experiment in the morning, allowing it to "happen" between periods, and completing it in the afternoon "lecture" section. Lecture and lab mixing occurs throughout the course and is driven by the project-focused lab agenda. Lecture topics follow an evolutionary story line starting with the Big Bang, through the development of stars and planets to life on earth. The topics of bonding, structure, and interactions are aided by molecular modeling. Biomolecules are built, followed by the fundamentals of molecular biology, followed by topical coverage of the advances and consequences of biotechnology. The laboratory involves cooperative learning and is project directed. The three projects are (i) probability and the nature of radioactivity; (ii) molecular modeling; and (iii) cloning of the gene for bioluminescence. The nature of the laboratory experience breaks several paradigms normally associated with a chemistry lab experience. Student evaluation of the course is very positive, the most important result being that these non-science-majors gain a substantial amount of confidence working in the lab.

  6. Physics Myth Busting: A Lab-Centered Course for Non-Science Students

    ERIC Educational Resources Information Center

    Madsen, Martin John

    2011-01-01

    There is ongoing interest in how and what we teach in physics courses for non-science students, so-called "physics for poets" courses. Art Hobson has effectively argued that teaching science literacy should be a key ingredient in these courses. Hobson uses Jon Millers definition of science literacy, which has two components: first, "a basic…

  7. The Structure and Assessment of a Unique and Popular Interdisciplinary Science Course for Nonmajors

    ERIC Educational Resources Information Center

    Train, Tonya Laakko; Gammon, David E.

    2012-01-01

    Science Without Borders is a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors at a masters-level university. Registrar data showed that nonscience majors were far more likely to choose this course compared with other, discipline-based science courses. In an…

  8. Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses

    ERIC Educational Resources Information Center

    Shell, Duane F.; Soh, Leen-Kiat

    2013-01-01

    The goal of the present study was to utilize a profiling approach to understand differences in motivation and strategic self-regulation among post-secondary STEM students in major versus required non-major computer science courses. Participants were 233 students from required introductory computer science courses (194 men; 35 women; 4 unknown) at…

  9. Physics Myth Busting: A Lab-Centered Course for Non-Science Students

    NASA Astrophysics Data System (ADS)

    Madsen, Martin John

    2011-10-01

    There is ongoing interest in how and what we teach in physics courses for non-science students, so-called "physics for poets" courses. Art Hobson has effectively argued that teaching science literacy should be a key ingredient in these courses. Hobson uses Jon Millers definition of science literacy, which has two components: first, "a basic knowledge of key scientific concepts," and second, "an understanding of the process of science."2 In preparing to teach our course for non-science students, I found that the majority of textbooks and courses focus on the first component. However, I wanted a lab-centered course that would give students hands-on practice doing science. I describe in this article a course I designed and implemented at Wabash College that focused on teaching students "the process of science." The course was titled "Adventures in Physics: Mythbusters" and was based loosely on the popular Discovery Channel show "MythBusters."3

  10. Advance Network Reservation and Provisioning for Science

    SciTech Connect

    Balman, Mehmet; Chaniotakis, Evangelos; Shoshani, Arie; Sim, Alex

    2009-07-10

    We are witnessing a new era that offers new opportunities to conduct scientific research with the help of recent advancements in computational and storage technologies. Computational intensive science spans multiple scientific domains, such as particle physics, climate modeling, and bio-informatics simulations. These large-scale applications necessitate collaborators to access very large data sets resulting from simulations performed in geographically distributed institutions. Furthermore, often scientific experimental facilities generate massive data sets that need to be transferred to validate the simulation data in remote collaborating sites. A major component needed to support these needs is the communication infrastructure which enables high performance visualization, large volume data analysis, and also provides access to computational resources. In order to provide high-speed on-demand data access between collaborating institutions, national governments support next generation research networks such as Internet 2 and ESnet (Energy Sciences Network). Delivering network-as-a-service that provides predictable performance, efficient resource utilization and better coordination between compute and storage resources is highly desirable. In this paper, we study network provisioning and advanced bandwidth reservation in ESnet for on-demand high performance data transfers. We present a novel approach for path finding in time-dependent transport networks with bandwidth guarantees. We plan to improve the current ESnet advance network reservation system, OSCARS [3], by presenting to the clients, the possible reservation options and alternatives for earliest completion time and shortest transfer duration. The Energy Sciences Network (ESnet) provides high bandwidth connections between research laboratories and academic institutions for data sharing and video/voice communication. The ESnet On-Demand Secure Circuits and Advance Reservation System (OSCARS) establishes

  11. ELECTRICAL SCIENCE COURSE FOR ENGINEERING COLLEGE SOPHOMORES, DEVELOPMENT OF AN INTEGRATED PROGRAM UTILIZING A BROAD RANGE OF MATERIALS. FINAL REPORT.

    ERIC Educational Resources Information Center

    BALABANIAN, NORMAN; LEPAGE, WILBUR R.

    THIS INSTRUCTIONAL PROGRAM, A ONE-YEAR COURSE IN ELECTRICAL ENGINEERING SEEKS TO REMEDY LONG-STANDING INADEQUACIES IN AMERICAN ENGINEERING EDUCATION, WHICH HAVE EXISTED BECAUSE ENGINEERING TEACHERS' HAVE LACKED AWARENESS OF (1) INTRICACIES OF THE LEARNING PROCESS, AND (2) ADVANCES IN BEHAVIORAL SCIENCE RELATED TO THE EDUCATIONAL PROCESS. IN THE…

  12. 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…

  13. Charting a Course to Earth System Science Literacy

    NASA Astrophysics Data System (ADS)

    Karsten, J. L.; Koch, L.; Ridky, R.; Wei, M.; Ladue, N.

    2008-12-01

    Public literacy of fundamental ideas in Earth System Science (ESS) is immensely important, both because of its relevance to the daily lives of individual citizens and the role played by informed policy decisions related to water, energy, climate change, and hazards in securing our Nation's well-being and prosperity. The National Science Education Standards (NRC, 1996) argued that topics which comprise ESS also have tremendous value in providing context and meaning for the teaching of Biology, Chemistry, and Physics concepts and their applications, thereby serving the goals of the America COMPETES Act. Yet, as documented in the 2006 Program for International Student Assessment (PISA) results, the U.S. continues to lag significantly behind other developed nations in science literacy. A major obstacle to improving public ESS literacy, specifically, and strengthening science literacy, in general, is the fact that fewer than 30% of students in U.S. high schools take any courses related to ESS. Often, these courses are taught by teachers with limited preparation in this content area. A new grass-roots movement within the geoscience research and education communities, fueled by interagency collaboration, is seeking to overcome these obstacles and steer a new course for ESS education in the Nation. The Earth System Science Literacy Initiative (ESSLI) builds on recent efforts within portions of the geosciences community to reach consensus on what defines scientific literacy within their fields. Individual literacy frameworks now exist for the ocean, atmospheric science, Earth science, and climate topic areas, and others are under development. The essential principles and fundamental concepts articulated in these frameworks provide consistent core messages that can be delivered and reinforced not only through formal education channels, but also through informal education activities and the media, thereby avoiding the inherent obstacles of the formal education setting

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

    ERIC Educational Resources Information Center

    Laing-Kean, Claudine A. M.

    2010-01-01

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

  15. [Educational program in the Medical Science Course, Kitasato University School of Allied Health Sciences].

    PubMed

    Kitasato, Hidero; Takahashi, Shinichiro; Ohbu, Makoto; Obata, Fumiya; Ogawa, Zensuke; Sato, Yuichi; Hattori, Manabu; Saito-Taki, Tatsuo; Hara, Kazuya; Okano, Tetsuroh; Kubo, Makoto; Maruyama, Hiroko; Tsuchiya, Benio; Okazaki, Toshio; Ishii, Naohito; Nishimura, Yukari; Takada, Nobukazu; Abe, Michiko; Hachimura, Kazuo; Tanigawa, Kozo; Katagiri, Masato

    2008-07-01

    The aim of education in the Medical Laboratory Science course, Kitasato University School of Allied Health Sciences, is to bring up train students who have Kitasato spirit, for careers in laboratory medicine of hospital or scientific staff of medical companies or as researchers. General and enlightening education concerning "Kitasato spirit" and professional education composed of major subjects was carried out in the first and during the 2nd and two third of 3rd grade, respectively. Medical practice and research training were alternatively carried out for 6 months between November of the 3rd year and November of the 4th year, in order to gain practical experience. Two problem-based learning (PBL) tutorial courses, "Infectious Diseases Course" and "Team Medical Care--Interprofessional Collaborations" were also carried out at the end of the 3rd and beginning of the 4th years, respectively, in order to convert a memory to knowledge. Team medical care course enrolls 1000 students at the School of Allied Health Sciences, Medicine, Nursing, Pharmacy and Kitasato College Applied Clinical Dietetics Course, is now one of special courses available at our university. This attempt is thought to result in a way of thinking that recognizes the importance of co-operation as a team member and personal contributions to actual team medical care.

  16. The Interactive Impact of Race and Gender on High School Advanced Course Enrollment

    ERIC Educational Resources Information Center

    Corra, Mamadi; Carter, J. Scott; Carter, Shannon K.

    2011-01-01

    Data from the North Carolina Department of Public Instruction archive are used to assess the joint effect of race and gender on advanced academic (advanced placement and honors) course enrollment within a school district with an open enrollment policy. Using student SAT scores; the authors compare expected levels of advanced course enrollment for…

  17. Becoming an elementary science teacher: Identity development in a science methods course

    NASA Astrophysics Data System (ADS)

    Creighton, Laura L.

    Many elementary teachers express a lack of positive connection and personal involvement with science subject matter, which, in turn, negatively influences how they think about teaching science. This dissertation study considers the potentially powerful role teacher educators can play in improving future science teachers' ideas and attitudes toward teaching science. Combining insights from ethnography and discourse analysis, this study addresses how participating in a university science methods course shapes prospective elementary teachers views of themselves as science teachers. This dissertation analysis contributes to educational research in both practical and theoretical ways. Practically, it aims to document the learning demands of becoming an elementary science teacher, while specifying aspects of an undergraduate science methods course that support or inhibit future teachers from meeting those demands. Such an analysis should be of general interest to science teacher educators and researchers as it will help them rethink the design of university science methods courses and begin to address what kinds of science teachers prospective elementary teachers are learning to become as they participate in these courses. Inquiry-based science instruction challenges even the most experienced teachers let alone beginning teachers. Teacher educators and researchers need to develop a greater understanding of what kinds of science teachers prospective elementary teachers are learning to become and how we can facilitate their developing identities as reform-based elementary science teachers. Theoretically, this research contributes in at least two ways. First, while educational researchers have recognized in the last few years that subject matter acts as a pivotal context for teaching, there have been very few studies that examine how teachers construct different identities depending on the subject-matter context in which they teach. By focusing on prospective teachers, this

  18. Bridging the Gap: Embedding Communication Courses in the Science Undergraduate Curriculum

    ERIC Educational Resources Information Center

    Jandciu, Eric; Stewart, Jaclyn J.; Stoodley, Robin; Birol, Gülnur; Han, Andrea; Fox, Joanne A.

    2015-01-01

    The authors describe a model for embedding science communication into the science curriculum without displacing science content. They describe the rationale, development, design, and implementation of two courses taught by science faculty addressing these criteria. They also outline the evaluation plan for these courses, which emphasize broad…

  19. Teachers' Perceived Pedagogical Changes in Earth System Science Instruction: An Earth System Science Education Alliance (ESSEA) Online Course

    NASA Astrophysics Data System (ADS)

    Adams, P. E.

    2008-12-01

    In cooperation with the Earth System Science Education Alliance (ESSEA), Fort Hays State University conducted three online Earth System Science courses for teachers in Kansas during the 2007-2008 academic year. The teachers participating in the courses were given a pre- and a post- survey to ascertain if there were any perceived changes in their understanding of Earth System Science content and if there were any changes in their strategies for teaching Earth System Science. The three courses offered to the teacher participants were Climate Change,Natural Disasters,and Science in your Backyard. Outcomes and suggestions for course improvements will be presented in this poster session.

  20. Accelerated Integrated Science Sequence: An Interdisciplinary Introductory Course for Science Majors

    PubMed Central

    Copp, Newton H.; Black, Kersey; Gould, Scot

    2012-01-01

    We report here on our development of an introductory science course sequence that integrates biology, chemistry and physics in order to foster an interdisciplinary perspective in future science majors. Accelerated Integrated Science Sequence (AISS) is a two semester, double credit sequence co-taught by a biologist, a physicist and a chemist to first year undergraduates who plan to major in a natural science field. Topics are organized within a thematic framework. The course sequence also features integration of various pedagogical approaches as students shift from one type of activity to another within the same class session. The presence of AISS in our curriculum over the past five years has been correlated with increased recruitment and graduation of students in science majors and a perception within the department that AISS has helped improve the culture of learning. These benefits outweigh the difficulties of developing such a course and encourage us that interdisciplinary introductory courses can make important contributions to training versatile scientists. PMID:23494601

  1. The relationship between attending science and math academies and students' college course taking patterns

    NASA Astrophysics Data System (ADS)

    Shannon, Barbara Jean

    Various studies address the question of why students fail to choose careers in the STEM fields of science, mathematics, engineering and technology. Inadequate preparation in these areas in secondary school has been shown to be one contributing factor. There is a lack of research on the possible role that alternative schools focusing on science and math play in preparing students for careers in STEM fields. Using student survey and interview data, this study addresses this deficiency by targeting three math and science academies. Subjects were members of the class of 2005. Responses from student surveys were analyzed to examine the relationship between attendance at one of three science and math academies and the courses students pursued in the freshman year of college. Data from the alumni survey database maintained by the National Consortium of Specialized Secondary Schools of Math, Science, and Technology were used to ascertain if students graduating from science and math academies showed a greater persistence in intent to pursue STEM related careers than the national norm. Comparisons of interview data, websites, and documents revealed the differences and similarities between the three science and math academies in preparing students for careers in math and science. Statistical analysis of student responses found that generally, students reported that attending these particular schools gave them an advantage over their peers in taking advanced level courses during the freshman year. When compared with the national percent distribution for freshman intending to pursue STEM majors, the data provided by the Consortium showed that students who graduated from the science and math academies in the study showed greater intent to pursue STEM majors by 19-25 percentage points over their peers. The schools provide a challenging, rigorous curriculum. Students are expected to take more science and math courses than they would if they had remained at their home schools while

  2. Prospective Science Teachers' Attitudes and Views of Using Journal Writing in the "Methods of Teaching Science" Course

    ERIC Educational Resources Information Center

    Ambusaidi, Abdullah

    2014-01-01

    The aim of this study was to investigate the attitudes of prospective science teachers at Sultan Qaboos University towards and their views about using journal writing in the Methods of Teaching Science course. Twenty-six prospective science teachers were asked to write about each topic in the course in their journal to show their understanding of…

  3. Technologies Advance UAVs for Science, Military

    NASA Technical Reports Server (NTRS)

    2010-01-01

    A Space Act Agreement with Goddard Space Flight Center and West Virginia University enabled Aurora Flight Sciences Corporation, of Manassas, Virginia, to develop cost-effective composite manufacturing capabilities and open a facility in West Virginia. The company now employs 160 workers at the plant, tasked with crafting airframe components for the Global Hawk unmanned aerial vehicle (UAV) program. While one third of the company's workforce focuses on Global Hawk production, the rest of the company develops advanced UAV technologies that are redefining traditional approaches to unmanned aviation. Since the company's founding, Aurora s cutting-edge work has been supported with funding from NASA's Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) programs.

  4. Research Institute for Advanced Computer Science

    NASA Technical Reports Server (NTRS)

    Gross, Anthony R. (Technical Monitor); Leiner, Barry M.

    2000-01-01

    The Research Institute for Advanced Computer Science (RIACS) carries out basic research and technology development in computer science, in support of the National Aeronautics and Space Administration's missions. RIACS is located at the NASA Ames Research Center. It currently operates under a multiple year grant/cooperative agreement that began on October 1, 1997 and is up for renewal in the year 2002. Ames has been designated NASA's Center of Excellence in Information Technology. In this capacity, Ames is charged with the responsibility to build an Information Technology Research Program that is preeminent within NASA. RIACS serves as a bridge between NASA Ames and the academic community, and RIACS scientists and visitors work in close collaboration with NASA scientists. RIACS has the additional goal of broadening the base of researchers in these areas of importance to the nation's space and aeronautics enterprises. RIACS research focuses on the three cornerstones of information technology research necessary to meet the future challenges of NASA missions: (1) Automated Reasoning for Autonomous Systems. Techniques are being developed enabling spacecraft that will be self-guiding and self-correcting to the extent that they will require little or no human intervention. Such craft will be equipped to independently solve problems as they arise, and fulfill their missions with minimum direction from Earth; (2) Human-Centered Computing. Many NASA missions require synergy between humans and computers, with sophisticated computational aids amplifying human cognitive and perceptual abilities; (3) High Performance Computing and Networking. Advances in the performance of computing and networking continue to have major impact on a variety of NASA endeavors, ranging from modeling and simulation to data analysis of large datasets to collaborative engineering, planning and execution. In addition, RIACS collaborates with NASA scientists to apply information technology research to a

  5. Engaging in science inquiry: Prospective elementary teachers' learning in an innovative life science course

    NASA Astrophysics Data System (ADS)

    Haefner, Leigh Boardman

    2001-10-01

    This study examined prospective elementary teachers' learning about science inquiry in the context of an innovative life science course that engaged them in an original science investigation. Eleven elementary education majors participated in the study. A multiple case study approach that was descriptive, interpretive, and framed by grounded theory was employed. Primary data sources included transcripts of semi-structured interviews, text associated with online threaded discussions, and course project documents, such as lesson plans and written reflections. Secondary data sources included videotaped class sessions and field notes. Data were analyzed using analytical induction techniques, and trustworthiness was developed through the use of multiple data sources, triangulation of data, and the use of counterexamples to the assertions. Three major findings emerged from the cross-case analysis. First, engaging in an original science investigation assisted prospective teachers in becoming more attentive to the processes of science and developing more elaborated and data-driven explanations of how science is practiced. Second, when prospective teachers struggled with particular aspects of their investigations, those aspects became foci of change in their thinking about science and doing science. Third, as prospective teachers came to place a greater emphasis on questions, observations, and experimentation as fundamental aspects of doing science, they became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include the need to re-conceptualize teacher preparation programs to include multiple opportunities to engage prospective teachers in learning science as inquiry, and attend to connections among subject matter knowledge, subject-specific pedagogy and experiences with children.

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

    ERIC Educational Resources Information Center

    Kiss, Gabor

    2012-01-01

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

  7. The laboratory report: A pedagogical tool in college science courses

    NASA Astrophysics Data System (ADS)

    Ferzli, Miriam

    When viewed as a product rather than a process that aids in student learning, the lab report may become rote, busywork for both students and instructors. Students fail to see the purpose of the lab report, and instructors see them as a heavy grading load. If lab reports are taught as part of a process rather than a product that aims to "get the right answer," they may serve as pedagogical tools in college science courses. In response to these issues, an in-depth, web-based tutorial named LabWrite (www.ncsu.edu/labwrite) was developed to help students and instructors (www.ncsu.edu/labwrite/instructors) understand the purpose of the lab report as grounded in the written discourse and processes of science. The objective of this post-test only quasi-experimental study was to examine the role that in-depth instruction such as LabWrite plays in helping students to develop skills characteristic of scientifically literate individuals. Student lab reports from an introductory-level biology course at NC State University were scored for overall understanding of scientific concepts and scientific ways of thinking. The study also looked at students' attitudes toward science and lab report writing, as well as students' perceptions of lab reports in general. Significant statistical findings from this study show that students using LabWrite were able to write lab reports that showed a greater understanding of scientific investigations (p < .003) and scientific ways of thinking (p < .0001) than students receiving traditional lab report writing instruction. LabWrite also helped students develop positive attitudes toward lab reports as compared to non-LabWrite users (p < .01). Students using LabWrite seemed to perceive the lab report as a valuable tool for determining learning objectives, understanding science concepts, revisiting the lab experience, and documenting their learning.

  8. Science: General Geology, General Earth Science. Authorized Course of Instruction for the Quinmester Program.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL.

    Performance objectives are stated for both of the secondary school units included in this package of instructional guides prepared for the Dade County Florida Quinmester Program. The two units are "General Geology" and "General Earth Science." The first unit is for students intending to do further course work in geology. The second covers the…

  9. Enhancing Extemporaneous Speaking Skills in the Advanced Oral Communication Course and Team Testing Techniques in the Basic Course.

    ERIC Educational Resources Information Center

    Reppert, James E.

    In an advanced oral communication course, students make five major presentations. One of the foundations of extemporaneous speaking is the ability to outline relevant points and phrases in a coherent, orderly manner. Advanced students must be able to take any topic and dissect it quickly to determine the most succinct way to present it to an…

  10. The Use and Impact of Explicit Instruction about the Nature of Science and Science Inquiry in an Elementary Science Methods Course.

    ERIC Educational Resources Information Center

    Gess-Newsome, Julie

    2002-01-01

    Describes and evaluates an elementary science methods course in which the nature of science and scientific inquiry are embedded and explicitly taught. As a result of the course, incoming conceptions of science as primarily a body of knowledge changed to a more appropriate, blended view of science as a body of knowledge generated through the active…

  11. Conceptual astronomy: A novel model for teaching postsecondary science courses

    NASA Astrophysics Data System (ADS)

    Zeilik, Michael; Schau, Candace; Mattern, Nancy; Hall, Shannon; Teague, Kathleen W.; Bisard, Walter

    1997-10-01

    An innovative, conceptually based instructional model for teaching large undergraduate astronomy courses was designed, implemented, and evaluated in the Fall 1995 semester. This model was based on cognitive and educational theories of knowledge and, we believe, is applicable to other large postsecondary science courses. Major components were: (a) identification of the basic important concepts and their interrelationships that are necessary for connected understanding of astronomy in novice students; (b) use of these concepts and their interrelationships throughout the design, implementation, and evaluation stages of the model; (c) identification of students' prior knowledge and misconceptions; and (d) implementation of varied instructional strategies targeted toward encouraging conceptual understanding in students (i.e., instructional concept maps, cooperative small group work, homework assignments stressing concept application, and a conceptually based student assessment system). Evaluation included the development and use of three measures of conceptual understanding and one of attitudes toward studying astronomy. Over the semester, students showed very large increases in their understanding as assessed by a conceptually based multiple-choice measure of misconceptions, a select-and-fill-in concept map measure, and a relatedness-ratings measure. Attitudes, which were slightly positive before the course, changed slightly in a less favorable direction.

  12. A Module-Based Environmental Science Course for Teaching Ecology to Non-Majors

    ERIC Educational Resources Information Center

    Smith, Geoffrey R.

    2010-01-01

    Using module-based courses has been suggested to improve undergraduate science courses. A course based around a series of modules focused on major environmental issues might be an effective way to teach non-science majors about ecology and ecology's role in helping to solve environmental problems. I have used such a module-based environmental…

  13. College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

    ERIC Educational Resources Information Center

    Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

    2015-01-01

    College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

  14. Incorporating Geoethics in Introductory Earth System Science Courses

    NASA Astrophysics Data System (ADS)

    Schmitt, J.

    2014-12-01

    The integrative nature of Earth System Science courses provides extensive opportunities to introduce students to geoethical inquiry focused on globally significant societal issues. Geoscience education has traditionally lagged in its efforts to increase student awareness of the significance of geologic knowledge to understanding and responsibly confronting causes and possible solutions for emergent, newly emerging, and future problems of anthropogenic cause and consequence. Developing an understanding of the human impact on the earth system requires early (lower division) and for geoscience majors, repeated (upper division) curricular emphasis on the interactions of the lithosphere, hydrosphere, atmosphere, biosphere, and pedosphere across space and through time. Capturing the interest of university students in globally relevant earth system issues and their ethical dimensions while first learning about the earth system is an important initial step in bringing geoethical deliberation and awareness to the next generation of geoscientists. Development of a new introductory Earth System Science course replacing a traditional introductory Physical Geology course at Montana State University has involved abandonment of concept-based content organization in favor of a place-based approach incorporating examination of the complex interactions of earth system components and emergent issues and dilemmas deriving from the unique component interactions that characterize each locale. Thirteen different place-based week-long modules (using web- and classroom-based instruction) were developed to ensure cumulative broad coverage across the earth geographically and earth system components conceptually. Each place-based instructional module contains content of societal relevance requiring synthesis, critical evaluation, and reflection by students. Examples include making linkages between deforestation driven by economics and increased seismicity in Haiti, agriculture and development

  15. Making Advanced Computer Science Topics More Accessible through Interactive Technologies

    ERIC Educational Resources Information Center

    Shao, Kun; Maher, Peter

    2012-01-01

    Purpose: Teaching advanced technical concepts in a computer science program to students of different technical backgrounds presents many challenges. The purpose of this paper is to present a detailed experimental pedagogy in teaching advanced computer science topics, such as computer networking, telecommunications and data structures using…

  16. Graduate Experience in Science Education: the development of a science education course for biomedical science graduate students.

    PubMed

    Markowitz, Dina G; DuPré, Michael J

    2007-01-01

    The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.

  17. Graduate Experience in Science Education: The Development of a Science Education Course for Biomedical Science Graduate Students

    PubMed Central

    DuPré, Michael J.

    2007-01-01

    The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers. PMID:17785406

  18. Graduate Experience in Science Education: the development of a science education course for biomedical science graduate students.

    PubMed

    Markowitz, Dina G; DuPré, Michael J

    2007-01-01

    The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers. PMID:17785406

  19. Laboratory Development and Lecture Renovation for a Science of Food and Cooking Course

    ERIC Educational Resources Information Center

    Miles, Deon T.; Borchardt, Adrienne C.

    2014-01-01

    Several years ago, a new nonscience majors course, The Science of Food and Cooking, was developed at our institution. The course covered basic scientific concepts that would normally be discussed in a typical introductory chemistry course, in the context of food and food preparation. Recently, the course has been revamped in three major ways: (1)…

  20. An Evaluation of an Elementary Science Methods Course with Respect to Preservice Teacher's Pedagogical Development

    ERIC Educational Resources Information Center

    Lee, Carole Kwan-Ping

    2012-01-01

    The science methods course is a requirement for the Bachelor of Science degree in elementary education licensure program in a mid-west state university in the U.S.A. In one semester, the author decided to evaluate the effectiveness of the science methods course in pedagogical content knowledge areas such as theory, planning and implementation.…

  1. Teaching for Conceptual Change in Elementary and Secondary Science Methods Courses.

    ERIC Educational Resources Information Center

    Marion, Robin; Hewson, Peter W.; Tabachnick, B. Robert; Blomker, Kathryn B.

    1999-01-01

    Describes and analyzes two science methods courses at the elementary and secondary levels for how they addressed four ideas: (1) how students learn science; (2) how teachers teach science to students; (3) how prospective science teachers learn about the first two ideas; and (4) how methods instructors teach prospective science teachers about the…

  2. Increasing Scientific Literacy about Global Climate Change through a Laboratory-Based Feminist Science Course

    ERIC Educational Resources Information Center

    George, Linda A.; Brenner, Johanna

    2010-01-01

    The authors have developed and implemented a novel general education science course that examines scientific knowledge, laboratory experimentation, and science-related public policy through the lens of feminist science studies. They argue that this approach to teaching general science education is useful for improving science literacy. Goals for…

  3. Mountain Plains Learning Experience Guide: Marketing. Course: Advanced Salesmanship.

    ERIC Educational Resources Information Center

    Preston, T.; Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers wholesale and retail selling techniques, sales performance analysis, and intensive sales presentation practice. The course is comprised of four units: (1) Sales Preparation, (2) The Selling Process, (3) Special Selling Techniques, and (4) Sales…

  4. OpenCourseWare Resources for Advanced High School Study

    ERIC Educational Resources Information Center

    Carson, Steve

    2008-01-01

    In 2000, the Massachusetts Institute of Technology (MIT) faculty first proposed putting the course materials from all 1,800 MIT classes online, free of charge. The idea behind MIT OpenCourseWare (OCW) was to use the Internet for more than just distance learning. When MIT began placing the course materials online in 2002 and 2003, the audience…

  5. A Course in Advanced Topics in Heat and Mass Transfer.

    ERIC Educational Resources Information Center

    Shaeiwitz, Joseph A.

    1983-01-01

    A three or four semester-hour graduate course was designed to provide basic instruction in heat/mass transfer topics relevant to chemical engineering problems and to train students to develop mathematical descriptions for new situations encountered in problem-solving. Course outline and list of references used in the course are provided. (JM)

  6. Impact of Biology Laboratory Courses on Students' Science Performance and Views about Laboratory Courses in General: Innovative Measurements and Analyses

    ERIC Educational Resources Information Center

    Lee, Silvia Wen-Yu; Lai, Yung-Chih; Yu, Hon-Tsen Alex; Lin, Yu-Teh Kirk

    2012-01-01

    Despite the fact that some educational researchers believe that laboratory courses promote outcomes in cognitive and affective domains in science learning, others have argued that laboratory courses are costly in relation to their value. Moreover, effective measurement of student learning in the laboratory is an area requiring further…

  7. Games in an Introductory Soil Science Course: A Novel Approach for Increasing Student Involvement with Course Material

    ERIC Educational Resources Information Center

    Sulzman, Elizabeth W.

    2004-01-01

    An optional 1-credit recitation course was developed to supplement a traditionally taught 4-credit lecture-plus-laboratory course in soil science at Oregon State University. Popular, competitive games that would be familiar to students were revised to be "soils-based" and were employed in the recitation class. These games were seen as a potential…

  8. Science and Pseudoscience: A Course for the Citizen of the Twenty-First Century.

    ERIC Educational Resources Information Center

    Howes, Ruth; Watson, James, Jr.

    1981-01-01

    Describes a course for general education students focusing on current topics in science, titled pseudoscience. Includes the course's goals, objectives, problems, instructional methods, and results of student performance. (DS)

  9. Distance Learning in Advanced Military Education: Analysis of Joint Operations Course in the Taiwan Military

    ERIC Educational Resources Information Center

    Tung, Ming-Chih; Huang, Jiung-yao; Keh, Huan-Chao; Wai, Shu-shen

    2009-01-01

    High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military…

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

    ERIC Educational Resources Information Center

    Aydin, Sevgi

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Murphy, Cliona; Smith, Greg

    2012-01-01

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

  12. Integrating Climate Change Science and Sustainability in Environmental Science, Sociology, Philosophy and Business Courses.

    NASA Astrophysics Data System (ADS)

    Boudrias, M. A.; Cantzler, J.; Croom, S.; Huston, C.; Woods, M.

    2015-12-01

    Courses on sustainability can be taught from multiple perspectives with some focused on specific areas (environmental, socio-cultural, economic, ethics) and others taking a more integrated approach across areas of sustainability and academic disciplines. In conjunction with the Climate Change Education Program efforts to enhance climate change literacy with innovative approaches, resources and communication strategies developed by Climate Education Partners were used in two distinct ways to integrate climate change science and impacts into undergraduate and graduate level courses. At the graduate level, the first lecture in the MBA program in Sustainable Supply Chain Management is entirely dedicated to climate change science, local and global impacts and discussions about key messages to communicate to the business community. Basic science concepts are integrated with discussions about mitigation and adaptation focused on business leaders. The concepts learned are then applied to the semester-long business plan project for the students. At the undergraduate level, a new model of comprehensive integration across disciplines was implemented in Spring 2015 across three courses on Sustainability each with a specific lens: Natural Science, Sociology and Philosophy. All three courses used climate change as the 'big picture' framing concept and had similar learning objectives creating a framework where lens-specific topics, focusing on depth in a discipline, were balanced with integrated exercises across disciplines providing breadth and possibilities for integration. The comprehensive integration project was the creation of the climate action plan for the university with each team focused on key areas of action (water, energy, transportation, etc.) and each team built with at least one member from each class ensuring a natural science, sociological and philosophical perspective. The final project was presented orally to all three classes and an integrated paper included

  13. Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston: Earth Science II (Solid Earth)

    NASA Astrophysics Data System (ADS)

    Pringle, M. S.; Kamerer, B.; Vugrin, M.; Miller, M.

    2009-12-01

    Earth Science II: The Solid Earth -- Earth History and Planetary Science -- is the second of two Earth Science courses, and one of eleven graduate level science Contextualized Content Courses (CCC), that have been developed by the Boston Science Partnership as part of an NSF-funded Math Science Partnership program. A core goal of these courses is to provide high level science content to middle and high school teachers while modeling good instructional practices directly tied to the Boston Public Schools and Massachusetts science curriculum frameworks. All of these courses emphasize hands-on, lab-based, inquiry-driven, student-centered lessons. The Earth Science II team aimed to strictly adhere to ABC (Activity Before Concept) and 5E/7E models of instruction, and limited lecture or teacher-centered instruction to the later “Explanation” stages of all lessons. We also introduced McNeill and Krajick’s Claim-Evidence-Reasoning (CER) model of scientific explanation for middle school classroom discourse, both as a powerful scaffold leading to higher levels of accountable talk in the classroom, and to model science as a social construct. Daily evaluations, dutifully filled out by the course participants and diligently read by the course instructors, were quite useful in adapting instruction to the needs of the class on a real-time basis. We find the structure of the CCC teaching teams - university-based faculty providing expert content knowledge, K-12-based faculty providing age appropriate pedagogies and specific links to the K-12 curriculum - quite a fruitful, two-way collaboration. From the students’ perspective, one of the most useful takeaways from the university-based faculty was “listening to experts model out loud how they reason,” whereas some of the more practical takeaways (i.e., lesson components directly portable to the classroom?) came from the K-12-based faculty. The main takeaways from the course as a whole were the promise to bring more hands

  14. Factors Associated with Advanced Placement Enrollment, Advanced Placement Course Grade, and Passing of the Advanced Placement Examination among Hispanic and African American Students in Southern California

    ERIC Educational Resources Information Center

    Gregory, Sally W.

    2009-01-01

    This research study focused on the relationship between student outcomes (indicated by Advanced Placement enrollment, Advanced Placement course grades, Advanced Placement exam scores, Advanced Placement exam passing rate) and student demographic factors as well as student support programs (such as AVID, an AP Incentive Program, and a summer AP…

  15. Science Drivers and Technical Challenges for Advanced Magnetic Resonance

    SciTech Connect

    Mueller, Karl T.; Pruski, Marek; Washton, Nancy M.; Lipton, Andrew S.

    2013-03-07

    This report recaps the "Science Drivers and Technical Challenges for Advanced Magnetic Resonance" workshop, held in late 2011. This exploratory workshop's goal was to discuss and address challenges for the next generation of magnetic resonance experimentation. During the workshop, participants from throughout the world outlined the science drivers and instrumentation demands for high-field dynamic nuclear polarization (DNP) and associated magnetic resonance techniques, discussed barriers to their advancement, and deliberated the path forward for significant and impactful advances in the field.

  16. An Australian Science Curriculum: Competition, Advances and Retreats

    ERIC Educational Resources Information Center

    Aubusson, Peter

    2011-01-01

    Science schooling enjoys high status. Scientific capability is perceived as critical in underpinning economic success in advanced societies. Science achievement, at all levels, has become a global competition in which nations want to be seen to triumph. Governments periodically pay close attention to science education with a view to ensuring it…

  17. A Sustainable Energy Laboratory Course for Non-Science Majors

    NASA Astrophysics Data System (ADS)

    Nathan, Stephen A.; Loxsom, Fred

    2016-10-01

    Sustainable energy is growing in importance as the public becomes more aware of climate change and the need to satisfy our society's energy demands while minimizing environmental impacts. To further this awareness and to better prepare a workforce for "green careers," we developed a sustainable energy laboratory course that is suitable for high school and undergraduate students, especially non-science majors. Thirteen hands-on exercises provide an overview of sustainable energy by demonstrating the basic principles of wind power, photovoltaics, electric cars, lighting, heating/cooling, insulation, electric circuits, and solar collectors. The order of content presentation and instructional level (secondary education or college) can easily be modified to suit instructor needs and/or academic programs (e.g., engineering, physics, renewable and/or sustainable energy).

  18. The Effect of a "Science, Technology and Society" Course on Prospective Teachers' Conceptions of the Nature of Science

    ERIC Educational Resources Information Center

    Celik, Suat; Bayrakceken, Samih

    2006-01-01

    The aim of this study is to assess prospective teachers' views of some aspects of the nature of science (NOS) and the effects of a "Science, Technology and Society" (STS) course embedded with scientific investigation (SI) on these views. A questionnaire consisting of 13 items was given to 212 prospective teachers enrolled in a STS course before…

  19. A Composite Self-Report: Reasons for Taking Science Courses as Given by Cocoa High School Science Students.

    ERIC Educational Resources Information Center

    Louwerse, Frances H.

    A self-report instrument (questionnaire/reaction scale) was developed and administered to students in grades 9-12 to: (1) determine the number of science courses taken by each grade level; (2) estimate the number of science courses requested for future years and indicate where recruitment efforts would be needed; (3) examine other-directed reasons…

  20. Early Childhood Pre-Service Teachers' Self-Images of Science Teaching in Constructivism Science Education Courses

    ERIC Educational Resources Information Center

    Go, Youngmi; Kang, Jinju

    2015-01-01

    The purpose of this study is two-fold. First, it investigates the self-images of science teaching held by early childhood pre-service teachers who took constructivism early childhood science education courses. Second, it analyzes what aspects of those courses influenced these images. The participants were eight pre-service teachers who took these…

  1. The effect of the Advanced Placement Training and Incentive Program on increasing enrollment and performance on Advanced Placement science exams

    NASA Astrophysics Data System (ADS)

    Ramsey, Susan Brady

    The purpose of this study is to examine the effectiveness of the National Math and Science Initiative's Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The National Math and Science Initiative provided data for cohort I. A general linear model for repeated measures was used to evaluate the data. Data was evaluated three years prior to the intervention and three years during the intervention, which will actually continue for two more years (2012 and 2013) since cohort I schools were awarded five years of support. Students in APTIP schools enrolled in more AP science exams (AP Biology, AP Chemistry, AP Environmental Science, and AP Physics-B) over the course of the intervention. The quantity of students earning qualifying scores increased during the intervention years. APTIP is a multi-tiered program that includes seven days of teacher training, three six-hour student prep sessions, school equipment, reduced exam fees, and monetary incentives for students and teachers. This program positively impacted the quantity of enrollment and qualifying scores during the three years evaluated in this study. Increases in the number of female and African American students' test takers their and qualifying scores were seen in all three years of the APTIP intervention. This study supports the premise that the first step to increasing the Science, technology, engineering, and math (STEM) pipeline is giving access to advanced courses to more students in high schools.

  2. Preservice science teacher beliefs about teaching and the science methods courses: Exploring perceptions of microteaching outcomes

    NASA Astrophysics Data System (ADS)

    McLaury, Ralph L.

    This study investigates beliefs about teaching held by preservice science teachers and their influences on self-perceived microteaching outcomes within interactive secondary science teaching methods courses. Hermeneutic methodology was used in cooperation with seven preservice science teachers (N=7) to infer participant beliefs about teaching and to draw connections between these beliefs and student perceptions about their performance of assigned microteachings. The foci of this study were 1) discerning participant beliefs about the teaching of science, 2) discerning beliefs about microteaching within the Purdue science teaching methods courses, and 3) connecting participant perceptions of their microteaching assignment performances with these beliefs. Each student was interviewed before the first microteaching assignment and again after each microteaching episode in order to develop co-constructions of participant beliefs about teaching. Participants were interviewed about each of their microteachings in conjunction with reviews of videotapes of their performances. Refinements to emergent models of participant beliefs were made in each subsequent interview by the use of directed interview questions and the tracking and discussion of participant actions during microteachings. Rich emic detail was provided by the active, daily, and assessed participation of the researcher in the fall course alongside study participants. The interpretations offered suggest that participants' beliefs, rather than instructor- or peer-based assessments, serve as the primary determinant by which preservice teachers perceived personal success in microteaching situations. Apparent beliefs were observed as enacted, private social norms within participants' simulated teaching roles. Explicit, instructor-planned interpersonal challenges to specific preservice teacher beliefs within these courses were generally treated as anomalous by participants, and therefore often rejected as valid sources

  3. Climate Change Science, Impacts, Solutions - A Senior Science Course for Post-Secondary Students

    NASA Astrophysics Data System (ADS)

    Byrne, J. M.; Little, L. J.; Barnes, C. C.; Mirmasoudi, S.; Mansouri Kouhestani, F.; Reiger, C.; Rodriguez Bueno, R. A.

    2015-12-01

    The role of humanity in warming the global climate is well defined. The research community has predicted and documented many of the early impacts of climate change. The research literature has extensive assessments of future impacts on environment, cities, agriculture, human health, infrastructure, social and political changes, and the risks of military conflict. Society is facing massive infrastructure redevelopment, protection and possible abandonment due to increasing weather extremes. We have reached the point where science consensus is obvious and the population over much of the developed and developing world understands the urgency - humanity is changing the climate. The challenge is helping people help themselves. People understand there are consequences - they want to know how to minimize those consequences, and how to adapt to minimize the impacts. There is a dire need for a senior level course that addresses the key issues across disciplines. This course should cover a range of topics across many disciplinary boundaries, including: an introduction to the science, politics, health and well-being challenges of climate change; likely changes to personal and community lifestyles; consumption of energy and other resources. Population migration due to climate change impacts is a critical topic. Most important, the course must address the solutions to climate change. The population is demanding the power to address this massive challenge. This course will provide a multimedia curriculum on the impacts and solutions to our climate change dilemma.

  4. Advancing Water Science through Data Sharing

    NASA Astrophysics Data System (ADS)

    Hooper, R. P.; Maidment, D. R.; Tarboton, D. G.; Zaslavksy, I.

    2009-05-01

    Collection of field data on water and water quality is expensive. Vast quantities of data are collected by research, monitoring, and operational projects in North America, yet only monitoring data are routinely available. The Hydrologic Information System (HIS) project of the Consortium of Universities for the Advancement of Hydrologic Science, Inc (CUAHSI) has developed Water Data Services (WDS) using a services-oriented architecture to aid in the publication, discovery and access to time-series data collected at a fixed point. The underlying technological developments include WaterML, an XML-based language for transmission of time-series data, and WaterOneFlow, a set of web services that can provide access to data and metadata using standard web protocols. These technologies form the basis for an easy-to-use data publication system. WDS also includes a registration service for published web services and maintains a metadata catalogue of all services. An ontology of hydrologic concepts is included as part of this central service to enable variables to be mapped to a common set of concepts. A map-based discovery tool, Hydroseek (http://www.hydroseek.net/), has been developed using the ontology and metadata catalogue. CUAHSI has been working with US government agencies, such as the US Geological Survey, on providing access to their data holdings using web services and transmitting data using WaterML. Metadata from these agencies has been included in the central metadata catalogue, thereby enabling seamless access to both government and academic environmental data. This system could be expanded through the participation of other national governments, provinces, states and cities, as well as entities engaged in operational monitoring. All software is freely available.

  5. Developing Deeper Understandings of Nature of Science: The Impact of a Philosophy of Science Course on Preservice Science Teachers' Views and Instructional Planning

    ERIC Educational Resources Information Center

    Abd-El-Khalick, Fouad

    2005-01-01

    This study aimed to assess the influence of a philosophy of science (POS) course on science teachers' views of nature of science (NOS), perceptions of teaching about NOS, and instructional planning related to NOS. Participants were 56 undergraduate and graduate preservice secondary science teachers enrolled in a two science-methods course…

  6. Nuclear Technology Series. Course 22: Advanced Radionuclide Analysis.

    ERIC Educational Resources Information Center

    Center for Occupational Research and Development, Inc., Waco, TX.

    This technical specialty course is one of thirty-five courses designed for use by two-year postsecondary institutions in five nuclear technician curriculum areas: (1) radiation protection technician, (2) nuclear instrumentation and control technician, (3) nuclear materials processing technician, (4) nuclear quality-assurance/quality-control…

  7. The Impact of Agricultural Science Education on Performance in a Biology Course

    NASA Astrophysics Data System (ADS)

    Ernest, Byron L.

    The lack of student achievement in science is often cited in U.S. educational reports. At the study site, low student achievement in science has been an ongoing concern for administrators. The purpose of this mixed methods study was to investigate the impact of agricultural science education on student performance in a Biology course. Vygotsky's constructivist theory and Gardner's multiple intelligences theory provided the framework for the study. The quantitative research question examined the relationship between the completion of Fundamentals of Agriculture Science and Business course and student performance in Biology I. Teacher perceptions and experiences regarding the integration of science and agricultural curriculum and traditional science curriculum were examined qualitatively. A sequential explanatory design was employed using 3 years of data collected from 486 high school students and interviews with 10 teachers. Point-biserial correlation and chi square tests revealed statistically significant relationships between whether or not students completed Fundamentals of Agriculture Science and Business and Biology I course performance, as measured by the end of course assessment and the course grade. In the qualitative sequence, typological and inductive data analyses were applied to the interview data, and themes of student impact and teacher experience emerged. Social change implications may be possible through improved science education for students in this program. Agriculture science courses may be used to facilitate learning of complex science concepts, designing teacher collaboration and professional development for teaching science in a relevant context, and resultant improved student performance in science.

  8. Environmental Education Course Development for Preservice Secondary School Science Teachers in the Republic of Korea.

    ERIC Educational Resources Information Center

    Shin, Donghee S.

    2000-01-01

    Uses an opinionnaire survey to evaluate the opinions of Korean professors in earth science education and geology departments on science concepts related to environmental issues that might be important for secondary preservice earth science teachers. Respondents favored an environmental earth science course that emphasized human impact on the…

  9. Inquiring into Three Approaches to Hands-On Learning in Elementary and Secondary Science Methods Courses.

    ERIC Educational Resources Information Center

    Barnes, Marianne B.; Foley, Kathleen R.

    1999-01-01

    Investigates three approaches to hands-on science learning in two contexts, an elementary science methods class and a secondary science methods class. Focused on an activity on foam. Concludes that when developing models for teaching science methods courses, methods instructors need to share power with prospective teachers. (Author/MM)

  10. Changes in American Preservice Elementary Teachers' Efficacy Beliefs and Anxieties during a Science Methods Course

    ERIC Educational Resources Information Center

    Bursal, Murat

    2012-01-01

    Fifty-five American preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs, science anxiety (SANX) levels, and common science misconceptions were investigated during a science methods course. A significant increase in the PSTE scores and a slight--but statistically insignificant--decrease in the SANX scores were detected…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  12. Women in science: Current advances and challenges in Belarus

    NASA Astrophysics Data System (ADS)

    Tashlykova-Bushkevich, Iya I.

    2015-12-01

    Women constitute 49% of all natural scientists in Belarus. However, fewer than 18% of Belarusian natural scientists who hold a doctor of science degree are women. The proportion of women decreases with increasing rank at universities and institutes in Belarus. Gender imbalance at the level of full professor is striking at just 17.5% women, and illuminates the vertical segregation of women in the natural sciences. This report reviews the positions of women in science in Belarus to draw out current advances and challenges encountered by female scientists in the former socialist country. New statistical data are broken down by gender and aimed at advancing the general agenda for women in science.

  13. Advancing a Vision for Regulatory Science Training.

    PubMed

    Adamo, Joan E; Wilhelm, Erin E; Steele, Scott J

    2015-10-01

    Regulatory science, a complex field which draws on science, law, and policy, is a growing discipline in medical-related applications. Competencies help define both a discipline and the criteria to measure high-quality learning experiences. This paper identifies competencies for regulatory science, how they were developed, and broader recommendations to enhance education and training in this burgeoning field, including a multifaceted training approach.

  14. Design and Assessment of a General Science STEM Course with a Blended Learning Approach

    NASA Astrophysics Data System (ADS)

    Courtier, A. M.; Liu, J. C.; St John, K. K.

    2015-12-01

    Blended learning, a combination of classroom- and computer-mediated teaching and learning, is becoming prominent in higher education, and structured assessment is necessary to determine pedagogical costs and benefits. Assessment of a blended general education science class at James Madison University used a mixed-method causal-comparative design: in Spring 2014, two classes with identical content and similar groups of non-science majors were taught by the same instructor in either blended or full face-to-face formats. The learning experience of 160 students in the two classes was compared based on course and exam grades, classroom observation, and student survey results. Student acquisition of content in both classes was measured with pre-post tests using published concept inventories, and surveys, quizzes, and grade reports in the Blackboard learning management system were additionally used for data collection. Exams were identical between the two sections, and exam questions were validated in advance by a faculty member who teaches other sections of the same course. A course experience questionnaire was administered to measure students' personal experiences in both classes, addressing dimensions of good teaching, clear goals and standards, generic skills, appropriate assessment and workload, and emphasis on independence. Using a STEM classroom observation checklist, two researchers conducted in-class observations for four 75-minute face-to-face meetings with similar content focus in both classes, which allowed assessment of student engagement and participation. We will present details of the course design and research plan, as well as assessment results from both quantitative and qualitative analysis. The preliminary findings include slightly higher average grade distribution and more ready responses to in-class activities in the blended class.

  15. Practice and New Development for Promotion of Engineering Design Ability in Advanced Course

    NASA Astrophysics Data System (ADS)

    Watanabe, Seiji; Narisawa, Tetsuya; Iwabuchi, Yoshitaka; Ikeda, Yuichi

    Several years passed after advanced course had been set up National College of Technology. Kushiro National College of Technology advanced course entered fifth year in 2008. As for education of advanced course, the introduction of a progressive curriculum that acquires adaptability corresponding to the reformation in the age is needed to basic curriculum. This paper shows effectiveness of the proposed new design project based on finding problems to be solved through a reproducing the manuscript of Leonard de Vinci using 3D-CAD application, brainstorming and brainwriting method.

  16. Advanced Colloids Experiment (ACE) Science Overview

    NASA Technical Reports Server (NTRS)

    Meyer, William V.; Sicker, Ronald J.; Chiaramonte, Francis P.; Luna, Unique J.; Chaiken, Paul M.; Hollingsworth, Andrew; Secanna, Stefano; Weitz, David; Lu, Peter; Yodh, Arjun; Yunker, Peter; Lohr, Matthew; Gratale, Matthew; Lynch, Matthew; Kodger, Thomas; Piazza, Roberto; Buzzaccaro, Stefano; Cipelletti, Luca; Schall, Peter; Veen, Sandra; Wegdam, Gerhard; Lee, Chand-Soo; Choi, Chang-Hyung; Paul, Anna-Lisa; Ferl, Robert J.; Cohen, Jacob

    2013-01-01

    The Advanced Colloids Experiment is being conducted on the International Space Station (ISS) using the Light Microscopy Module (LMM) in the Fluids Integrated Rack (FIR). Work to date will be discussed and future plans and opportunities will be highlighted. The LMM is a microscope facility designed to allow scientists to process, manipulate, and characterize colloidal samples in micro-gravity where the absence of gravitational settling and particle jamming enables scientists to study such things as:a.The role that disordered and ordered-packing of spheres play in the phase diagram and equation of state of hard sphere systems,b.crystal nucleation and growth, growth instabilities, and the glass transition, c.gelation and phase separation of colloid polymer mixtures,d.crystallization of colloidal binary alloys,e.competition between crystallization and phase separation,f.effects of anisotropy and specific interactions on packing, aggregation, frustration and crystallization,g.effects of specific reversible and irreversible interactions mediated in the first case by hybridization of complementary DNA strands attached to separate colloidal particles,h.Lock and key interactions between colloids with dimples and spheres which match the size and shape of the dimples,i.finding the phase diagrams of isotropic and interacting particles,j.new techniques for complex self-assembly including scenarios for self-replication, k.critical Casimir forces,l.biology (real and model systems) in microgravity,m.etc. By adding additional microscopy capabilities to the existing LMM, NASA will increase the tools available for scientists that fly experiments on the ISS enabling scientists to observe directly what is happening at the particle level. Presently, theories are needed to bridge the gap between what is being observed (at a macroscopic level when photographing samples) with what is happening at a particle (or microscopic) level. What is happening at a microscopic level will be directly

  17. Changes in Understanding of the Nature of Science and in Critical Thinking Resulting From Two Different Physical Science Courses.

    ERIC Educational Resources Information Center

    Whitten, Maurice Mason

    Reported is an investigation to determine if changes in college students' understanding of the nature of science and in critical thinking result from modifying a "traditional," general education, laboratory, physical science course. The criterion instruments were the Test on Understanding Science (TOUS), Form W; the Wisconsin Inventory of Science…

  18. Developing the Learning Physical Science Curriculum: Adapting a Small Enrollment, Laboratory and Discussion Based Physical Science Course for Large Enrollments

    ERIC Educational Resources Information Center

    Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

    2012-01-01

    We report on the adaptation of the small enrollment, lab and discussion based physical science course, "Physical Science and Everyday Thinking" (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new "Learning Physical Science" (LEPS) curriculum was designed around specific principles based on research on learning to meet the…

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

    ERIC Educational Resources Information Center

    Bergman, Daniel J.; Morphew, Jason

    2015-01-01

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

  20. Would Einstein Be Proficient? A Study of High School Science Course Sequencing and Proficiency on FCAT Science

    ERIC Educational Resources Information Center

    Nearor, Nicole D.

    2012-01-01

    The main focus of this study was to investigate if, or to what extent, there is a significant relationship between high school science course sequencing and proficiency on 11th grade Florida Comprehensive Assessment Test (FCAT) Science. The Florida Legislature mandated a specific number of sciences as a requirement for graduation. High schools…

  1. Changes in Student Views of Religion and Science in a College Astronomy Course.

    ERIC Educational Resources Information Center

    Shipman, Harry L.; Brickhouse, Nancy W.; Dagher, Zoubeida; Letts, William J., IV

    2002-01-01

    A cautious introduction of the dialogue between science and religion into a college astronomy course provoked diverse reactions from the 340 students in the course. Reports that approximately half of the students in the class engaged with the issue of science and religion to some extent and that there were few negative reactions to this…

  2. Stem Cells and Society: An Undergraduate Course Exploring the Intersections among Science, Religion, and Law

    ERIC Educational Resources Information Center

    Pierret, Chris; Friedrichsen, Patricia

    2009-01-01

    The intersection of science and our society has led to legal and ethical issues in which we all play a part. To support development of scientific literacy, college science courses need to engage students in difficult dialogues around ethical issues. We describe a new course, Stem Cells and Society, in which students explore the basic biology of…

  3. A Non-Traditional Natural Science Course for Off-Campus Locations.

    ERIC Educational Resources Information Center

    Payez, Joseph

    Science faculty at small community colleges often face the problem of teaching courses at off-campus locations without laboratory facilities or equipment. An introductory physical science course offered at Southampton Correctional Center in Capron, Virginia, illustrates one approach to this problem. First, the instructor met with students prior to…

  4. Introductory Physical and Earth Science 8AB. An Instructional Course Outline. Publication No. SC-864.

    ERIC Educational Resources Information Center

    Los Angeles Unified School District, CA. Office of Secondary Instruction.

    Introductory Physical and Earth Science 8AB, a required course in the Los Angeles Unified School District, covers skills and concepts related to matter, energy, space science, weather, and oceanography with particular emphasis on the investigative approach. This instructional outline contains teacher guidelines and course content information.…

  5. Designing the Best Urban, Preservice Elementary Science Methods Course: Dilemmas and Considerations

    ERIC Educational Resources Information Center

    Moscovici, Hedy; Osisioma, Irene

    2008-01-01

    This paper addresses the dilemmas encountered by two secondary science education instructors designing a course for preservice elementary teachers. Taking into consideration past experiences of teaching education and science courses in general and with preservice elementary teachers in particular and recommendations from state and national…

  6. From the National Academies: The Challenges and Opportunities for Improving Undergraduate Science Education through Introductory Courses

    ERIC Educational Resources Information Center

    Labov, Jay B.

    2004-01-01

    Introductory science courses often give undergraduates their first and, for many students, their last formal exposure to a deeper understanding of science. Thus, introductory courses might be the only opportunity to provide a basic level of scientific literacy for the educated lay public. In this article, the author discusses the challenges and…

  7. The Importance of Agriculture Science Course Sequencing in High Schools: A View from Collegiate Agriculture Students

    ERIC Educational Resources Information Center

    Wheelus, Robin P.

    2009-01-01

    The objective of this study was to investigate the importance of Agriculture Science course sequencing in high schools, as a preparatory factor for students enrolled in collegiate agriculture classes. With the variety of courses listed in the Texas Essential Knowledge and Skills (TEKS) for Agriculture Science, it has been possible for counselors,…

  8. Teaching Lab Science Courses Online: Resources for Best Practices, Tools, and Technology

    ERIC Educational Resources Information Center

    Jeschofnig, Linda; Jeschofnig, Peter

    2011-01-01

    "Teaching Lab Science Courses Online" is a practical resource for educators developing and teaching fully online lab science courses. First, it provides guidance for using learning management systems and other web 2.0 technologies such as video presentations, discussion boards, Google apps, Skype, video/web conferencing, and social media…

  9. Inquiry and Connections in Integrated Science Content Courses for Elementary Education Majors

    ERIC Educational Resources Information Center

    Varelas, Maria; Plotnick, Roy; Wink, Donald; Fan, Qian; Harris, Yvonne

    2008-01-01

    An interdisciplinary team of science and education faculty at the University of Illinois at Chicago and several Chicago-area community colleges developed and implemented a series of four integrated, inquiry-based science courses for preservice elementary school teachers. All four courses are based on guiding principles taken from the rich…

  10. An Analysis of Interactions and Outcomes Associated with an Online Professional Development Course for Science Teachers

    ERIC Educational Resources Information Center

    Randle, David Edward

    2013-01-01

    This mixed-methods study examined the interactions and learning outcomes of science teachers in an online graduate-level course on evolutionary biology intended to improve their content knowledge and science lesson planning. Discussion posts made by the teachers in this seven-week course were analyzed for cognitive presence using the Community of…

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

    ERIC Educational Resources Information Center

    National Science Teachers Association, Washington, DC.

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

  12. Evaluation of the National Science Foundation's Local Course Improvement Program, Volume II: Quantitative Analyses.

    ERIC Educational Resources Information Center

    Kulik, James A.; And Others

    This report is the second of three volumes describing the results of the evaluation of the National Science Foundation (NSF) Local Course Improvement (LOCI) program. This volume describes the quantitative results of the program. Evaluation of the LOCI program involved answering questions in the areas of the need for science course improvement as…

  13. Path Not Found: Disparities in Access to Computer Science Courses in California High Schools

    ERIC Educational Resources Information Center

    Martin, Alexis; McAlear, Frieda; Scott, Allison

    2015-01-01

    "Path Not Found: Disparities in Access to Computer Science Courses in California High Schools" exposes one of the foundational causes of underrepresentation in computing: disparities in access to computer science courses in California's public high schools. This report provides new, detailed data on these disparities by student body…

  14. Exploring the Science--Society Interface with a Bridging Research Course

    ERIC Educational Resources Information Center

    Boltax, Ariana L.; Kosinski-Collins, Melissa S.; Pontrello, Jason K.

    2016-01-01

    This article describes the development of a model for an optional, research-based course that bridges two existing, traditionally separate, introductory science courses. This research course provided freedom for students to design and implement new experiments on the basis of technical foundations built from enrollment in separate introductory…

  15. An Examination of the Outcomes of a Distance-Delivered Science Course.

    ERIC Educational Resources Information Center

    Schoenfeld-Tacher, Regina; McConnell, Sherry

    A comparative study was conducted to examine the effects of distance delivery on student performance in a science course. Academic outcomes and interactions were compared among students (n=44) enrolled in two sections of an upper level histology course taught over the course of a single semester by the same instructor. Eleven students took the…

  16. Design Principles for "Thriving in Our Digital World": A High School Computer Science Course

    ERIC Educational Resources Information Center

    Veletsianos, George; Beth, Bradley; Lin, Calvin; Russell, Gregory

    2016-01-01

    "Thriving in Our Digital World" is a technology-enhanced dual enrollment course introducing high school students to computer science through project- and problem-based learning. This article describes the evolution of the course and five lessons learned during the design, development, implementation, and iteration of the course from its…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  18. Linking Environmental Science Students to External Community Partners: A Critical Assessment of a Service Learning Course

    ERIC Educational Resources Information Center

    Grossman, Julie; Cooper, Terrence

    2004-01-01

    This article describes a course that integrates environmental science students into local community organizations. Despite initially high expectations, students who completed the course held negative opinions about their experience because of inadequate community partner preparation. Based on the course's successes and challenges, in this article,…

  19. Analysis of Student Performance in Large-Enrollment Life Science Courses

    ERIC Educational Resources Information Center

    Creech, Leah Renee; Sweeder, Ryan D.

    2012-01-01

    This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0-62.8% of the variance in students' grades in the courses analyzed. The primary predictor of a student's course grade was his or her…

  20. Networking Course Syllabus in Accredited Library and Information Science Programs: A Comparative Analysis Study

    ERIC Educational Resources Information Center

    Abouserie, Hossam Eldin Mohamed Refaat

    2009-01-01

    The study investigated networking courses offered in accredited Library and Information Science schools in the United States in 2009. The study analyzed and compared network syllabi according to Course Syllabus Evaluation Rubric to obtain in-depth understanding of basic features and characteristics of networking courses taught. The study embraced…

  1. A Progress Report on an Individualized-Integrated Science Course for Senior High School.

    ERIC Educational Resources Information Center

    Scribner, Eugene S.

    This is a progress report of an individualized three-year science course for use in the senior high school. The course integrates biology, chemistry, and physics with smaller amounts of astronomy, geology, meteorology, oceanography and space exploration. The course is currently in the second year of tryout in the Elk River, Minnesota, school…

  2. Factors Contributing to the Success of Undergraduate Business Students in Management Science Courses

    ERIC Educational Resources Information Center

    Brookshire, Robert G.; Palocsay, Susan W.

    2005-01-01

    The introductory management science (MS) course has historically been recognized as one of the most difficult core courses in the business school curriculum. This study uses multiple regression to examine the factors that contribute to the success of undergraduate business students in an MS course, based on data gathered from the college…

  3. Math-Science Bills Advance in Congress

    ERIC Educational Resources Information Center

    Hoff, David J.; Cavanagh, Sean

    2007-01-01

    Improving K-12 instruction and student achievement in mathematics and science is at the heart of separate bills intended to bolster America's economic standing that won overwhelming approval in both houses of Congress last week. The House on April 24 approved the 10,000 Teachers, 10 Million Minds Science and Math Scholarship Act by a vote of…

  4. Introducing the advanced burn life support (ABLS) course in Italy.

    PubMed

    D'Asta, F; Homsi, J; Clark, P; Buffalo, M C; Melandri, D; Carboni, A; Pinzauti, E; Graziano, A; Masellis, A; Bussolin, L; Messineo, A

    2014-05-01

    Systematic education based on internationally standardized programs is a well-established practice in Italy, especially in the emergency health care system. However, until recently, a specific program to treat burns was not available to guide emergency physicians, nurses, or volunteers acting as first responders. In 2010, two national faculty members, acting as ABA observers, and one Italian course coordinator, trained and certified in the United States, conducted a week-long training program which fully certified 10 Italian instructors. Authorized ABLS provider courses were conducted in Italy between 2010 and 2012, including one organized prior to the 20th annual meeting of the Italian Society of Burns (SIUst). In order to increase the effectiveness and diffusion of the course in Italy, changes were approved by the ABA to accommodate societal differences, including the translation of the manual into Italian. The ABA has also approved the creation and publication of a bilingual ABLS Italian website for the purpose of promoting the ABLS course in Italy. In response to high demand, a second ABLS Instructor course was organized in 2012 and has been attended by physicians and nurses from several Italian burn centers. In the following discourse the experiences of the first 15 Italian ABLS courses will be discussed.

  5. Introducing the advanced burn life support (ABLS) course in Italy.

    PubMed

    D'Asta, F; Homsi, J; Clark, P; Buffalo, M C; Melandri, D; Carboni, A; Pinzauti, E; Graziano, A; Masellis, A; Bussolin, L; Messineo, A

    2014-05-01

    Systematic education based on internationally standardized programs is a well-established practice in Italy, especially in the emergency health care system. However, until recently, a specific program to treat burns was not available to guide emergency physicians, nurses, or volunteers acting as first responders. In 2010, two national faculty members, acting as ABA observers, and one Italian course coordinator, trained and certified in the United States, conducted a week-long training program which fully certified 10 Italian instructors. Authorized ABLS provider courses were conducted in Italy between 2010 and 2012, including one organized prior to the 20th annual meeting of the Italian Society of Burns (SIUst). In order to increase the effectiveness and diffusion of the course in Italy, changes were approved by the ABA to accommodate societal differences, including the translation of the manual into Italian. The ABA has also approved the creation and publication of a bilingual ABLS Italian website for the purpose of promoting the ABLS course in Italy. In response to high demand, a second ABLS Instructor course was organized in 2012 and has been attended by physicians and nurses from several Italian burn centers. In the following discourse the experiences of the first 15 Italian ABLS courses will be discussed. PMID:23992873

  6. Students' attitudes towards science and science learning in an introductory undergraduate biology course

    NASA Astrophysics Data System (ADS)

    Floro, Nicole

    Science education strives to cultivate individuals who understand scientific concepts as well as the nature of science and science learning. This study focused on the potential benefits of the flipped classroom on students' attitudes towards science and science learning. Our study investigated changes in and effects of students' attitudes towards science and science learning in a flipped introductory biology course at the University of Massachusetts Boston. We used The Colorado Learning Attitudes about Science Survey for Biology to assess students' attitudes at pre and post-instruction. We investigated the effect of a flipped classroom on students' attitudes towards science and science learning by measuring the impact of different teaching approaches (flipped vs. traditional lecture). Following the prior literature, we hypothesized that there would be a negative shift in students' attitudes over the semester in the traditional classroom and that this negative shift would not occur in the flipped. Our results showed there was no significant difference in the shift of students' attitudes between the traditional and flipped sections. We also examined the relationship between students' attitudes and academic performance. We hypothesized there would be a positive correlation between students' attitudes and their academic performance, as measured by exam average. In support of the prior literature, we found a significant positive correlation. Finally, we examined whether the relationship between students' attitudes and performance was mediated by learning behavior. Specifically, we considered if students with more favorable attitudes solved more on-line problems correctly and whether this aspect of problem solving was associated with greater achievement. We hypothesized there would be a positive correlation between attitudes and problem solving behavior as well as problem solving behavior and achievement. We did not find a significant correlation between attitudes and

  7. Charting a Course to Advance Educators' Knowledge and Perceptions of Climate Change

    NASA Astrophysics Data System (ADS)

    Lambert, J. L.; Bleicher, R. E.; Edwards, A.; Henderson, A.

    2013-12-01

    The Next Generation Science Standards presents climate change as a crosscutting concept with applicability across all domains of science. It is therefore important that both formal and informal environmental and science educators have an understanding of the science of climate change. This research study examined changes in knowledge and perceptions about climate change held by fifteen graduate students as they participated in an elective course on global climate change education in an environmental education masters program. The students in this study, typical of many environmental education students, had diverse backgrounds and several had weak academic preparation in science. Modules from a NASA Innovations in Climate Education project, Climate Science Investigations: South Florida (CSI), were piloted throughout the course. Students also learned to develop evidence-based scientific arguments, which is a key practice integrated throughout the new science standards. Students' knowledge of and perceptions about climate change significantly increased after completing the course as measured by a pre-post administration of the Climate Science Inventory of Knowledge and Inventory of Perceptions About Climate Change. Students' journals were analyzed for insights on the effectiveness of the curriculum and instructional approach of the course. Students reported that the argumentation project contributed most to their understanding of the science. Because these students will pursue informal and formal environmental education careers, this study has important implications for the communication of science, and climate change in particular, in the context of public environmental education and formal school settings.

  8. At the Crossroads of Art and Science: A New Course for University Non-Science Majors

    NASA Astrophysics Data System (ADS)

    Blatt, S. Leslie

    2004-03-01

    How much did Seurat know about the physics, physiology, and perceptual science of color mixing when he began his experiments in pointillism? Did Vermeer have a camera obscura built into his studio to create the perfect perspective and luminous effects of his canvases? Early in the 20th century, consequences of the idea that "no single reference point is to be preferred above any other" were worked out in physics by Einstein (special and general relativity), in art by Picasso (early cubism), and in music by Schoenberg (12-tone compositions); did this same paradigm-shifting concept arise, in three disparate fields, merely by coincidence? We are developing a new course, aimed primarily at non-science majors, that addresses questions like these through a combination of hands-on experiments on the physics of light, investigations in visual perception, empirical tests of various drawing and painting techniques, and field trips to nearby museums. We will show a few examples of the kinds of art/science intersections our students will be exploring, and present a working outline for the course.

  9. Translating complex science into life-course health promoting strategies.

    PubMed

    Buttriss, Judith L

    2011-02-01

    These days, we are bombarded with nutrition information from diverse sources and of varying quality. There has been a dramatic increase in communication channels, including more television channels with airtime to fill, and the emergence of the Internet and 'new media' such as social networking sites. Part of this culture is to deliver ever changing and novel angles. The background 'noise' that this creates can make delivery of evidence-based advice about healthy eating that generally carries less novelty value, a huge challenge. This paper illustrates ways in which complex scientific information can be translated into meaningful health promoting strategies that can be applied across the life course. The examples used are nutrition in the context of healthy ageing, communicating the concept of energy density in the context of satiety, healthy hydration, health effects of probiotics and resources for use by teachers in the classroom. This selection of examples demonstrates the processes adopted at the British Nutrition Foundation to identify the evidence base for a particular topic and then to communicate this information to various target audiences. The British Nutrition Foundation's approach typically starts with preparation of a detailed review of the evidence, often with the involvement of external expertise, followed by peer review. For much of this work conventional science communication routes are used, but use is also made of the Internet and various forms of new media.

  10. A Model Framework for Science and Other Course Materials Construction.

    ERIC Educational Resources Information Center

    Schlenker, Richard M.

    A model is presented to provide guidance for Coast Guard writers, curriculum developers, course coordinators, and instructors who intend to update, or draft course materials. Detailed instructions are provided for developing instructor's guides and student's guides. (CS)

  11. Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses

    NASA Astrophysics Data System (ADS)

    Shell, Duane F.; Soh, Leen-Kiat

    2013-12-01

    The goal of the present study was to utilize a profiling approach to understand differences in motivation and strategic self-regulation among post-secondary STEM students in major versus required non-major computer science courses. Participants were 233 students from required introductory computer science courses (194 men; 35 women; 4 unknown) at a large Midwestern state university. Cluster analysis identified five profiles: (1) a strategic profile of a highly motivated by-any-means good strategy user; (2) a knowledge-building profile of an intrinsically motivated autonomous, mastery-oriented student; (3) a surface learning profile of a utility motivated minimally engaged student; (4) an apathetic profile of an amotivational disengaged student; and (5) a learned helpless profile of a motivated but unable to effectively self-regulate student. Among CS majors and students in courses in their major field, the strategic and knowledge-building profiles were the most prevalent. Among non-CS majors and students in required non-major courses, the learned helpless, surface learning, and apathetic profiles were the most prevalent. Students in the strategic and knowledge-building profiles had significantly higher retention of computational thinking knowledge than students in other profiles. Students in the apathetic and surface learning profiles saw little instrumentality of the course for their future academic and career objectives. Findings show that students in STEM fields taking required computer science courses exhibit the same constellation of motivated strategic self-regulation profiles found in other post-secondary and K-12 settings.

  12. Advanced Standing and Bridge Courses: Structures and Issues

    ERIC Educational Resources Information Center

    GlenMaye, Linnea F.; Lause, Timothy W.; Bolin, Brien L.

    2010-01-01

    This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15%…

  13. National Center for Advancing Translational Sciences

    MedlinePlus

    ... Skip to main content Menu Research Pre-Clinical Innovation Improving the Drug Development Process Repurposing Drugs Testing & Predictive Models Core Technologies Clinical Innovation Clinical and Translational Science Awards Program Rare Diseases ...

  14. Advances in engineering science, volume 2

    NASA Technical Reports Server (NTRS)

    1976-01-01

    Papers are presented dealing with structural dynamics; structural synthesis; and the nonlinear analysis of structures, structural members, and composite structures and materials. Applications of mathematics and computer science are included.

  15. Advances in Engineering Science, Volume 4

    NASA Technical Reports Server (NTRS)

    1976-01-01

    The following areas of flight science are discussed in detail; (1) inviscid flow, (2) viscous flow, (3) aircraft aerodynamics, (4) fluid mechanics, (5) propulsion and combustion, and (6) flight dynamics and control.

  16. Preservice Elementary Teachers' Perceptions of Their Understanding of Inquiry and Inquiry-Based Science Pedagogy: Influence of an Elementary Science Education Methods Course and a Science Field Experience

    ERIC Educational Resources Information Center

    Varma, Tina; Volkmann, Mark; Hanuscin, Deborah

    2009-01-01

    Literature indicates that the "National Science Education Standards" ("NSES") teaching standards and inquiry-based teaching strategies for science are not uniformly incorporated into the elementary science methods (eSEM) courses across the U.S. and that field experiences might not provide appropriate models of the inquiry-based science pedagogy…

  17. Development of an Advanced Training Course for Teachers and Researchers in Chemistry

    ERIC Educational Resources Information Center

    Dragisich, Vera; Keller, Valerie; Black, Rebecca; Heaps, Charles W.; Kamm, Judith M.; Olechnowicz, Frank; Raybin, Jonathan; Rombola, Michael; Zhao, Meishan

    2016-01-01

    Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded…

  18. Advanced Internship: A High-Impact, Low-Cost, Super-Capstone Course

    ERIC Educational Resources Information Center

    Fernald, Peter S.; Goldstein, Gary S.

    2013-01-01

    In an earlier issue of this journal, the authors described a capstone course, Internship, that both "caps" the undergraduate experience and functions as a "bridge" to the world beyond college. Here, they describe a sequel to that course, Advanced Internship, which both extends and enhances the "capping" and "bridging" experiences. The bridging…

  19. Variation in Content Coverage by Classroom Composition: An Analysis of Advanced Math Course Content

    ERIC Educational Resources Information Center

    Covay, Elizabeth

    2011-01-01

    Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the…

  20. Experiences of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses

    ERIC Educational Resources Information Center

    Milburn, Kristine M.

    2011-01-01

    Problem: An increasing number of high-achieving American high school students are enrolling in multiple Advanced Placement (AP) courses. As a result, high schools face a growing need to understand the impact of taking multiple AP courses concurrently on the social-emotional lives of high-achieving students. Procedures: This phenomenological…

  1. Discovery Learning and Teaching with Electronic Corpora in an Advanced German Grammar Course

    ERIC Educational Resources Information Center

    Vyatkina, Nina

    2013-01-01

    This study describes the design and implementation of a usage-based and corpus-based advanced German grammar course. Teaching materials for the course included DWDS, or "Digitales Worterbuch der deutschen Sprache": a large, representative, free and publicly available corpus of contemporary German texts. The article outlines specific theoretically…

  2. Cam Design Projects in an Advanced CAD Course for Mechanical Engineers

    ERIC Educational Resources Information Center

    Ault, H. K.

    2009-01-01

    The objective of this paper is to present applications of solid modeling aimed at modeling of complex geometries such as splines and blended surfaces in advanced CAD courses. These projects, in CAD-based Mechanical Engineering courses, are focused on the use of the CAD system to solve design problems for applications in machine design, namely the…

  3. Implications for Scaling up Advanced Course Offerings and Takings: Evidence from Florida

    ERIC Educational Resources Information Center

    Iatarola, Patrice

    2016-01-01

    This chapter summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back…

  4. Blurring the Boundaries: Connecting the Autobiographical and the Historical in an Advanced Writing Course.

    ERIC Educational Resources Information Center

    Thomas, Gordon P.

    An advanced writing course required of English education majors may also be taken by students in the humanities. The course helps students gain experience with longer and more complex essays, develop a more mature writing style, and learn how to make metacognitive evaluations of their own and others' writing. It also extends the contexts and…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  6. ARCHES: Advancing Research & Capacity in Hydrologic Education and Science

    NASA Astrophysics Data System (ADS)

    Milewski, A.; Fryar, A. E.; Durham, M. C.; Schroeder, P.; Agouridis, C.; Hanley, C.; Rotz, R. R.

    2013-12-01

    Educating young scientists and building capacity on a global scale is pivotal towards better understanding and managing our water resources. Based on this premise the ARCHES (Advancing Research & Capacity in Hydrologic Education and Science) program has been established. This abstract provides an overview of the program, links to access information, and describes the activities and outcomes of student participants from the Middle East and North Africa. The ARCHES program (http://arches.wrrs.uga.edu) is an integrated hydrologic education approach using online courses, field programs, and various hands-on workshops. The program aims to enable young scientists to effectively perform the high level research that will ultimately improve quality of life, enhance science-based decision making, and facilitate collaboration. Three broad, interlinked sets of activities are incorporated into the ARCHES program: (A1) the development of technical expertise, (A2) the development of professional contacts and skills, and (A3) outreach and long-term sustainability. The development of technical expertise (A1) is implemented through three progressive instructional sections. Section 1: Students were guided through a series of online lectures and exercises (Moodle: http://wrrs.uga.edu/moodle) covering three main topics (Remote Sensing, GIS, and Hydrologic Modeling). Section 2: Students participated in a hands-on workshop hosted at the University of Georgia's Water Resources and Remote Sensing Laboratory (WRRSL). Using ENVI, ArcGIS, and ArcSWAT, students completed a series of lectures and real-world applications (e.g., Development of Hydrologic Models). Section 3: Students participated in field studies (e.g., measurements of infiltration, recharge, streamflow, and water-quality parameters) conducted by U.S. partners and international collaborators in the participating countries. The development of professional contacts and skills (A2) was achieved through the promotion of networking

  7. Mentoring Students in an Introductory Science Course: Improvements in Grades and Course Retention.

    ERIC Educational Resources Information Center

    Hedges, Kathryn; Mania-Farnell, Barbara

    2002-01-01

    Reports the outcomes of a mentoring program for students in an introductory anatomy and physiology course. Exam scores and retention in the course improved as a result of the program. (Contains 17 references.) (DDR)

  8. Information Literacy Courses in Engineering and Science--The Design and Implementation of the DEDICATE Courses.

    ERIC Educational Resources Information Center

    Fjallbrant, Nancy; Levy, Philippa

    The aim of the DEDICATE (Distance Education Information Courses with Access through Networks) project, funded through the European Union, is to develop distance education courses in training for information literacy. The DEDICATE courses are based on the use of the Internet and World Wide Web; communication between participants and tutors and…

  9. Connecting Students to Advanced Courses Online. Innovations in Education

    ERIC Educational Resources Information Center

    US Department of Education, 2007

    2007-01-01

    America's productivity and prosperity depend on the education system's ability to meet the challenges of the 21st century. This guide highlights six providers of academic course work that are going beyond the convention of brick-and-mortar schools by delivering rigorous curricula to students through Internet technology. These providers, along with…

  10. Communicating the Benefits of a Full Sequence of High School Science Courses

    NASA Astrophysics Data System (ADS)

    Nicholas, Catherine Marie

    High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit in the STEM degree production rate needed to fill the demand of the current job market and remain competitive as a nation. The purpose of the study was to make a difference in the number of students who have access to information about the benefits of completing a full sequence of science courses. This dissertation study employed qualitative research methodology to gain a broad perspective of staff through a questionnaire and document review and then a deeper understanding through semi-structured interview protocol. The data revealed that a universal sequence of science courses in the high school district did not exist. It also showed that not all students had access to all science courses; students were sorted and tracked according to prerequisites that did not necessarily match the skill set needed for the courses. In addition, the study showed a desire for more support and direction from the district office. It was also apparent that there was a disconnect that existed between who staff members believed should enroll in a full sequence of science courses and who actually enrolled. Finally, communication about science was shown to occur mainly through counseling and peers. A common science sequence, detracking of science courses, increased communication about the postsecondary and academic benefits of a science education, increased district direction and realistic mathematics alignment were all discussed as solutions to the problem.

  11. Networking Technologies Enable Advances in Earth Science

    NASA Technical Reports Server (NTRS)

    Johnson, Marjory; Freeman, Kenneth; Gilstrap, Raymond; Beck, Richard

    2004-01-01

    This paper describes an experiment to prototype a new way of conducting science by applying networking and distributed computing technologies to an Earth Science application. A combination of satellite, wireless, and terrestrial networking provided geologists at a remote field site with interactive access to supercomputer facilities at two NASA centers, thus enabling them to validate and calibrate remotely sensed geological data in near-real time. This represents a fundamental shift in the way that Earth scientists analyze remotely sensed data. In this paper we describe the experiment and the network infrastructure that enabled it, analyze the data flow during the experiment, and discuss the scientific impact of the results.

  12. Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers

    ERIC Educational Resources Information Center

    Martin-Dunlop, Catherine; Fraser, Barry J.

    2008-01-01

    This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers' perceptions of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students in a large urban university. Changing students' ideas about science laboratory teaching and…

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

    ERIC Educational Resources Information Center

    DiBenedetto, Maria K.; Bembenutty, Hefer

    2011-01-01

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

  14. A Novel Interdisciplinary Science Experience for Undergraduates across Introductory Biology, Chemistry, and Physics Courses

    ERIC Educational Resources Information Center

    Murray, Joelle L.; Atkinson, Elizabeth J. O.; Gilbert, Brian D.; Kruchten, Anne E.

    2014-01-01

    Successfully creating and implementing interdisciplinary curricula in introductory science, technology, engineering, and mathematics (STEM) courses is challenging, but doing so is increasingly more important as current problems in science become more interdisciplinary. Opening up the silos between science disciplines and overcoming common…

  15. Learning Science by Engaging Religion: A Novel Two-Course Approach for Biology Majors

    ERIC Educational Resources Information Center

    Eisen, Arri; Huang, Junjian

    2014-01-01

    Many issues in science create individual and societal tensions with important implications outside the classroom. We describe one model that directly addresses such tensions by integrating science and religion in two parallel, integrated courses for science majors. Evaluation of the goals of the project--(1) providing students with strategies to…

  16. An Innovative Course Featuring Action Research Integrated with Unifying Science Themes

    ERIC Educational Resources Information Center

    Otto, Charlotte A.; Luera, Gail R.; Everett, Susan A.

    2009-01-01

    In this article, we describe an innovative capstone course for preservice K-8 teachers integrating action research and a unifying theme in science (AAAS in Science for all Americans. Oxford University Press, New York, 1989; NRC in National science education standards. National Academy Press, Washington, DC, 1996). The goals of the capstone course…

  17. Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science

    ERIC Educational Resources Information Center

    Archer, Candace C.; Miller, Melissa K.

    2011-01-01

    Prior research in political science and other disciplines demonstrates the pedagogical and practical benefits of active learning. Less is known, however, about the extent to which active learning is used in political science classrooms. This study assesses the prioritization of active learning in "gateway" political science courses, paying…

  18. Do Student Attitudes toward Science Change during a General Education Chemistry Course?

    ERIC Educational Resources Information Center

    Walczak, Mary M.; Walczak, Daniel E.

    2009-01-01

    The importance of educating people to live in our increasingly science- and technology-rich world is well established. Many institutions require students to take one or more courses in science. Some nonscience majors are intrigued by this opportunity, while others are less inclined to take science classes. This project used a mixed-methods…

  19. Science Topics for Third and Fourth Year Non-S.C.E. Courses.

    ERIC Educational Resources Information Center

    Scottish Education Dept., Edinburgh.

    This publication contains details of 18 science topics based upon the general science objectives stated by the Working Party on Secondary School Science for pupils in the third and fourth years of Scottish secondary schools who do not intend to take courses leading to the Scottish Certificate of Education examinations (see SE 015 432). The topics…

  20. The Impact of Agricultural Science Education on Performance in a Biology Course

    ERIC Educational Resources Information Center

    Ernest, Byron L.

    2014-01-01

    The lack of student achievement in science is often cited in U.S. educational reports. At the study site, low student achievement in science has been an ongoing concern for administrators. The purpose of this mixed methods study was to investigate the impact of agricultural science education on student performance in a Biology course. Vygotsky's…

  1. Conceptions of Environment in a Continuing Education Course for Science Teachers in Brazil

    ERIC Educational Resources Information Center

    dos Santos Matos, Mauricio; Barbosa, Paulo; Coelho-Matos, Myrna Elisa Chagas

    2012-01-01

    Studies focusing on environmental education and continuing education of science teachers play an important role in the science education area. This research analyzed conceptions of environment in a continuing education course for science teachers developed at the University of Sao Paulo, Brazil. The analysis of the material was made using a…

  2. An Overview of Environmental Education in Middle School Natural Science Courses

    ERIC Educational Resources Information Center

    Zhanbao, Shu

    2004-01-01

    Environmental education in middle school natural science courses is based on integrating environmental knowledge into natural science education. Therefore, environmental education objectives should be set as an extension of the objectives for natural science education. However, in order to reach the objectives laid out for environmental education…

  3. A Comparison of Student Outcomes in Various Earth Science Courses Taught by Seventeen Iowa Teachers.

    ERIC Educational Resources Information Center

    Schirner, Silas Wesley

    The effects of the type of earth science course (Earth Science Curriculum Project (ESCP) and non-ESCP), the directness or indirectness of teacher-pupil interaction in various teaching activities (I/D ratio), and the teacher's philosophical orientation (T/NT ratio) on various student outcomes such as understanding of science and scientists;…

  4. An Elective Course to Engage Student Pharmacists in Elementary School Science Education

    PubMed Central

    Wilson, Judith S.; Blankenship, James; Quock, Raymond M.; Lindsey, Marti; Kinsler, Janni J.

    2011-01-01

    Objective. To develop and assess the impact of an elective course (HealthWISE) on student pharmacists’ skills in communication and health promotion and elementary school students’ knowledge of and attitudes toward science. Design. Three colleges and schools of pharmacy collaborated to develop a 1-credit elective course that used online and classroom teaching and learning techniques to prepare student pharmacists to teach science in elementary school classrooms. Student pharmacists delivered 6 science lessons to elementary students over the course of 2 months. Assessment. In weekly journal reflections and a final paper, student pharmacists reported improved communication and health promotion skills. Elementary teachers reported they were satisfied with student pharmacists’ performance in the classroom. On pretest and posttest evaluations, elementary students demonstrated increased science knowledge and enhanced enthusiasm for science following the lessons taught by student pharmacists. Conclusions. The HealthWISE elective course provided positive benefit for student pharmacists, elementary school teachers, and elementary students. PMID:22345722

  5. American Association for the Advancement of Science

    MedlinePlus

    ... and Committee on Nominations Mark_Frankel_Carousel_3.jpg 7 Nov Scientific Freedom, Responsibility and Law: An Evening in Honor... Register hikingboots.png 21 Nov SCS Park Science Research Fellowship Application Deadline Apply Now View more events 4,675 jobs are available for you to choose ...

  6. Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

    ERIC Educational Resources Information Center

    Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

    2015-01-01

    Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

  7. Effects of Students' Multiple Intelligences on Participation Rate of Course Components in a Blended Secondary Family and Consumer Sciences Course

    ERIC Educational Resources Information Center

    Devlin, Breanne M.

    2010-01-01

    This study investigated students' learning style participation rate within a blended Family and Consumer Sciences Exploring Childhood constructivist secondary course using an exploratory quantitative approach with descriptive analysis, ANOVA testing, and contingency tables. Howard Gardner's multiple intelligence inventory was used to determine…

  8. Advanced Placement Computer Science with Pascal. Volume 2. Experimental Edition.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY.

    This curriculum guide presents 100 lessons for an advanced placement course on programming in Pascal. Some of the topics covered include arrays, sorting, strings, sets, records, computers in society, files, stacks, queues, linked lists, binary trees, searching, hashing, and chaining. Performance objectives, vocabulary, motivation, aim,…

  9. [Development and Hosting of a Perioperative Advanced Life Support Training Course for Anesthesiologists].

    PubMed

    Komasawa, Nobuyasu; Fujiwara, Shunsuke; Haba, Masanori; Ueshima, Hironobu; Okada, Daisuke; Minami, Toshiaki

    2015-05-01

    Participation in the American Heart Association advanced cardiac life support provider course is a prerequisite for taking the anesthesiology specialist examination in Japan. The course teaches fundamental resuscitation methods for different types of cardiac arrest. However, crisis in the perioperative period can result from airway trouble, central venous catheter displacement, or massive hemorrhage. We report our experience of holding a problem- and learning-based perioperative advanced life support training course, Advanced Life Support for Operation (ALS-OP). Main contents of the course included circulation management, airway management central venous catheters, and pain clinic-related complications. ALS-OP simulation training may be beneficial for educating anesthesiologist and promoting perioperative patient safety. PMID:26422971

  10. Advanced Science Students' Understandings on Nature of Science in Finland

    ERIC Educational Resources Information Center

    Sormunen, Kari; Köksal, Mustafa Serdar

    2014-01-01

    Majority of NOS studies comprise of determination or assessment studies conducted with ordinary students. In order to gain further understanding on variation in NOS understandings among the students, there should be different research attempts focusing on unconventional students such as academically advanced students. The purpose of this study is…

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

    NASA Astrophysics Data System (ADS)

    van Wormer, Laura; Sorrick, Roxanne

    2009-10-01

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

  12. Laboratory Experiences in an Introduction to Natural Science Course.

    ERIC Educational Resources Information Center

    Barnard, Sister Marquita

    1984-01-01

    Describes a two-semester course designed to meet the needs of future elementary teachers, home economists, and occupational therapists. Laboratory work includes homemade calorimeters, inclined planes, and computing. Content areas of the course include measurement, physics, chemistry, astronomy, biology, geology, and meteorology. (JN)

  13. Advertising Post-Experience Courses in Science and Engineering

    ERIC Educational Resources Information Center

    Thomas, Edward

    1978-01-01

    Describes ten different forms of advertising that have been used to recruit scientists and engineers to residential postexperience courses. Reports the results of a survey conducted to assess the relative cost-benefit of each advertising method in attracting adult students to specialized postexperience courses. (EM)

  14. Practical Ideas to Get Students to Think About Justice in Science Courses

    NASA Astrophysics Data System (ADS)

    Dahl, E. E.

    2014-12-01

    Loyola University Maryland is a Jesuit Catholic comprehensive university with undergraduate only science programs. One of the learning aims of the University is that student should learn "an appreciation of the great moral issues of our time…" including "the environmental impact of human activity." One of the ways this and many of the other justice and diversity focused learning aims are taught is through the development and teaching of 'diversity' courses for undergraduate students. Currently, the 6 applied and natural science departments at Loyola only offer only 1 such course, while the university as a whole offers ~120 such courses. CH114 Global Environment is the course offered in the sciences and is the only diversity course with an environmental focus at the university. This course is designed for general studies; however it is also taken by science students interested in the global environment. This presentation will offer some practical suggestions of how bring justice into general studies courses on the environment as well as how some of these ideas can translate to courses for science majors.

  15. Advances and Challenges in Computational Plasma Science

    SciTech Connect

    W.M. Tang; V.S. Chan

    2005-01-03

    Scientific simulation, which provides a natural bridge between theory and experiment, is an essential tool for understanding complex plasma behavior. Recent advances in simulations of magnetically-confined plasmas are reviewed in this paper with illustrative examples chosen from associated research areas such as microturbulence, magnetohydrodynamics, and other topics. Progress has been stimulated in particular by the exponential growth of computer speed along with significant improvements in computer technology.

  16. The use of ethical frameworks by students following a new science course for 16 18 year-olds

    NASA Astrophysics Data System (ADS)

    Reiss, Michael

    2008-09-01

    There has been a move in recent years towards the greater inclusion of social and ethical issues within science courses. This paper examines a new context-based course for 16 18 year-olds (Salters-Nuffield Advanced Biology) who are studying biology in England and Wales. The course is taught through contexts and has an emphasis on social issues and the development of ethical reasoning. Examination of a sample of reports written by students in 2005 as part of the course’s summative assessment shows that utilitarian ethical reasoning is used widely and that the other ethical frameworks to which students are introduced in the course—rights and duties, autonomy and virtue ethics—are used substantially less often. In addition, students mostly argue anthropocentrically though many of them argue ecocentrically and/or biocentrically too.

  17. NEON's Citizen Science Academy: Exploring online professional development courses for educators to enhance participation

    NASA Astrophysics Data System (ADS)

    Henderson, S.; Ward, D.; Wasser, L.; Meymaris, K.; Newman, S. J.

    2012-12-01

    The NEON Citizen Science Academy (CSA) (citizenscienceacademy.org) was created to explore the need for online professional development (PD) resources and opportunities that explicitly focused on citizen science in diverse educational settings. In the past decade, there has been more widespread acceptance of online PD courses as viable alternatives to face to face classes and workshops. This acceptance, along with the current proliferation of online based citizen science programs, spurred the development of the CSA dedicated to providing online courses and resources to facilitate effective implementation of citizen science programs. For the pilot, an online, self paced course for informal and formal educators was developed based on NEON' Project BudBurst (budburst.org). An intended outcome of this pilot project was the development of best practices based on lessons learned that could be used for the development of future NEON online courses and shared with the citizen science community, The pilot clearly demonstrated the interest in an online citizen science course. Initial registration far exceeded expectations and additional sessions had to be offered to meet demand. A second online course was developed and offered in the fall to similar interest. Additional courses will be offered in the winter of 2013. We will report on lessons learned and early best practices based, in large part, from field testing and feedback of over 400 educators who have taken participated in the CSA to date.

  18. College Science Students' Perception Gaps in Preferred-Actual Learning Environment in a Reformed Introductory Earth Science Course in Taiwan

    ERIC Educational Resources Information Center

    Chang, Chun-Yeh; Chang, Yueh-Hsia

    2010-01-01

    This study used an instrument to examine undergraduate students' preferred and actual learning environment perceptions in an introductory earth science course. The results show that science students expect to learn in a learning environment combining teacher-centred and student-centred approaches. However, an expectation incongruence was found in…

  19. Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course

    ERIC Educational Resources Information Center

    Matkins, Juanita Jo; Bell, Randy L.

    2007-01-01

    This investigation assessed the impact of situating explicit nature of science (NOS) instruction within the issues surrounding global climate change and global warming (GCC/GW). Participants in the study were 15 preservice elementary teachers enrolled in a science methods course. The instructional intervention included explicit NOS instruction…

  20. Influence of an Intensive, Field-Based Life Science Course on Preservice Teachers' Self-Efficacy for Environmental Science Teaching

    ERIC Educational Resources Information Center

    Trauth-Nare, Amy

    2015-01-01

    Personal and professional experiences influence teachers' perceptions of their ability to implement environmental science curricula and to positively impact students' learning. The purpose of this study was twofold: to determine what influence, if any, an intensive field-based life science course and service learning had on preservice teachers'…

  1. Science courses in the online environment: A needs assessment of instructor attitudes that affect the design process

    NASA Astrophysics Data System (ADS)

    Ward, Diane F.

    The purpose of this study was to identify the attitudes of college and university science instructors regarding the online delivery of science courses as part of the needs assessment process. Instructor attitudes regarding science courses were examined in three areas: curriculum, instructional design of the course, and the laboratory component. A quantitative research methodology was followed to identify the attitudes of science instructors regarding the online delivery of general introductory science courses as part of the needs assessment process. The study utilized descriptive research to identify common patterns in the attitudes of science instructors. An online survey questionnaire (STOIC) was developed and administered to 103 science instructors currently teaching in one of the four science disciplines (biology, chemistry, geology, or physics) at a public community college or university. Pearson chi square test of independence was performed using the four different science disciplines as variables. The results of the study showed no significant relationship between the science disciplines and the attitudes of instructors regarding the online delivery of science courses in the areas of curriculum, instructional design, or the laboratory component. It was also found that no significant relationship existed between the science disciplines and the instructor acceptance of science courses offered online for non-science majors. The study concluded that science instructors in all four science disciplines were unified in their opinions regarding the laboratory component of an online science course. The majority believe that the laboratory component should be conducted on campus in a live setting as opposed to alternative scenarios, such as simulations or in the student's home. Science instructors do not perceive a science course designed for online delivery to be capable of including the same instructional design components utilized in a science course delivered live

  2. Re-Examining the Way We Teach: The Earth System Science Education Alliance Online Courses

    NASA Astrophysics Data System (ADS)

    Botti, J. A.; Myers, R. J.

    2003-12-01

    Science education reform has skyrocketed over the last decade thanks in large part to the technology of the Internet, opening up dynamic new online communities of learners. It has allowed educators worldwide to share thoughts about Earth system science and reexamine the way science is taught. The Earth System Science Education Alliance (ESSEA) is one positive offshoot of this reform effort. This developing partnership among universities, colleges, and science education organizations is led by the Institute for Global Environmental Strategies and the Center for Educational TechnologiesTM at Wheeling Jesuit University. ESSEA's mission is to improve Earth system science education. ESSEA has developed three Earth system science courses for K-12 teachers. These online courses guide teachers into collaborative, student-centered science education experiences. Not only do these courses support teachers' professional development, they also help teachers implement Earth systems science content and age-appropriate pedagogical methods into their classrooms. The ESSEA semester-long courses are open to elementary, middle school, and high school educators. After three weeks of introductory content, teachers develop content and pedagogical and technological knowledge in four three-week learning cycles. The elementary school course focuses on basic Earth system interactions between land, life, air, and water. The middle school course stresses the effects of real-world events-volcanic eruptions, hurricanes, rainforest destruction-on Earth's lithosphere, atmosphere, biosphere, and hydrosphere, using "jigsaw" to study the interactions between events, spheres, and positive and negative feedback loops. The high school course uses problem-based learning to examine critical areas of global change, such as coral reef degradation, ozone depletion, and climate change. This ESSEA presentation provides examples of learning environments from each of the three courses.

  3. The TXESS Revolution: A Partnership to Advance Earth and Space Science in Texas

    NASA Astrophysics Data System (ADS)

    Ellins, K. K.; Olson, H. C.; Willis, M.

    2007-12-01

    professional development program developed by TERC and the American Geological Institute with National Science Foundation (NSF) funding; and an online learning forum designed to keep teachers and teacher mentors in contact with facilitators and fellow project-participants between and after training, as well as share best practices and new information. The new capstone course promises to be a rigorous and dynamic change to the way Earth and Space Science has been presented previously anywhere in the U.S. and will provide many opportunities for professional development and the dissemination of suitable Earth and Space Science curriculum. The TXESS Revolution project welcomes opportunities to collaborate with geoscience consortia, programs, organizations and geoscience educators to advance Earth and Space Science in Texas. NSF's Opportunities to Enhance Diversity in the Geosciences program, the Shell Oil Company and the Jackson School of Geosciences are together funding the TXESS Revolution project.

  4. How behavioral science can advance digital health.

    PubMed

    Pagoto, Sherry; Bennett, Gary G

    2013-09-01

    The field of behavioral science has produced myriad data on health behavior change strategies and leveraged such data into effective human-delivered interventions to improve health. Unfortunately, the impact of traditional health behavior change interventions has been heavily constrained by patient and provider burden, limited ability to measure and intervene upon behavior in real time, variable adherence, low rates of implementation, and poor third-party coverage. Digital health technologies, including mobile phones, sensors, and online social networks, by being available in real time, are being explored as tools to increase our understanding of health behavior and to enhance the impact of behavioral interventions. The recent explosion of industry attention to the development of novel health technologies is exciting but has far outpaced research. This Special Section of Translational Behavioral Medicine, Smartphones, Sensors, and Social Networks: A New Age of Health Behavior Change features a collection of studies that leverage health technologies to measure, change, and/or understand health behavior. We propose five key areas in which behavioral science can improve the impact of digital health technologies on public health. First, research is needed to identify which health technologies actually impact behavior and health outcomes. Second, we need to understand how online social networks can be leveraged to impact health behavior on a large scale. Third, a team science approach is needed in the developmental process of health technologies. Fourth, behavioral scientists should identify how a balance can be struck between the fast pace of innovation and the much slower pace of research. Fifth, behavioral scientists have an integral role in informing the development of health technologies and facilitating the movement of health technologies into the healthcare system.

  5. Advances in Lunar Science and Observational Opportunities

    NASA Technical Reports Server (NTRS)

    Heldmann, Jennifer

    2012-01-01

    Lunar science is currently undergoing a renaissance as our understanding of our Moon continues to evolve given new data from multiple lunar mission and new analyses. This talk will overview NASA's recent and future lunar missions to explain the scientific questions addressed by missions such as the Lunar Reconnaissance Orbiter (LRO), Lunar Crater Observation and Sensing Satellite (LCROSS), Gravity Recovery and Interior Laboratory (Grail), Acceleration, Reconnection, Turbulence and Electrodynamics of the Moon's Interaction with the Sun (ARTEMIS), and the Lunar Atmosphere and Dust Environment Explorer (LADEE). The talk will also overview opportunities for participatory exploration whereby professional and amateur astronomers are encouraged to participate in lunar exploration in conjunction with NASA.

  6. Connecting Past with Present: A Mixed-Methods Science Ethics Course and its Evaluation.

    PubMed

    Semendeferi, Ioanna; Tsiamyrtzis, Panagiotis; Dcosta, Malcolm; Pavlidis, Ioannis

    2016-02-01

    We present a graduate science ethics course that connects cases from the historical record to present realities and practices in the areas of social responsibility, authorship, and human/animal experimentation. This content is delivered with mixed methods, including films, debates, blogging, and practicum; even the instructional team is mixed, including a historian of science and a research scientist. What really unites all of the course's components is the experiential aspect: from acting in historical debates to participating in the current scientific enterprise. The course aims to change the students' culture into one deeply devoted to the science ethics cause. To measure the sought after cultural change, we developed and validated a relevant questionnaire. Results of this questionnaire from students who took the course, demonstrate that the course had the intended effect on them. Furthermore, results of this questionnaire from controls indicate the need for cultural change in that cohort. All these quantitative results are reinforced by qualitative outcomes.

  7. Connecting Past with Present: A Mixed-Methods Science Ethics Course and its Evaluation.

    PubMed

    Semendeferi, Ioanna; Tsiamyrtzis, Panagiotis; Dcosta, Malcolm; Pavlidis, Ioannis

    2016-02-01

    We present a graduate science ethics course that connects cases from the historical record to present realities and practices in the areas of social responsibility, authorship, and human/animal experimentation. This content is delivered with mixed methods, including films, debates, blogging, and practicum; even the instructional team is mixed, including a historian of science and a research scientist. What really unites all of the course's components is the experiential aspect: from acting in historical debates to participating in the current scientific enterprise. The course aims to change the students' culture into one deeply devoted to the science ethics cause. To measure the sought after cultural change, we developed and validated a relevant questionnaire. Results of this questionnaire from students who took the course, demonstrate that the course had the intended effect on them. Furthermore, results of this questionnaire from controls indicate the need for cultural change in that cohort. All these quantitative results are reinforced by qualitative outcomes. PMID:25688028

  8. Assessing Attitudes Towards Science During an Adaptive Online Astrobiology Course: Comparing Online and On-Campus Undergraduates

    NASA Astrophysics Data System (ADS)

    Perera, Viranga; Mead, Chris; Buxner, Sanlyn; Horodyskyj, Lev; Semken, Steven; Lopatto, David; Anbar, Ariel

    2016-10-01

    General-education Science, Technology, Engineering, and Mathematics (STEM) courses are accepted as essential to a college education. An often cited reason is to train a scientifically literate populace who can think critically and make informed decisions about complex issues such as climate change, health care, and atomic energy. Goals of these STEM courses, therefore, go beyond content knowledge to include generating positive attitudes towards science, developing competence in evaluating scientific information in everyday life and understanding the nature of science. To gauge if such non-content learning outcomes are being met in our course, an online astrobiology course called Habitable Worlds, we administered the Classroom Undergraduate Research Experience (CURE) survey to students. The survey was administered before and after completion of the course for three semesters starting with the Fall 2014 semester and ending with the Fall 2015 semester (N = 774). A factor analysis indicated three factors on attitudes: toward science education, toward the interconnectedness of science with non-science fields, and toward the nature of science. Here we present some differences between students enrolled in online degree programs (o-course) and those enrolled in traditional undergraduate programs (i-course). While mean course grades were similar, changes in attitudes toward science differ significantly between o-course and i-course students. The o-course students began the course with more positive attitudes across all three factors than the i-course students. Their attitudes toward science education improved during the course, while the i-course students showed no change. Attitudes toward the other two factors declined in both populations during the course, but declines were smaller among o-course students. These differences may indicate lesser intrinsic motivation among the i-course students. The CURE survey has not been used before in an online course; therefore, we will

  9. Collaborative Development and Benefits of a Science Inquiry Service-Learning Course.

    ERIC Educational Resources Information Center

    Maser, Joseph A.

    2001-01-01

    Provides an example of how engagement with a public entity is incorporated into Portland State University's undergraduate curriculum. Details the development of a science-based service learning course that combines academic rigor with a community-based experience. (EV)

  10. Integrating nature of science instruction into a physical science content course for preservice elementary teachers: NOS views of teaching assistants

    NASA Astrophysics Data System (ADS)

    Hanuscin, Deborah L.; Akerson, Valarie L.; Phillipson-Mower, Teddie

    2006-09-01

    Teacher education programs have met with limited success in improving teachers' understanding of the nature of science (NOS). Research suggests that such efforts could be enhanced by addressing NOS in preservice teachers' science courses. We planned NOS instruction in a physical science content course for preservice elementary teachers. Our first concern was the NOS views of the instructors for the course, which included undergraduate teaching assistants (UTAs). We examined the NOS views of nine UTAs, and the impact of job-embedded professional development on their views. Although initially UTAs held a number of views inconsistent with science education reforms, four modes of explicit-and-reflective interventions, including analysis of NOS views of preservice teachers, resulted in favorable changes in UTAs' views.

  11. Introduction to Criminalistics: A Course in Basic Science

    ERIC Educational Resources Information Center

    Sauls, Frederick C.; Wartell, M. A.

    1976-01-01

    Describes an evening chemistry course designed to teach noncriminology personnel in the law enforcement field the function of a crime laboratory and the application of scientific analysis to law enforcement problems. (MLH)

  12. Advances in SPICE Support of Planetary Science

    NASA Technical Reports Server (NTRS)

    Acton, C. H.

    2013-01-01

    SPICE is the de facto international standard for determining the geometric conditions-parameters such as altitude, lighting angles, and LAT/LON coverage of an instrument footprint-pertaining to scientific observations acquired by instruments on board robotic spacecraft. This system, comprised of data and allied software, is used for planning science observations and for analyzing the data returned from those observations. Use of SPICE is not a NASA requirement but is recommended by NASA's Planetary Data System and by the International Planetary Data Alliance. Owing in part to its reliability, stability, portability and user support, the use of SPICE has spread to many national space agencies, including those of the U.S., Europe (ESA), Japan, Russia and India. SPICE has been in use since the Magellan mission to Venus and so has many well-known capabilities. But the NAIF Team responsible for implementing SPICE continues to add new features; this presentation describes a number of these.

  13. Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses

    ERIC Educational Resources Information Center

    Antonis, Konstantinos; Daradoumis, Thanasis; Papadakis, Spyros; Simos, Christos

    2011-01-01

    This paper reports on work undertaken within a pilot study concerned with the design, development, and evaluation of online computer science training courses. Drawing on recent developments in e-learning technology, these courses were structured around the principles of a learner-oriented approach for use with adult learners. The paper describes a…

  14. Findings from an Independent Evaluation of the AMNH's Online Seminars on Science Course: "Genetics, Genomics, Genethics"

    ERIC Educational Resources Information Center

    Inverness Research, 2008

    2008-01-01

    Inverness Research studied the American Museum of Natural History (AMNH) Seminars on Science program for eight years, from its inception in 1998 to 2006. This paper presents teacher survey ratings for "Genetics, Genomics, Genethics", along with profiles of three teachers who took the course. Course takers report on the annual follow-up surveys…

  15. Findings from an Independent Evaluation of the AMNH's Online Seminars on Science Course: "The Ocean System"

    ERIC Educational Resources Information Center

    Inverness Research, 2008

    2008-01-01

    Inverness Research studied the American Museum of Natural History (AMNH) Seminars on Science program for eight years, from its inception in 1998 to 2006. This paper presents teacher survey ratings for "The Ocean System", along with profiles of three teachers who took the course. Course takers report on the annual follow-up surveys that "The Ocean…

  16. Emphasizing Astrobiology: Highlighting Communication in an Elective Course for Science Majors

    ERIC Educational Resources Information Center

    Offerdahl, Erika G.; Prather, Edward E.; Slater, Timothy F.

    2004-01-01

    The project described here involved the design, implementation, and evaluation of an upper level, undergraduate elective course for science majors. Specific course goals were to help students gain an appreciation of the interdisciplinary nature of astrobiology, understand key ideas in astrobiology, and develop the skills necessary to communicate…

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

    ERIC Educational Resources Information Center

    Downs, C. T.

    2009-01-01

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

  18. Accelerated Integrated Science Sequence (AISS): An Introductory Biology, Chemistry, and Physics Course

    ERIC Educational Resources Information Center

    Purvis-Roberts, Kathleen L.; Edwalds-Gilbert, Gretchen; Landsberg, Adam S.; Copp, Newton; Ulsh, Lisa; Drew, David E.

    2009-01-01

    A new interdisciplinary, introductory science course was offered for the first time during the 2007-2008 school year. The purpose of the course is to introduce students to the idea of working at the intersections of biology, chemistry, and physics and to recognize interconnections between the disciplines. Interdisciplinary laboratories are a key…

  19. Scientists Taking a Nature of Science Course: Beliefs and Learning Outcomes of Career Switchers

    ERIC Educational Resources Information Center

    Peters-Burton, Erin

    2016-01-01

    The purpose of the study was to examine what scientists studying to become teachers know about the nature of science (NOS) before, during and after a course focused on NOS. The 16 scientists had an average of 9.7 years of work experience. The course was structured to teach knowledge about the aspects of NOS, demonstrate effective methods of…

  20. Information Literacy Instruction and Assessment in an Honors College Science Fundamentals Course

    ERIC Educational Resources Information Center

    Johnson, Corey M.; Anelli, Carol M.; Galbraith, Betty J.; Green, Kimberly A.

    2011-01-01

    The Washington State University Honors College course, UH 290, "Science as a Way of Knowing," engages freshmen in scientific inquiry and scholarly literature research. The UH 290 instructor, a learning design consultant, and two librarians collaborated to develop and deliver the course's information literacy curriculum. The team used…

  1. DNA, Drugs, and Detectives: An Interdisciplinary Special Topics Course for Undergraduate Students in Forensic Science

    ERIC Educational Resources Information Center

    Coticone, Sulekha Rao; Van Houten, Lora Bailey

    2015-01-01

    A special topics course combining two relevant and contemporary themes (forensic DNA analysis and illicit drug detection) was developed to stimulate student enthusiasm and enhance understanding of forensic science. Building on the interest of popular television shows such as "CSI" and "Breaking Bad," this course connects…

  2. Development of a Leadership, Policy, and Change Course for Science, Technology, Engineering, and Mathematics Graduate Students

    ERIC Educational Resources Information Center

    Cox, Monica F.; Berry, Carlotta A.; Smith, Karl A.

    2009-01-01

    This paper describes a graduate level engineering education course, "Leadership, Policy, and Change in Science, Technology, Engineering, and Mathematics (STEM) Education." Offered for the first time in 2007, the course integrated the perspectives of three instructors representing disciplines of engineering, education, and engineering education.…

  3. A Course for the Non-Science Major in an Open Admissions Urban Community College

    ERIC Educational Resources Information Center

    Jaffe, Marvin R.; And Others

    1975-01-01

    Describes an introductory chemistry course for non-science majors with poor backgrounds in mathematics and English. The course goal was to develop an appreciation of the importance of chemistry to everyday life experiences and to the major area of the student. (GS)

  4. Theory and Practice in a Science Education Course for Elementary Teachers

    ERIC Educational Resources Information Center

    Lacueva, Aurora

    2014-01-01

    In this action research work, I analyze the theory-practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results…

  5. A Comparison of Student Attitudes, Values, and Interests toward Two Earth Science Courses.

    ERIC Educational Resources Information Center

    Carpenter, John R.

    1983-01-01

    Compared attitudes, interests, and values of students in physical geology and environmental earth science courses. Significant differences were not found as indicated by comparisons of precourse/postcourse scores. Interpretation of the results and descriptions of the two courses are provided. (JN)

  6. Team Projects: A Taste of Real Science in Our Content/Methods Course.

    ERIC Educational Resources Information Center

    Baird, William E.; Zee, Ralph

    This paper describes the results of implementing a team-project approach to a methods course for preservice physical science teachers. The course is meant to give future teachers realistic experiences in the pursuit of solutions to problems where no answers are provided by the textbook or the instructor. Each lesson introduces a problem, offers…

  7. Course in Biometeorological Field Techniques. Final Report to National Science Foundation.

    ERIC Educational Resources Information Center

    Tanner, C. B.

    This is the final report to the National Science Foundation (NSF) from a grant to develop a course in biometeorological field techniques. Objectives of the course were to give students experiences in making field measurements of parameters of the physical environment and their impact on plants and animals; and to develop an understanding of the…

  8. A Library Research Course for Graduate and Professional Students in Communication Sciences and Disorders

    ERIC Educational Resources Information Center

    Tag, Sylvia G.

    2007-01-01

    This article describes the formation and content of a required library and information research course for graduate and professional students enrolled in the Communication Sciences and Disorders Master of Arts degree program at Western Washington University. The course was created as a result of library assessment, student feedback, and faculty…

  9. Findings from an Independent Evaluation of the AMNH's Online Seminars on Science Course: "Sharks and Rays"

    ERIC Educational Resources Information Center

    Inverness Research, 2008

    2008-01-01

    Inverness Research studied the American Museum of Natural History (AMNH) Seminars on Science program for eight years, from its inception in 1998 to 2006. This paper presents teacher survey ratings for Sharks and Rays, along with profiles of three teachers who took the course. Fifteen course takers from nine states who responded to the annual…

  10. Writing in the Natural Sciences and Engineering: Implications for ESL Composition Courses.

    ERIC Educational Resources Information Center

    Braine, George

    A study investigated the types of writing assignments commonly found in undergraduate natural sciences and engineering courses. The study was used as a basis for the development of composition courses for limited-English-speaking students in these fields, the most popular fields of study among foreign students. Eighty take-home assignments given…

  11. Green Chemistry and Sustainability: An Undergraduate Course for Science and Nonscience Majors

    ERIC Educational Resources Information Center

    Gross, Erin M.

    2013-01-01

    An undergraduate lecture course in Green Chemistry and Sustainability has been developed and taught to a "multidisciplinary" group of science and nonscience majors. The course introduced students to the topics of green chemistry and sustainability and also immersed them in usage of the scientific literature. Through literature…

  12. Including an Exam P/1 Prep Course in a Growing Actuarial Science Program

    ERIC Educational Resources Information Center

    Wakefield, Thomas P.

    2014-01-01

    The purpose of this article is to describe the actuarial science program at our university and the development of a course to enhance students' problem solving skills while preparing them for Exam P/1 of the Society of Actuaries (SOA) and the Casualty Actuary Society (CAS). The Exam P/1 prep course, formally titled Mathematical Foundations of…

  13. Improving Student Performance in a Management Science Course with Supplemental Tutorial Videos

    ERIC Educational Resources Information Center

    Winch, Janice K.; Cahn, E. Susanna

    2015-01-01

    The authors describe the implementation and assessment of supplementary online video tutorials in a management science course. The videos were a mix of existing videos curated from the web and new videos created by the instructors of the course. Students were encouraged to use the resources with grade incentives. Students who used more of these…

  14. The Natural Classroom: A Directory of Field Courses, Programs, and Expeditions in the Natural Sciences.

    ERIC Educational Resources Information Center

    Edelman, Jack R.

    The purpose of this book is to increase awareness of the numerous seminars, short courses, field courses, workshops, and programs for teachers, students, naturalists, and independent scholars. These programs emphasize the natural sciences including general biology, botany, zoology, ecology, marine biology, ichthyology, microbiology, natural…

  15. Lessons Learned from Undergraduate Students in Designing a Science-Based Course in Bioethics

    ERIC Educational Resources Information Center

    Loike, John D.; Rush, Brittany S.; Schweber, Adam; Fischbach, Ruth L.

    2013-01-01

    Columbia University offers two innovative undergraduate science-based bioethics courses for student majoring in biosciences and pre-health studies. The goals of these courses are to introduce future scientists and healthcare professionals to the ethical questions they will confront in their professional lives, thus enabling them to strategically…

  16. Educational Impact of Digital Visualization Tools on Digital Character Production Computer Science Courses

    ERIC Educational Resources Information Center

    van Langeveld, Mark Christensen

    2009-01-01

    Digital character production courses have traditionally been taught in art departments. The digital character production course at the University of Utah is centered, drawing uniformly from art and engineering disciplines. Its design has evolved to include a synergy of computer science, functional art and human anatomy. It gives students an…

  17. Formal Methods, Design, and Collaborative Learning in the First Computer Science Course.

    ERIC Educational Resources Information Center

    Troeger, Douglas R.

    1995-01-01

    A new introductory computer science course at City College of New York builds on a foundation of logic to teach programming based on a "design idea," a strong departure from conventional programming courses. Reduced attrition and increased student and teacher enthusiasm have resulted. (MSE)

  18. Evaluation of the National Science Foundation's Local Course Improvement Program, Volume I: Executive Summary.

    ERIC Educational Resources Information Center

    Kulik, James A.; And Others

    This report is the first of three volumes which summarize the results of a comprehensive evaluation of the National Science Foundation (NSF) Local Course Improvement (LOCI) program. Included are college teacher perceived needs of course improvement, profile of applicants for LOCI awards, appropriateness of program guidelines, and outcomes of LOCI…

  19. Attitudes about Science and Conceptual Physics Learning in University Introductory Physics Courses

    ERIC Educational Resources Information Center

    Milner-Bolotin, Marina; Antimirova, Tetyana; Noack, Andrea; Petrov, Anna

    2011-01-01

    This paper examines the results of the repeated administration of the Colorado Learning Attitudes about Science Survey (CLASS) in a large introductory physics course at a midsize, metropolitan Canadian university. We compare the results to those obtained previously in comparable courses at the University of British Columbia (Canada) and the…

  20. Evaluation of an ESP Course of Qur'anic Sciences and Tradition

    ERIC Educational Resources Information Center

    Salehi, Hadi; Davari, Ameneh; Yunus, Melor Md

    2015-01-01

    Evaluation is defined as matching process that matches the needs to available solutions. The present study is an attempt to evaluate English for specific purposes (ESP) course book on "the ESP Course of Qur'anic Sciences and Tradition" taught at some universities in Iran. To achieve this goal, a researcher-made questionnaire and an…

  1. Explore the Human-Based Teaching for the Professional Course of Materials Science and Engineering

    ERIC Educational Resources Information Center

    Zhao, Yiping; Chen, Li; Zhang, Yufeng

    2008-01-01

    As viewed from two sides such as teacher and student, in this article, we explore the human-based teaching reform for the college professional course of materials Science and Engineering, point out the qualities and conditions that professional teacher should possess in the process of human-based teaching reform of professional course and the…

  2. Automated sensor networks to advance ocean science

    NASA Astrophysics Data System (ADS)

    Schofield, O.; Orcutt, J. A.; Arrott, M.; Vernon, F. L.; Peach, C. L.; Meisinger, M.; Krueger, I.; Kleinert, J.; Chao, Y.; Chien, S.; Thompson, D. R.; Chave, A. D.; Balasuriya, A.

    2010-12-01

    The National Science Foundation has funded the Ocean Observatories Initiative (OOI), which over the next five years will deploy infrastructure to expand scientist’s ability to remotely study the ocean. The deployed infrastructure will be linked by a robust cyberinfrastructure (CI) that will integrate marine observatories into a coherent system-of-systems. OOI is committed to engaging the ocean sciences community during the construction pahse. For the CI, this is being enabled by using a “spiral design strategy” allowing for input throughout the construction phase. In Fall 2009, the OOI CI development team used an existing ocean observing network in the Mid-Atlantic Bight (MAB) to test OOI CI software. The objective of this CI test was to aggregate data from ships, autonomous underwater vehicles (AUVs), shore-based radars, and satellites and make it available to five different data-assimilating ocean forecast models. Scientists used these multi-model forecasts to automate future glider missions in order to demonstrate the feasibility of two-way interactivity between the sensor web and predictive models. The CI software coordinated and prioritized the shared resources that allowed for the semi-automated reconfiguration of assett-tasking, and thus enabled an autonomous execution of observation plans for the fixed and mobile observation platforms. Efforts were coordinated through a web portal that provided an access point for the observational data and model forecasts. Researchers could use the CI software in tandem with the web data portal to assess the performance of individual numerical model results, or multi-model ensembles, through real-time comparisons with satellite, shore-based radar, and in situ robotic measurements. The resulting sensor net will enable a new means to explore and study the world’s oceans by providing scientists a responsive network in the world’s oceans that can be accessed via any wireless network.

  3. Mathematical foundations of quantum mechanics: An advanced short course

    NASA Astrophysics Data System (ADS)

    Moretti, Valter

    2016-08-01

    This paper collects and extends the lectures I gave at the “XXIV International Fall Workshop on Geometry and Physics” held in Zaragoza (Spain) during September 2015. Within these lectures I review the formulation of Quantum Mechanics, and quantum theories in general, from a mathematically advanced viewpoint, essentially based on the orthomodular lattice of elementary propositions, discussing some fundamental ideas, mathematical tools and theorems also related to the representation of physical symmetries. The final step consists of an elementary introduction the so-called (C∗-) algebraic formulation of quantum theories.

  4. Recent advances in fullerene science (Invited)

    SciTech Connect

    Dunk, P. W.; Marshall, A. G.; Mulet-Gas, M.; Rodriguez-Fortea, A.; Poblet, J. M.

    2014-12-09

    The development of very high resolution FT-ICR mass spectrometers (Marshall et al, 1998) has made a wide range of new measurements possible and by combining this new technology with laser vaporization supersonic beam methods of producing carbon species (chains, rings and fullerenes), new advances in understanding of the fullerene creation mechanisms and their reactivity have been possible. In this overview, new understanding has been developed with regard to: a) closed-network growth of fullerenes (Dunk et al, 2012a); b) small endohedral species such as MαC{sub 28} (Dunk et al., 2012b); c) metallofullerene and fullerene formation under conditions in stellar outflows with relevance to stardust (Dunk et al., 2013a) and d) The formation of heterofullerenes by direct exposure of C{sub 60} toboron vapor (Dunk et al., 2013b)

  5. Joint Institute for Advancement of Flight Sciences

    NASA Technical Reports Server (NTRS)

    1998-01-01

    The program objectives were defined in the original proposal entitled "Program of Research in Flight Dynamics in the JIAFS at NASA Langley Research Center" which was originated March 20, 1975, and in yearly renewals of the research program dated December 1, 1979 to December 1, 1998. The program included three major topics: 1) Improvement of existing methods and development of new methods for flight and wind tunnel data analysis based on system identification methodology. 2) Application of these methods to flight and wind tunnel data obtained from advanced aircraft. 3) Modeling and control of aircraft, space structures and spacecraft. The principal investigator of the program was Dr. Vladislav Klein, Professor at The George Washington University, Washington, D.C.. Thirty-seven Graduate Research Scholar Assistants, two of them doctoral students, also participated in the program. The results of the research conducted during nineteen years of the total co-operative period were published in 23 NASA technical reports, 2 D.Sc. Dissertations, 14 M.S. Theses and 33 papers. The list of these publications is included. The results were also reported in more than 30 seminar lectures presented at various research establishments world-wide. For contributions to the research supported by the co-operative agreement, three NASA Awards were received: 1) NASA LARC Group Achievement Award, May 30, 1990, to Dr. V. Klein as a member of the X-29 Drop Model Team. 2) NASA Medal for Exceptional Engineering Achievement, March 27, 1992, to Dr. V. Klein for innovative contributions in the development of advanced techniques and computer programs in the field of system identification. 3) NASA LaRC Team Excellence Award, May 7, 1994, to Dr. V. Klein as a member of the X-31 Drop Model Team.

  6. Successful Massive Open Online Climate Course on Climate Science and Psychology

    NASA Astrophysics Data System (ADS)

    Nuccitelli, D. A.; Cook, J.

    2015-12-01

    In 2015, the University of Queensland and edX launched a Massive Open Online Course (MOOC), 'Making Sense of Climate Science Denial.' The MOOC debunked approximately 50 common climate myths using elements of both physical science and psychology. Students learned how to recognise the social and psychological drivers of climate science denial, how to better understand climate change, how to identify the techniques and fallacies that climate myths employ to distort climate science, and how to effectively debunk climate misinformation. Contributors to the website Skeptical Science delivered the lectures, which were reinforced via interviews with climate science and psychology experts. Over 15,000 students from 167 countries enrolled in the course, and student feedback was overwhelmingly positive. This MOOC provides a model for effective climate science education.

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

    PubMed

    Schlesinger, T; Studer, F; Nagel, S

    2016-01-01

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

  8. The Advanced Communications Technology Satellite (ACTS) capabilities for serving science

    NASA Technical Reports Server (NTRS)

    Meyer, Thomas R.

    1990-01-01

    Results of research on potential science applications of the NASA Advanced Communications Technology Satellite (ACTS) are presented. Discussed here are: (1) general research on communications related issues; (2) a survey of science-related activities and programs in the local area; (3) interviews of selected scientists and associated telecommunications support personnel whose projects have communications requirements; (4) analysis of linkages between ACTS functionality and science user communications activities and modes of operation; and (5) an analysis of survey results and the projection of conclusions to a national scale.

  9. Science café course: an innovative means of improving communication skills of undergraduate biology majors.

    PubMed

    Goldina, Anna; Weeks, Ophelia I

    2014-05-01

    To help bridge the increasing gap between scientists and the public, we developed an innovative two-semester course called Science Café. In this course, undergraduate biology majors learn to develop communication skills to be better able to explain science concepts and current developments in science to non-scientists. Students develop and host outreach events on various topics relevant to the community, thereby increasing interactions between budding scientists and the public. Such a Science Café course emphasizes development of science communication skills early, at the undergraduate level, and empowers students to use their science knowledge in everyday interactions with the public to increase science literacy, get involved in the local community and engage the public in a dialogue on various pressing science issues. We believe that undergraduate science majors can be great ambassadors for science and are often overlooked since many aspire to go on to medical/veterinary/pharmacy schools. However, science communication skills are especially important for these types of students because when they become healthcare professionals, they will interact with the public as part of their everyday jobs and can thus be great representatives for the field.

  10. Science Café Course: An Innovative Means of Improving Communication Skills of Undergraduate Biology Majors

    PubMed Central

    Goldina, Anna; Weeks, Ophelia I.

    2014-01-01

    To help bridge the increasing gap between scientists and the public, we developed an innovative two-semester course called Science Café. In this course, undergraduate biology majors learn to develop communication skills to be better able to explain science concepts and current developments in science to non-scientists. Students develop and host outreach events on various topics relevant to the community, thereby increasing interactions between budding scientists and the public. Such a Science Café course emphasizes development of science communication skills early, at the undergraduate level, and empowers students to use their science knowledge in everyday interactions with the public to increase science literacy, get involved in the local community and engage the public in a dialogue on various pressing science issues. We believe that undergraduate science majors can be great ambassadors for science and are often overlooked since many aspire to go on to medical/veterinary/pharmacy schools. However, science communication skills are especially important for these types of students because when they become healthcare professionals, they will interact with the public as part of their everyday jobs and can thus be great representatives for the field. PMID:24839510

  11. Science Education at AAAS

    ERIC Educational Resources Information Center

    Livermore, Arthur H.

    1975-01-01

    Describes several programs of the American Association for the Advancement of Science (AAAS) Office of Science Education (OSE), including short courses offered in the natural and social sciences, mathematics, and engineering to college teachers. Discusses several OSE publications. (MLH)

  12. A comparison of student characteristics in traditional and Web-based college science courses

    NASA Astrophysics Data System (ADS)

    Andrikanich, Meghan

    Distance learning options at colleges and universities are increasing dramatically (e.g. National Center for Educational Statistics [NCES], 1998; NCES, 2001). Web-based courses create an interesting learning environment for study (e.g., Dupin-Bryant, 2004; Maki & Maki, 2003). Because science is a topic that induces anxiety for many students (e.g., Brownlow, et al., 2000; Greenburg & Mallow, 1982), and test anxiety has been linked to reduced academic performance (e.g., Bruch, 1981; Spielberger, 1979), the intersection of course format, science, and test anxiety is an area in need of research. This study used an explanatory mixed method design. One hundred and seven web-based science students and 110 students enrolled in traditional courses completed a questionnaire regarding demographic and personal factors, the Reduced Reaction to Tests (RTT) (Benson & Bandalos, 1992) and the Locus of Control of Behavior Scale (Craig, Franklin, & Andrews, 1984). Ten students participated in a follow-up interview. Quantitative results found no significant difference between age, racial/ethnic background, student status (full-time or part-time), or degree program being pursued between traditional and web-based science courses. Significantly more females, more students employed full-time, and with an external locus of control enrolled in web-based courses. Students in traditional courses experienced more test anxiety due to test-irrelevant thoughts. Traditional students experienced more anxiety in traditional science courses, while nontraditional students experienced more anxiety in web-based science courses. Expected course grade and locus of control predicted test anxiety in traditional courses, and previous web experience, expected grade, and locus of control predicted test anxiety for web-based courses. Qualitative data indicated that students in both formats expressed opinions regarding course format, studying and test preparation methods, test-taking, communication with

  13. Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

    PubMed Central

    Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

    2014-01-01

    Using data from the Educational Longitudinal Study of 2002–2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. PMID:26508803

  14. Designing for deeper learning in a blended computer science course for middle school students

    NASA Astrophysics Data System (ADS)

    Grover, Shuchi; Pea, Roy; Cooper, Stephen

    2015-04-01

    The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford's OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of "deeper learning"; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and "systems of assessments" (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students' deeper computational learning. Empirical investigations, accomplished over two iterations of a design-based research effort with students (aged 11-14 years) in a public school, sought to examine student understanding of algorithmic constructs, and how well students transferred this learning from Scratch to text-based languages. Changes in student perceptions of computing as a discipline were measured. Results and mixed-method analyses revealed that students in both studies (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline. Factor analyses of prior computing experience, multivariate regression analyses, and qualitative analyses of student projects and artifact-based interviews were conducted to better understand the factors affecting learning outcomes. Prior computing experiences (as measured by a pretest) and math ability were

  15. Teaching Physics to Environmental Science Majors Using a Flipped Course Approach

    NASA Astrophysics Data System (ADS)

    Hill, N. B.; Riha, S. J.; Wysocki, M. W.

    2014-12-01

    Coursework in physics provides a framework for quantitative reasoning and problem solving skill development in budding geoscientists. To make physical concepts more accessible and relevant to students majoring in environmental science, an environmental physics course was developed at Cornell University and offered for the first time during spring 2014. Principles of radiation, thermodynamics, and mechanics were introduced and applied to the atmosphere, hydrosphere, and lithosphere to describe energy and mass transfers in natural and built environments. Environmental physics was designed as a flipped course where students viewed online material outside of class and worked in groups in class to solve sustainability problems. Experiential learning, just-in-time teaching, and peer collaboration strategies were also utilized. In-class problems were drawn from both local and global environmental sustainability concerns. Problems included an investigation of Cornell's lake source cooling system, calculations on the energy consumed in irrigation with groundwater in the southwestern United States, and power generated by wind turbines at various locations around the world. Class attendance was high, with at least 84% of students present at each meeting. Survey results suggest that students enjoyed working in groups and found the in-class problems helpful for assimilating the assigned material. However, some students reported that the workload was too heavy and they preferred traditional lectures to the flipped classroom. The instructors were able to actively engage with students and quickly identify knowledge and skill gaps that needed to be addressed. Overall, the integration of current environmental problems and group work into an introductory physics course could help to inspire and motivate students as they advance their ability to analyze problems quantitatively.

  16. Exercising QS: Quantitative Skills in an Exercise Science Course

    ERIC Educational Resources Information Center

    Wilson, T. M.

    2013-01-01

    This study seeks to bring the discipline of exercise science into the discussion of Quantitative Skills (QS) in science. The author's experiences of providing learning support to students and working with educators in the field are described, demonstrating the difficulty of encouraging students to address their skills deficit. A survey of…

  17. Integrated Instruction in University Methods Courses: Applying Science Technology Society.

    ERIC Educational Resources Information Center

    King, Kenneth P.; Milson, Andrew J.

    The science-technology-society (STS) movement represents an attempt to "liberate the student from narrow utilities" (Dewey) through an interdisciplinary approach to the three content areas (science, technology, and society) providing a coherent conceptual scheme for integrating classroom instruction. This action research study sought to identify…

  18. Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice science teachers' views and instructional planning

    NASA Astrophysics Data System (ADS)

    Abd-El-Khalick, Fouad

    2005-01-01

    This study aimed to assess the influence of a philosophy of science (POS) course on science teachers' views of nature of science (NOS), perceptions of teaching about NOS, and instructional planning related to NOS. Participants were 56 undergraduate and graduate preservice secondary science teachers enrolled in a two science-methods course sequence, in which participants received explicit, reflective NOS instruction. Ten of these participants were also enrolled in a graduate survey POS course. The Views of Nature of Science Questionnaire -- Form C coupled with individual interviews was used to assess participants' NOS views at the beginning and conclusion of the study. Participants' lesson plans and NOS-specific reflection papers were analysed to assess the impact of the POS course on their instructional planning related to, and perceptions of teaching about, NOS. Results indicated that, compared with participants enrolled in the methods courses, the POS course participants developed deeper, more coherent understandings of NOS. Substantially more of these latter participants planned explicit instructional sequences to teach about NOS. Additionally, the POS course participants' discourse regarding NOS progressed from a preoccupation with the technical, to a concern with the practical, and, finally, to a focus on the emancipatory. Their views of teaching about NOS in their future classrooms went beyond the customary discourse of whether pre-college students should or could be taught about NOS, to contemplating changes they needed to bring about in their own teaching behaviour and language to achieve consistency with their newly acquired NOS understandings.

  19. The Role of Stereo Projection in Developing an Effective Concluding Earth Science Course

    NASA Astrophysics Data System (ADS)

    Kirkby, K. C.; Morin, P. J.; Finley, F.

    2003-12-01

    Remarkably few students enrolled in introductory earth science courses have any intention of continuing in earth science, and for most students, these classes are often the last science course they will take in their academic careers. These students would be better served, if the course was instead designed to be a 'concluding' science course. One that explicitly provided students with the knowledge they need to become more informed citizens in the global community. The University of Minnesota is attempting to develop a national model of an effective 'concluding' earth science course by integrating three essential approaches: use of regional case studies to increase student comprehension; a comprehensive evaluation of students' prior knowledge, misconceptions and post-instructional knowledge that is woven throughout the project; and, an ambitious use of 'GeoWall' stereo projection systems to facilitate the students' use of maps and data sets and level the classroom playing field with regard to spatial conceptualization. In every discipline there are some critical skills or assessments that serve as conscious or unconscious 'gate-keepers' for progress in that field. In earth science, map interpretation is probably the critical restriction curtailing students' ability to access and explore course concepts. So much of our discipline's information is encoded in maps, that students who are not innately predisposed to understanding maps find it difficult to understand much of the course content and methodology. GeoWall stereo projection systems can reduce the efficiency of this 'gate-keeping' process, allowing students of diverse backgrounds and abilities to understand map data and succeed in the course. In doing so, these systems will not only help increase students' scientific literacy, but may also greatly increase the diversity of students who do go on to consider earth science as a potential career.

  20. Science Awareness and Science Literacy through the Basic Physics Course: Physics with a bit of Metaphysics?

    NASA Astrophysics Data System (ADS)

    Rusli, Aloysius

    2016-08-01

    Until the 1980s, it is well known and practiced in Indonesian Basic Physics courses, to present physics by its effective technicalities: The ideally elastic spring, the pulley and moving blocks, the thermodynamics of ideal engine models, theoretical electrostatics and electrodynamics with model capacitors and inductors, wave behavior and its various superpositions, and hopefully closed with a modern physics description. A different approach was then also experimented with, using the Hobson and Moore texts, stressing the alternative aim of fostering awareness, not just mastery, of science and the scientific method. This is hypothesized to be more in line with the changed attitude of the so-called Millenials cohort who are less attentive if not interested, and are more used to multi-tasking which suits their shorter span of attention. The upside is increased awareness of science and the scientific method. The downside is that they are getting less experience of the scientific method which intensely bases itself on critical observation, analytic thinking to set up conclusions or hypotheses, and checking consistency of the hypotheses with measured data. Another aspect is recognition that the human person encompasses both the reasoning capacity and the mental- spiritual-cultural capacity. This is considered essential, as the world grows even smaller due to increased communication capacity, causing strong interactions, nonlinear effects, and showing that value systems become more challenging and challenged due to physics / science and its cosmology, which is successfully based on the scientific method. So students should be made aware of the common basis of these two capacities: the assumptions, the reasoning capacity and the consistency assumption. This shows that the limits of science are their set of basic quantifiable assumptions, and the limits of the mental-spiritual-cultural aspects of life are their set of basic metaphysical (non-quantifiable) assumptions. The

  1. Advanced Food Science and Nutrition. Vocational Home Economics Education.

    ERIC Educational Resources Information Center

    Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

    This curriculum guide for advanced food science and nutrition is one of a number of guides developed for use in vocational home economics education in Texas. Introductory materials address use of the guide and list the essential elements upon which the content is based. The guide is divided into five units: the significance of nutrition, food…

  2. Instructional Design Theory: Advancements from Cognitive Science and Instructional Technology.

    ERIC Educational Resources Information Center

    Tennyson, Robert D.

    Scientific advancements in cognitive science and instructional technology extend the behaviorally-oriented learning paradigm of instructional design and management in three major areas: (1) analysis of information-to-be-learned; (2) means of evaluating learners; and (3) linkage of learning theory to instructional prescriptions. The two basic types…

  3. A Comparison of Two Methods of Teaching an Elementary School Science Methods Course at Hunter College.

    ERIC Educational Resources Information Center

    Graeber, Mary

    The typical approach to the teaching of an elementary school science methods course for undergraduate students was compared with an experimental approach based upon activities appearing in the Conceptually Oriented Program in Elementary Science (COPES) teacher's guides. The typical approach was characterized by a coverage of many topics and a…

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

    ERIC Educational Resources Information Center

    Lancor, Rachael

    2015-01-01

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

  5. Using Writing for Alternative Audiences in a College Integrated Science Course

    ERIC Educational Resources Information Center

    McDermott, Mark; Kuhn, Mason

    2011-01-01

    Two separate writing-to-learn activities in which students wrote to authentic audiences outside of the instructor were used in a college integrated science course, Science of Water. For the first task, students were asked to write to fourth-grade students, and for the second, students were asked to write to their academic advisor. An overview of…

  6. Making Interdisciplinary Courses Work with Constructivism and Science, Technology and Society (STS)

    ERIC Educational Resources Information Center

    Hollenbeck, James E.

    2006-01-01

    Educators expect students to question, explain, hypothesize, and devise tests to determine validity concerning science and its applications. The traditional approach of presenting individual courses concentrating on single disciplines and ignoring linkages to other disciplines is abysmal. If we expect students to understand how science is related…

  7. Opening the Gateway: Increasing Minority Student Retention in Introductory Science Courses

    ERIC Educational Resources Information Center

    Swarat, Su; Drane, Denise; Smith, H. David; Light, Greg; Pinto, Lawrence

    2004-01-01

    The Gateway Science Workshop is a peer-facilitated, problem-focused program designed to improve student retention in the sciences. This article discusses its development, implementation, and efficacy, which is demonstrated by higher retention of workshop students in the course sequences. Evidence suggests that the program has particular benefits…

  8. The Determinants of Eighth Grade Students' Intentions To Enroll in Elective Science Courses in High School.

    ERIC Educational Resources Information Center

    Koballa, Thomas R., Jr.

    In response to reports that have received widespread attention decrying the failure of science education in the United States to prepare sufficient numbers of scientists, projects have sought to determine what can be done to encourage academically oriented youths to enroll in more science courses in high school and preserve their option of going…

  9. Arts Students and Quantum Theory in an Open University History of Science Course.

    ERIC Educational Resources Information Center

    Lawless, Clive

    1982-01-01

    In an open university History of Science course a unit was written to provide basic information on quantum theory for students with arts and social science background in order to enable these students to handle the Bohr-Einstein debate. An evaluation of the unit showed that it achieved its purpose. (Author/MLW)

  10. Persuading Girls to Take Elective Physical Science Courses in High School: Who Are the Credible Communicators?

    ERIC Educational Resources Information Center

    Koballa, Thomas R., Jr.

    1988-01-01

    Identifies communicators whom eighth-grade girls perceive as credible regarding reasons for taking elective physical science courses in high school. Finds that father, woman science teacher, mother, and boy high school student are ranked highly. Attributes associated with the communicators were classified as prestige, trustworthiness, similarity,…

  11. Undergraduate Programs and Courses in the Mathematical Sciences: CUPM Curriculum Guide, 2004

    ERIC Educational Resources Information Center

    Barker, William; Bressoud, David; Epp, Susanna; Ganter, Susan; Haver, Bill; Pollatsek, Harriet

    2004-01-01

    The Mathematical Association of America's Committee on the Undergraduate Program in Mathematics (CUPM) is charged with making recommendations to guide mathematical sciences departments in designing undergraduate curricula. "Undergraduate Programs and Courses in the Mathematical Sciences: CUPM Curriculum Guide, 2004" is based on four years of work,…

  12. Investigating the Perceptions of UKM Undergraduates towards an English for Science and Technology Online Course

    ERIC Educational Resources Information Center

    Thang, Siew Ming; Bidmeshki, Leila

    2010-01-01

    This study investigates the perceptions of Malaysian undergraduates of the Faculty of Science and Technology, Universiti Kebangsaan Malaysia (UKM) towards an online English for science and technology course in terms of their improvement in reading skills and strategies, their autonomy and their motivation. These three areas were used as the focal…

  13. Critical Thinking in Political Science: Evidence from the Introductory Comparative Politics Course

    ERIC Educational Resources Information Center

    Olsen, Jonathan; Statham, Anne

    2005-01-01

    Political Science programs have long seen part of their mission as the cultivation of "critical thinking" among their undergraduates. But what exactly does critical thinking mean in our Political Science courses? Can we foster critical thinking in our classes and, if so, how? This article, based on a yearlong systematic study of an introductory…

  14. Constructing Elementary Teachers' Beliefs, Attitudes, and Practical Knowledge through an Inquiry-Based Elementary Science Course

    ERIC Educational Resources Information Center

    Choi, Sanghee; Ramsey, John

    2009-01-01

    This study examines inservice elementary school teachers' beliefs, attitudes, and practical knowledge toward inquiry-based science instruction and the influence of an inquiry-based elementary science course on teachers' beliefs, attitudes, and practical knowledge regarding inquiry. Both surveys and a case study were administered to the 14…

  15. Animal Science Technology. An Experimental Developmental Program. Volume II, Curriculum Course Outlines.

    ERIC Educational Resources Information Center

    Brant, Herman G.

    This volume, the second of a two part evaluation report, is devoted exclusively to the presentation of detailed course outlines representing an Animal Science Technology curriculum. Arranged in 6 terms of study (2 academic years), outlines are included on such topics as: (1) Introductory Animal Science, (2) General Microbiology, (3) Zoonoses, (4)…

  16. Uncovering Students' Environmental Identity: An Exploration of Activities in an Environmental Science Course

    ERIC Educational Resources Information Center

    Blatt, Erica

    2014-01-01

    This study at a public high school in the Northeastern United States explores how students' environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on…

  17. Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

    ERIC Educational Resources Information Center

    Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol

    2016-01-01

    Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning,…

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

    ERIC Educational Resources Information Center

    Chaiyapechara, S.; Dong, F. M.

    2004-01-01

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

  19. Complementary Social Sciences Courses in the Alberta High School Curriculum: A Conceptual Review

    ERIC Educational Resources Information Center

    Staszenski, Donna; Smits, Hans

    2008-01-01

    In keeping with Alberta Education's goals and responsibilities to develop and evaluate curriculum and to set standards and assess outcomes, the Ministry is reviewing the status and purpose of social sciences courses as part of the high school curriculum. The present social sciences curriculum was revised in 1985. As part of the social sciences…

  20. A Portable Bioinformatics Course for Upper-Division Undergraduate Curriculum in Sciences

    ERIC Educational Resources Information Center

    Floraino, Wely B.

    2008-01-01

    This article discusses the challenges that bioinformatics education is facing and describes a bioinformatics course that is successfully taught at the California State Polytechnic University, Pomona, to the fourth year undergraduate students in biological sciences, chemistry, and computer science. Information on lecture and computer practice…

  1. Content-Intensive Courses in an Undergraduate Science Education Minor and Impacts on Participating Students

    ERIC Educational Resources Information Center

    Czworkowski, John; Seethaler, Sherry

    2013-01-01

    The California Teach Program at the University of California, San Diego, recruits and prepares undergraduates interested in teaching science and mathematics. One of the products of the program is a set of courses taught by faculty in science disciplines that integrate subject matter with theories of learning and instruction, with the goal of…

  2. Lessons Learned from Undergraduate Students in Designing a Science-Based Course in Bioethics

    PubMed Central

    Loike, John D.; Rush, Brittany S.; Schweber, Adam; Fischbach, Ruth L.

    2013-01-01

    Columbia University offers two innovative undergraduate science-based bioethics courses for student majoring in biosciences and pre–health studies. The goals of these courses are to introduce future scientists and healthcare professionals to the ethical questions they will confront in their professional lives, thus enabling them to strategically address these bioethical dilemmas. These courses incorporate innovative pedagogical methods, case studies, and class discussions to stimulate the students to think creatively about bioethical issues emerging from new biotechnologies. At the end of each course, each student is required to submit a one-page strategy detailing how he or she would resolve a bioethical dilemma. Based on our experience in teaching these courses and on a qualitative analysis of the students’ reflections, we offer recommendations for creating an undergraduate science-based course in bioethics. General recommendations include: 1) integrating the science of emerging biotechnologies, their ethical ramifications, and contemporary bioethical theories into interactive class sessions; 2) structuring discussion-based classes to stimulate students to consider the impact of their moral intuitions when grappling with bioethical issues; and 3) using specific actual and futuristic case studies to highlight bioethical issues and to help develop creative problem-solving skills. Such a course sparks students’ interests in both science and ethics and helps them analyze bioethical challenges arising from emerging biotechnologies. PMID:24297296

  3. Lessons learned from undergraduate students in designing a science-based course in bioethics.

    PubMed

    Loike, John D; Rush, Brittany S; Schweber, Adam; Fischbach, Ruth L

    2013-01-01

    Columbia University offers two innovative undergraduate science-based bioethics courses for student majoring in biosciences and pre-health studies. The goals of these courses are to introduce future scientists and healthcare professionals to the ethical questions they will confront in their professional lives, thus enabling them to strategically address these bioethical dilemmas. These courses incorporate innovative pedagogical methods, case studies, and class discussions to stimulate the students to think creatively about bioethical issues emerging from new biotechnologies. At the end of each course, each student is required to submit a one-page strategy detailing how he or she would resolve a bioethical dilemma. Based on our experience in teaching these courses and on a qualitative analysis of the students' reflections, we offer recommendations for creating an undergraduate science-based course in bioethics. General recommendations include: 1) integrating the science of emerging biotechnologies, their ethical ramifications, and contemporary bioethical theories into interactive class sessions; 2) structuring discussion-based classes to stimulate students to consider the impact of their moral intuitions when grappling with bioethical issues; and 3) using specific actual and futuristic case studies to highlight bioethical issues and to help develop creative problem-solving skills. Such a course sparks students' interests in both science and ethics and helps them analyze bioethical challenges arising from emerging biotechnologies.

  4. Development and Assessment of a Horizontally Integrated Biological Sciences Course Sequence for Pharmacy Education

    PubMed Central

    Wright, Nicholas J.D.; Alston, Gregory L.

    2015-01-01

    Objective. To design and assess a horizontally integrated biological sciences course sequence and to determine its effectiveness in imparting the foundational science knowledge necessary to successfully progress through the pharmacy school curriculum and produce competent pharmacy school graduates. Design. A 2-semester course sequence integrated principles from several basic science disciplines: biochemistry, molecular biology, cellular biology, anatomy, physiology, and pathophysiology. Each is a 5-credit course taught 5 days per week, with 50-minute class periods. Assessment. Achievement of outcomes was determined with course examinations, student lecture, and an annual skills mastery assessment. The North American Pharmacist Licensure Examination (NAPLEX) results were used as an indicator of competency to practice pharmacy. Conclusion. Students achieved course objectives and program level outcomes. The biological sciences integrated course sequence was successful in providing students with foundational basic science knowledge required to progress through the pharmacy program and to pass the NAPLEX. The percentage of the school’s students who passed the NAPLEX was not statistically different from the national percentage. PMID:26430276

  5. Nature of science conceptions, attitudes towards evolution and global climate change, and course achievement in an introductory biology course

    NASA Astrophysics Data System (ADS)

    Carter, Benjamin Elijah

    Many researchers have studied student attitudes toward and knowledge of evolutionary science, attitudes towards global climate change (GCC), conceptions about the nature of science (NOS), and course success. However, at the time of this writing, no studies explicitly link these topics. It is overwhelmingly acknowledged by the scientific community that evolution and global climate change (GCC) are undeniably supported by physical evidence. And yet, both topics remain very politically contentious in the United States. Efforts to mitigate the disconnects between the scientific community and the general public on these issues are imperative to science education. Such undertakings need to examine students' conceptions of the nature of science (NOS), how evidence is treated, how theories are constructed, and how scientific consensus is reached, as these may be key factors in acceptance of evolution and GCC. If students have a more thorough understanding of the weight behind scientific consensus and better tools to discern scientific versus non-scientific arguments, they may become more likely to accept strongly supported scientific ideas. Our study explored this hypothesis guided by the following questions: Do changes in NOS conceptions correlate with changes in attitudes towards evolution or GCC? If there are correlations, are they similar for evolution and GCC? What demographic factors affect these correlations? Further, we asked whether attitudes towards evolution before the course began was a significant predictor of achievement in the course. Previously-developed tools were used to measure students' conceptions of the nature of science and attitudes towards evolution, while national public opinion poll questions were used to measure attitudes towards GCC. Demographic questions were produced to target factors thought to influence attitudes towards evolution or global climate change. Overall sample size was N=620. Principle Components Analysis was used to determine

  6. The nature of advanced reasoning and science instruction

    NASA Astrophysics Data System (ADS)

    Lawson, Anton E.

    Although the development of reasoning is recognized as an important goal of science instruction, its nature remains somewhat of a mystery. This article discusses two key questions: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? Aspects of a model of advanced reasoning are presented in which hypothesis generation and testing are viewed as central processes in intellectual development. It is argued that a number of important advanced reasoning schemata are linked by these processes and should be made a part of science instruction designed to improve students' reasoning abilities.Concerning students' development and use of formal reasoning, Linn (1982) calls for research into practical issues such as the roles of task-specific knowledge and individual differences in performance, roles not emphasized by Piaget in his theory and research. From a science teacher's point of view, this is good advice. Accordingly, this article will expand upon some of the issues raised by Linn in a discussion of the nature of advanced reasoning which attempts to reconcile the apparent contradiction between students' differential use of advanced reasoning schemata in varying contexts with the notion of a general stage of formal thought. Two key questions will be discussed: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? The underlying assumption of the present discussion is that, among other things, science instruction should concern itself with the improvement of students' reasoning abilities (cf. Arons, 1976; Arons & Karplus, 1976; Bady, 1979; Bauman, 1976; Educational Policies Commission, 1966; Herron, 1978; Karplus, 1979; Kohlberg & Mayer, 1972; Moshman & Thompson, 1981; Lawson, 1979; Levine & linn, 1977; Pallrand, 1977; Renner & Lawson, 1973; Sayre & Ball, 1975; Schneider & Renner, 1980; Wollman, 1978). The questions are of interest because to

  7. A Sustainable Energy Laboratory Course for Non-Science Majors

    ERIC Educational Resources Information Center

    Nathan, Stephen A.; Loxsom, Fred

    2016-01-01

    Sustainable energy is growing in importance as the public becomes more aware of climate change and the need to satisfy our society's energy demands while minimizing environmental impacts. To further this awareness and to better prepare a workforce for "green careers," we developed a sustainable energy laboratory course that is suitable…

  8. Skype Synchronous Interaction Effectiveness in a Quantitative Management Science Course

    ERIC Educational Resources Information Center

    Strang, Kenneth David

    2012-01-01

    An experiment compared asynchronous versus synchronous instruction in an online quantitative course. Mann-Whitney U-tests, correlation, analysis of variance, t tests, and multivariate analysis of covariance (MANCOVA) were utilized to test the hypothesis that more high-quality online experiential learning interactions would increase grade.…

  9. Improving Oral Communication Skills of Students in Food Science Courses

    ERIC Educational Resources Information Center

    Reitmeier, C. A.; Svendsen, L. K.; Vrchota, D. A.

    2004-01-01

    Communication activities about food evaluation were incorporated into food preparation courses. Oral reports replaced quizzes and an oral presentation replaced the final exam. A rubric was developed to help students evaluate ingredient functions, procedures, techniques, temperatures, and sensory evaluation. Oral report scores, self-evaluations,…

  10. Primary Science Communication in the First-Year Writing Course

    ERIC Educational Resources Information Center

    Moskovitz, Cary; Kellogg, David

    2005-01-01

    Despite the widespread acceptance of many kinds of nonliterary texts for first-year writing courses, primary scientific communication (PSC) remains largely absent. Objections to including PSC, especially that it is not rhetorically appropriate or sufficiently rich, do not hold. We argue for including PSC and give some practical suggestions for…

  11. An Interdisciplinary Course Involving Science and the Humanities. Final Report.

    ERIC Educational Resources Information Center

    Love, Robert W.; Olson, Frederick S.

    The project described in this report focused on the development of an interdisciplinary course incorporating physics and literature at Shoreline Community College. Part 1 provides an overview of the project and summarizes major questions and problems confronted in the process of curriculum development, including the relationship between science…

  12. Land Use Planning Experiment for Introductory Earth Science Courses

    ERIC Educational Resources Information Center

    Fetter, C. W., Jr.; Hoffman, James I.

    1975-01-01

    Describes an activity which incorporates topographic map interpretation, soils analysis, hydrogeology, and local geology in a five-week series of exercises for an introductory college earth science class. (CP)

  13. Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston

    NASA Astrophysics Data System (ADS)

    Chen, R. F.; Pelletier, P.; Dorsen, J.; Douglas, E. M.; Pringle, M. S.; Karp, J.

    2009-12-01

    Inquiry-based, hands-on, graduate content courses have been developed specifically for Boston Public School middle school teachers of Earth Science. Earth Science I: Weather and Water and Earth Science II: The Solid Earth--Earth History and Planetary Systems have been taught a total of seven times to over 120 teachers. Several key attributes to these successful courses have been identified, including co-instruction by a university professor and a high school and a middle school teacher that are familiar with the Boston curriculum, use of hands-on activities that are closed related to those used in the Boston curriculum, pre- and post-course local field trips, and identification of key learning objectives for each day. This model of professional development was developed over several years in all disciplines (Earth Science, Physics, Biology, Chemistry) by the Boston Science Partnership (BSP), an NSF-funded Math Science Partnership program. One of the core strategies of the BSP is these Contextualized Content Courses (CCC), graduate level, lab-based courses taught at either UMass Boston or Northeastern University during summer intensive or semester formats. Two of the eleven courses developed under the grant are Earth Science I & II. This presentation shares the model of the CCC, the impact on teacher participants, the value of these courses for the professor, and lessons learned for successful professional development. Findings about the courses’ impact and effectiveness come from our external evaluation by the Program Evaluation Research Group (PERG). The combination of content and modeling good instructional practices have many positive outcomes for teachers, including increased self-efficacy in science understanding and teaching, positive impacts on student achievement, and teacher shifts from more traditional, more lecture-based instructional models to more inquiry approaches. STEM faculty members become involved in science education and learn and practice new

  14. Precipitation from Space: Advancing Earth System Science

    NASA Technical Reports Server (NTRS)

    Kucera, Paul A.; Ebert, Elizabeth E.; Turk, F. Joseph; Levizzani, Vicenzo; Kirschbaum, Dalia; Tapiador, Francisco J.; Loew, Alexander; Borsche, M.

    2012-01-01

    Of the three primary sources of spatially contiguous precipitation observations (surface networks, ground-based radar, and satellite-based radar/radiometers), only the last is a viable source over ocean and much of the Earth's land. As recently as 15 years ago, users needing quantitative detail of precipitation on anything under a monthly time scale relied upon products derived from geostationary satellite thermal infrared (IR) indices. The Special Sensor Microwave Imager (SSMI) passive microwave (PMW) imagers originated in 1987 and continue today with the SSMI sounder (SSMIS) sensor. The fortunate longevity of the joint National Aeronautics and Space Administration (NASA) and Japan Aerospace Exploration Agency (JAXA) Tropical Rainfall Measuring Mission (TRMM) is providing the environmental science community a nearly unbroken data record (as of April 2012, over 14 years) of tropical and sub-tropical precipitation processes. TRMM was originally conceived in the mid-1980s as a climate mission with relatively modest goals, including monthly averaged precipitation. TRMM data were quickly exploited for model data assimilation and, beginning in 1999 with the availability of near real time data, for tropical cyclone warnings. To overcome the intermittently spaced revisit from these and other low Earth-orbiting satellites, many methods to merge PMW-based precipitation data and geostationary satellite observations have been developed, such as the TRMM Multisatellite Precipitation Product and the Climate Prediction Center (CPC) morphing method (CMORPH. The purpose of this article is not to provide a survey or assessment of these and other satellite-based precipitation datasets, which are well summarized in several recent articles. Rather, the intent is to demonstrate how the availability and continuity of satellite-based precipitation data records is transforming the ways that scientific and societal issues related to precipitation are addressed, in ways that would not be

  15. Technology integration practices in science teacher education: A case study of two courses in a science teacher preparation program

    NASA Astrophysics Data System (ADS)

    Baldwin, Brian Charles

    This study examined two different courses in a science teacher preparation program with special attention given to the integration of computer technology. Previous research regarding technology integration in teacher preparation courses have often focused solely on the students, or future tendencies to teach with technology. This study used a case study methodology to examine the following aspects of technology integration: the types of technology integrated in each course, the impact of the instructors, and the difference in the impact between preservice and inservice students. Results indicated that the practical experience of being K--12 science teachers who taught with technology greatly impacted both the types of technology used, as well as the methods of technology integration. Results also indicated that there was a difference in the impact of computer technology on the preservice teachers and inservice teachers. Further investigation indicated that the educational philosophies between these two groups of students had an impact on the impact of technology. The implications of this study are pertinent for four groups: science teachers, science teacher educators, science teacher education programs, and science education researchers. Future directions for research from data presented in this study include further investigation of the dichotomy between the preservice and inservice students, as well as the re-formulation of programmatic changes in the structure and methods of technology integration in science teacher preparation programs.

  16. A comparative analysis of traditional and online lab science transfer courses in the rural community college

    NASA Astrophysics Data System (ADS)

    Scott, Andrea

    Through distance learning, the community college system has moved beyond geographical boundaries to serve all students and provide educational opportunities at a distance to individuals previously out of reach of the college community. With the inception of the Mississippi Virtual Community College (MSVCC) in January 2000, Mississippi's public community colleges have experienced unprecedented growth in online enrollments and online course offerings to include the laboratory sciences; however, transfer of online lab science courses are problematic for individuals who wish to gain admittance to Medical, Dental, and Pharmacy schools in Mississippi. Currently online lab science courses are not accepted for transfer for students seeking admission to Mississippi Medical, Dental, or Pharmacy schools. The need for this study, the statement of the problem, and the purpose of the study address transfer issues related to the transfer of online lab science courses in Mississippi and the impact of such on the student and community college. The study also addresses existing doubts regarding online course delivery as a viable method of lab science delivery. The purpose of the study was to investigate differences between online instructional delivery as compared to traditional face-to-face delivery with the following research questions to: (1) Investigate the perception of quality of online courses as compared to traditional face-to-face courses. (2) Investigate the difference in student performance in online transfer lab science courses as compared to student performance in traditional face-to-face lab science courses. The results of this 13 semester study show significant differences in both perception of quality and student performance between online instructional delivery as compared to traditional face-to-face delivery. The findings demonstrate a need for Mississippi Dental, Medical, and Pharmacy schools to reexamine the articulation agreement between IHL and Community and

  17. Development and Implementation of an Integrated Science Course for Elementary Eduation Majors

    NASA Astrophysics Data System (ADS)

    Gunter, Mickey E.; Gammon, Steven D.; Kearney, Robert J.; Waller, Brenda E.; Oliver, David J.

    1997-02-01

    Currently the scientific community is trying to increase the general populationapos;s knowledge of science. These efforts stem from the fact that the citizenry needs a better understanding of scientific knowledge to make informed decisions on many issues of current concern. The problem of scientific illiteracy begins in grade school and can be traced to inadequate exposure to science and scientific thinking during the preparation of K - 8 teachers. Typically preservice elementary teachers are required to take only one or two disconnected science courses to obtain their teaching certificates. Also, introductory science courses are often large and impersonal, with the result that while students pass the courses, they may learn very little and retain even less.

  18. Optics for Biophysics: An Interdisciplinary course in Optics for Physicists and Life Science Students

    NASA Astrophysics Data System (ADS)

    Ross, Jennifer

    2013-03-01

    Optics is an applied sub-field of physics that life science researchers utilize daily. Indeed, one cannot open a biological science research journal without seeing five beautiful images of cells. To bridge the gap and educate more life science students in the field of physics, I have developed a new course called ``Optics for Biophysics,'' an interdisciplinary course engaging students from physics, chemistry, life science, and engineering. The course is a team-based learning or studio physics approach combined with a semester-long project. Mini-lectures of 20 minutes are given before students do hands-on group work to understand the concepts. In the project, the students design and build a modern transmitted light microscope. The final aspect of the project is to build a unique module onto the microscope to address a specific biological question.

  19. How a science methods course may influence the curriculum decisions of preservice teachers in the Bahamas

    NASA Astrophysics Data System (ADS)

    Wisdom, Sonya L.

    The purpose of this study was to examine how a science methods course in primary education might influence the curriculum decisions of preservice teachers in The Bahamas related to unit plan development on environmental science topics. Grounded in a social constructivist theoretical framework for teaching and learning science, this study explored the development of the confidence and competence of six preservice teachers to teach environmental science topics at the primary school level. A qualitative case study using action research methodologies was conducted. The perspectives of preservice teachers about the relevancy of methods used in a science methods course were examined as I became more reflective about my practice. Using constant comparative analysis, data from student-written documents and interviews as well as my field notes from class observations and reflective journaling were analyzed for emerging patterns and themes. Findings of the study indicated that while preservice teachers showed a slight increase in interest regarding learning and teaching environmental science, their primary focus during the course was learning effective teaching strategies in science on topics with which they already had familiarity. Simultaneously, I gained a deeper understanding of the usefulness of reflection in my practice. As a contribution to the complexity of learning to teach science at the primary school level, this study suggests some issues for consideration as preservice teachers are supported to utilize more of the national primary science curriculum in The Bahamas.

  20. Globalizing the Science Curriculum: An Undergraduate Course on Traditional Chinese Medicine as a Complementary Approach to Western Medicine

    ERIC Educational Resources Information Center

    Yuan, Robert; Lin, Yuan

    2008-01-01

    A course has been created to examine the ways in which China and the West have approached human health and medicine. Though fundamentally different, these two systems are complementary in a number of ways. This course is a model for a global science course in an educational initiative that incorporates Asian themes into science and engineering…

  1. The Physics of Life: A Biophysics Course for Non-science Major Undergraduates

    NASA Astrophysics Data System (ADS)

    Parthasarathy, Raghuveer

    2014-03-01

    Enhancing the scientific literacy of non-scientists is an important goal, both because of the ever-increasing impact of science and technology on people's lives, and because understanding contemporary science enables enriching insights into the workings of nature. One route to improving scientific literacy is via general education undergraduate courses - i.e. courses intended for students not majoring in the sciences or engineering - which in many cases provide these students' last formal exposure to science. I describe here a course on biophysics for non-science-major undergraduates recently developed at the University of Oregon. Biophysics, I claim, is a particularly useful vehicle for addressing scientific literacy. It involves important and general scientific concepts, demonstrates connections between basic science and tangible, familiar phenomena related to health and disease, and illustrates how scientific insights proceed not in predictable paths, but rather by applying tools and perspectives from disparate fields in creative ways. In addition, it highlights the far-reaching impact of physics research. I describe the general design of this course and the specific content of a few of its modules, as well as noting aspects of enrollment and evaluation. This work is affiliated with the University of Oregon's Science Literacy Program, supported by a grant from the Howard Hughes Medical Institute.

  2. Developing a Standard Based Advanced Lab Course that Fulfills COM3 Requirements

    NASA Astrophysics Data System (ADS)

    Michalak, Rudi

    2015-03-01

    An advanced physics lab has been developed into a course that fulfills the requirements for a university studies program `COM3' course using Standard Teaching (ST) methods. The COM3 course is a capstone course under the new USP2015 study requirements for all majors. It replaces the WC writing requirement, typically filled in the English Dept., and adds the teaching of oral and digital communication skills. ST is a method that replaces typical assessments (homework / exam grades) with new assessments that measure certain specified learning outcomes. In combination with oral assessments and an oral final exam, the ST proves an efficient tool to implement the USP Learning Outcomes into a physics course. COM3 requires an unprecedented seven learning outcomes in a single course. Variety of learning outcomes: interdisciplinary goals, levels of writing (with drafting steps), organizational structure, standard language metrics, research and presentation deliverance skills, appropriate addressing of a variety of audiences, etc. With other assessment approaches than ST this variety would be difficult to meet in a physics course. An extended ST rubric has been developed for this course and will be presented and discussed in some detail.

  3. The motivations and experiences of students enrolled in online science courses at the community college

    NASA Astrophysics Data System (ADS)

    Ghosh, Urbi

    An important question in online learning involves how to effectively motivate and retain students in science online courses. There is a dearth of research and knowledge about the experiences of students enrolled in online science courses in community colleges which has impeded the proper development and implementation of online courses and retention of students in the online environment. This study sought to provide an understanding of the relationships among each of the following variables: self-efficacy, task value, negative-achievement emotions, self-regulation learning strategies (metacognition), learning strategy (elaboration), and course satisfaction to student's performance (course final grade). Bandura's social-cognitive theory was used as a framework to describe the relationships among students' motivational beliefs (perceived task value, self-efficacy, and self-regulation) and emotions (frustration and boredom) with the dependent variables (elaboration and overall course satisfaction). A mixed-method design was used with a survey instrumentation and student interviews. A variety of science online courses in biology, genetics, astronomy, nutrition, and chemistry were surveyed in two community colleges. Community colleges students (N = 107) completed a questionnaire during enrollment in a variety of online science online courses. Upon course completion, 12 respondents were randomly selected for follow-up in-depth interviews. Multiple regression results from the study indicate perceived task value and self-regulatory learning strategies (metacognition) were as important predictors for students' use of elaboration, while self-efficacy and the number of prior online courses was not significant predictors for students' elaboration when all four predictors were included. Frustration was a significant negative predictor of overall course satisfaction, and boredom unexpectedly emerged as a positive predictor when frustration was also in the model. In addition, the

  4. Students in Rural Schools Have Limited Access to Advanced Mathematics Courses. Issue Brief No. 7

    ERIC Educational Resources Information Center

    Graham, Suzanne E.

    2009-01-01

    This Carsey brief reveals that students in rural areas and small towns have less access to higher-level mathematics courses than students in urban settings, which results in serious educational consequences, including lower scores on assessment tests and fewer qualified students entering science, technology, engineering, and mathematics (STEM) job…

  5. Teaching science writing in an introductory lab course.

    PubMed

    Holstein, Sarah E; Mickley Steinmetz, Katherine R; Miles, John D

    2015-01-01

    One challenge that many neuroscience instructors face is how to teach students to communicate within the field. The goal of this project was to improve students' scientific writing in an introductory psychology laboratory course that serves as a feeder course into the neuroscience curriculum. This course included a scaffolded approach - breaking assignments into different sections that build upon each other to allow for more direction and feedback on each section. Students were also provided with examples of scientific writing, given direction on finding and reading journal articles, and were taught how to effectively peer review a paper. Research papers were assessed before (Year 1) and after (Year 2) this scaffolded approach was instituted. The assessment included measures of "Genre Knowledge" for each section of a research paper (abstract, introduction, method, results, discussion) as well as measures of "Writing Elements" (grammar, formatting, clarity, transitions, building to the hypothesis, using evidence). The results indicated that there was an improvement for Genre Knowledge scores when comparing Year 1 to Year 2. However, there was no systematic improvement in Writing Elements. This suggests that this teaching technique was most effective in improving students' ability to write within the scientific genre. The logistics of implementing such an approach are discussed.

  6. Teaching Science Writing in an Introductory Lab Course

    PubMed Central

    Holstein, Sarah E.; Mickley Steinmetz, Katherine R.; Miles, John D.

    2015-01-01

    One challenge that many neuroscience instructors face is how to teach students to communicate within the field. The goal of this project was to improve students’ scientific writing in an introductory psychology laboratory course that serves as a feeder course into the neuroscience curriculum. This course included a scaffolded approach - breaking assignments into different sections that build upon each other to allow for more direction and feedback on each section. Students were also provided with examples of scientific writing, given direction on finding and reading journal articles, and were taught how to effectively peer review a paper. Research papers were assessed before (Year 1) and after (Year 2) this scaffolded approach was instituted. The assessment included measures of “Genre Knowledge” for each section of a research paper (abstract, introduction, method, results, discussion) as well as measures of “Writing Elements” (grammar, formatting, clarity, transitions, building to the hypothesis, using evidence). The results indicated that there was an improvement for Genre Knowledge scores when comparing Year 1 to Year 2. However, there was no systematic improvement in Writing Elements. This suggests that this teaching technique was most effective in improving students’ ability to write within the scientific genre. The logistics of implementing such an approach are discussed. PMID:25838801

  7. Students' conceptions of evidence during a university introductory forensic science course

    NASA Astrophysics Data System (ADS)

    Yeshion, Theodore Elliot

    Students' Conceptions of Science, Scientific Evidence, and Forensic Evidence during a University Introductory Forensic Science Course This study was designed to examine and understand what conceptions undergraduate students taking an introductory forensic science course had about scientific evidence. Because the relationships between the nature of science, the nature of evidence, and the nature of forensic evidence are not well understood in the science education literature, this study sought to understand how these concepts interact and affect students' understanding of scientific evidence. Four participants were purposefully selected for this study from among 89 students enrolled in two sections of an introductory forensic science course taught during the fall 2005 semester. Of the 89 students, 84 were criminal justice majors with minimal science background and five were chemistry majors with academic backgrounds in the natural and physical sciences. All 89 students completed a biographical data sheet and a pre-instruction Likert scale survey consisting of twenty questions relating to the nature of scientific evidence. An evaluation of these two documents resulted in a purposeful selection of four varied student participants, each of whom was interviewed three times throughout the semester about the nature of science, the nature of evidence, and the nature of forensic evidence. The same survey was administered to the participants again at the end of the semester-long course. This study examined students' assumptions, prior knowledge, their understanding of scientific inference, scientific theory, and methodology. Examination of the data found few differences with regard to how the criminal justice majors and the chemistry majors responded to interview questions about forensic evidence. There were qualitative differences, however, when the same participants answered interview questions relating to traditional scientific evidence. Furthermore, suggestions are

  8. An Exploration of Learners' Conceptions of Language, Culture, and Learning in Advanced-Level Spanish Courses

    ERIC Educational Resources Information Center

    Drewelow, Isabelle; Mitchell, Claire

    2015-01-01

    This article reports on an exploratory study, which examines learners' rating of culture in relation to other concepts in advanced Spanish courses and their justification of the ratings attributed. Open-ended responses, elicited from a questionnaire completed by 179 respondents, were analysed line by line using an interpretive approach. Data…

  9. Management and Consumer Education Curriculum Guide. Advanced Unit and Semester Course. Draft.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    The guide is an attempt to help teachers select content and organize instructions in a sequence that will help students grasp the basic structure of management and consumer education. The guide was written in reference to a norm grouping. The advanced course for grade 10 presents the concepts of decision making and teenager consumership. The…

  10. Factors Contributing to Rural High School Students' Participation in Advanced Mathematics Courses. Working Paper No. 34

    ERIC Educational Resources Information Center

    Anderson, Rick

    2006-01-01

    The focus of this paper is a group of rural high school students and the factors that contributed to their participation in mathematics classes beyond those minimally required for high school graduation. The author follows Gutierrez (2002) in referring to participation as course taking, particularly in elective and advanced mathematics classes.…

  11. Units and Competences: A Case Study of SCOTVEC's Advanced Courses Development Programme.

    ERIC Educational Resources Information Center

    Black, Harry; And Others

    A project evaluated the overall effectiveness of the Advanced Courses Development Programme (ACDP) of the Scottish Vocational Education Council. A peer review of selected Higher National (HN) unit specifications involved 195 subject experts who completed evaluation questionnaires on specifications in their specialist areas. The main body of the…

  12. Pakistan-Specific Cases for the Advanced Management Course in Public Administration.

    ERIC Educational Resources Information Center

    McLean, Gary N., Ed.

    A compilation of management case studies concerning public administration in Pakistan and accompanying teaching notes, this document is intended to foster discussion in classes such as the advanced management course in public administration at the National Institute of Public Administration in Lahore, Pakistan. Included are case studies entitled…

  13. Language Learners as Teachers: Integrating Service-Learning and the Advanced Language Course

    ERIC Educational Resources Information Center

    Barreneche, Gabriel Ignacio

    2011-01-01

    The aim of this paper is to illustrate the applications of service-learning pedagogy for an advanced Spanish language course through a case study conducted at Rollins College, a comprehensive liberal arts institution in Winter Park, Florida. The paper discusses diverse theories on service-learning pedagogy, explaining how and why this teaching…

  14. Excellence, Equity, and Access: Educators' Perceptions of Students in Open Access Advanced Placement Courses

    ERIC Educational Resources Information Center

    King, Justyna Plichta

    2010-01-01

    This dissertation examines educators' perceptions regarding open access Advanced Placement (AP) program courses and their impact on non-traditional AP students in one suburban school district. The data were collected during the 2009-2010 school year through a 15-item Likert scale (and one open-ended item) survey which was disseminated during…

  15. Reducing Anxiety and Increasing Self-Efficacy within an Advanced Graduate Psychology Statistics Course

    ERIC Educational Resources Information Center

    McGrath, April L.; Ferns, Alyssa; Greiner, Leigh; Wanamaker, Kayla; Brown, Shelley

    2015-01-01

    In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach.…

  16. Advancing Sexuality Studies: A Short Course on Sexuality Theory and Research Methodologies

    ERIC Educational Resources Information Center

    Fletcher, Gillian; Dowsett, Gary W.; Duncan, Duane; Slavin, Sean; Corboz, Julienne

    2013-01-01

    Critical Sexuality Studies is an emerging field of academic enquiry linked to an international network of advocacy agencies, activists, and political issues. This paper reports on the development of an advanced short course in sexuality theory and research, drawing on Critical Sexuality Studies and aiming directly at academics in developing…

  17. Factors associated with staff development processes and the creation of innovative science courses in higher education

    NASA Astrophysics Data System (ADS)

    Hodges, Jeanelle Bland

    1999-11-01

    The purpose of the study was to determine factors associated with staff development processes and the creation of innovative science courses by higher education faculty who have participated in a model staff development project. The staff development program was designed for college faculty interested in creating interdisciplinary, constructivist-based science, mathematics, or engineering courses designed for non-majors. The program includes workshops on incorporating constructivist pedagogy, alternative assessment, and technology into interdisciplinary courses. Staff development interventions used in the program include grant opportunities, distribution of resource materials, and peer mentoring. University teams attending the workshops are comprised of faculty from the sciences, mathematics, or engineering, as well as education, and administration. A purposeful and convenient sample of three university teams were subjects for this qualitative study. Each team had attended a NASA Opportunities for Visionary Academics (NOVA) workshop, received funding for course development, and offered innovative courses. Five questions were addressed in this study: (a) What methods were used by faculty teams in planning the courses? (b) What changes occurred in existing science courses? (c) What factors affected the team collaboration process? (d) What personal characteristics of faculty members were important in successful course development? and (e) What barriers existed for faculty in the course development process? Data was collected at each site through individual faculty interviews (N = 11), student focus group interviews (N = 15), and classroom observations. Secondary data included original funding proposals. The NOVA staff development model incorporated effective K--12 interventions with higher education interventions. Analysis of data revealed that there were four factors of staff development processes that were most beneficial. First, the team collaborative processes

  18. A programming course in bioinformatics for computer and information science students.

    PubMed

    Altman, R B; Koza, J

    1996-01-01

    We have created a course entitled "Representations and Algorithms for Computational Molecular Biology" with three specific goals in mind. First, we want to provide a technical introduction for computer science and medical information science students to the challenges of computing with molecular biology data, particularly the advantages of having easy access to real-world data sets. Second, we want to equip the students with the skills required of productive research assistants in molecular biology computing research projects. Finally, we want to provide a showcase for local investigators to describe their work in the context of a course that provide adequate background information. In order to achieve these goals, we have created a programming course, in which three major projects and six smaller assignments are assigned during the quarter. We stress fundamental representations and algorithms during the first part of the course in lectures given by the core faculty, and then have more focused lectures in which faculty research interests are highlighted. The course stressed issues of structural molecular biology, in order to better motivate the critical issues in sequence analysis. The culmination of the course was a challenge to the students to use a version of protein threading to predict which members of a set of unknown sequences were globins. The course was well received, and has been made a core requirement in the Medical Information Sciences program.

  19. 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'…

  20. Exploring the development of science self-efficacy in preservice elementary school teachers participating in a science education methods course

    NASA Astrophysics Data System (ADS)

    Gunning, Amanda M.

    The demands of society's increasing dependence on science and technology call for our students to have a solid foundation in science education, starting in the earliest grades. However, elementary school teachers often lack the necessary experiences to deliver that education. This qualitative study seeks to explore the development of six preservice elementary teachers in a semester-long science methods course. The course consisted of many components; one in particular was a microteaching experience, which emerged as especially significant. The participants' experiences throughout the semester were studied primarily through the lens of self-efficacy, but were also examined considering learning theories and mental models. It was found that two participants in particular were self-directed learners and were able to construct for themselves a self-selected cognitive apprenticeship. Other findings include the significance of a microteaching experience on development of self-efficacy in science teaching and the role mental models may or may not play in development of self-efficacy in the science methods course. This study has implications both for preservice elementary education in science and in general.

  1. Group Investigation Teaching Technique in Turkish Primary Science Courses

    ERIC Educational Resources Information Center

    Aksoy, Gokhan; Gurbuz, Fatih

    2013-01-01

    This study examined the effectiveness of group investigation teaching technique in teaching "Light" unit 7th grade primary science education level. This study was carried out in two different classes in the Primary school during the 2011-2012 academic year in Erzurum, Turkey. One of the classes was the Experimental Group (group…

  2. One Man's Approach to a Basic Course in Geological Sciences.

    ERIC Educational Resources Information Center

    Gould, Stephen Jay

    1984-01-01

    Presents a twofold approach to teaching basic geology based on five principles to make science accessible to students who think they are bored with or afraid of the subject. The approach focuses on: appealing to the mind (to attack boredom) and appealing to the emotions (to attack fear). (BC)

  3. Students' Rating of Instruction in Elementary Science Methods Courses.

    ERIC Educational Resources Information Center

    Horak, Willis J.; Blecha, Milo K.

    Relationships between students' (N=169) rating of instruction and students' attitudes about inquiry and traditional teaching in elementary science classes were investigated. Since one of the goals of their methods class was to develop or adopt teaching styles on their own, it was hypothesized that the congruence of students' adopted teaching style…

  4. Developing a Constructivist Learning Environment in Online Postsecondary Science Courses

    ERIC Educational Resources Information Center

    Hackworth, Sylvester N.

    2010-01-01

    This Delphi study addressed the concerns of postsecondary educators regarding the quality of education received by postsecondary science students who receive their instruction online. This study was framed with the constructivist learning theory and Piaget's and Dewey's cognitive development theories. The overarching question addressed a gap in…

  5. A Professional Development Teaching Course for Science Graduate Students

    ERIC Educational Resources Information Center

    Baumgartner, Erin

    2007-01-01

    Although the majority of the teaching faculty at U.S. universities is composed of people who are scientific experts, research has found that most scientists do not have information about effective teaching methods (DeHaan 2005). Traditional lecture-style college science teaching does not reflect knowledge about best teaching practices based upon…

  6. A Bioethics Course for Biology and Science Education Students.

    ERIC Educational Resources Information Center

    Bryant, John; la Velle, Linda Baggott

    2003-01-01

    Points out the importance of awareness among biologists and biology teachers of the ethical and social implications of their work. Describes the bioethics module established at the University of Exeter mainly targeting students majoring in biology and science education. (Contains 18 references.) (Author/YDS)

  7. The Second and Perhaps the First High School Science Course.

    ERIC Educational Resources Information Center

    Andersen, Hans O.

    1984-01-01

    Discusses reasons for the failure of the post-Sputnik science curricula and offers criteria for selecting relevant curriculum content, suggesting that these curricula focus on problem-solving. Lists seven problem areas (technological, environmental, empirical, historical, aesthetic, philosophical, and futuristic) with recommended topics for each…

  8. Astrobiology Courses--A Useful Framework for Teaching Interdisciplinary Science.

    ERIC Educational Resources Information Center

    Sauterer, Roger

    2000-01-01

    Explains astrobiology and indicates the possibility of life on other planets and the interest of humankind in this possibility. Defines topics open to public misconception and their primary reinforcements by television shows. Expresses the need for students to learn the connections between different science majors. (YDS)

  9. A Rationale and Outline for an Undergraduate Course on the Philosophy and History of Science for Life Science Students.

    PubMed

    Hockberger, Philip E; Miller, Richard J

    2005-09-01

    There are compelling reasons for teaching a philosophy of science course to undergraduate life science students. The main reason is to help them understand that modern science is not based upon a single, consistent philosophical system; nor is it based upon common sense, or a method, set of rules or formulas that can be used to make unerring predictions. Rather, science is a dynamic process that is constantly being modified and refined to reflect and encompass an ever-expanding set of hypotheses, observations, and theories. To illustrate these points, we developed a course that examined the history and philosophical underpinnings of modern science, and we discussed famous experiments that challenged the prevailing norm and led to Kuhnian revolutions in scientific thought. Building upon this knowledge, students investigated how different philosophical systems address controversial social issues in the biological sciences. They examined the teaching of intelligent design and creationism in public schools, the implications of legalized abortion and physician-assisted suicide, the potential impact of DNA fingerprinting on human rights and racism, the promise and pitfalls of stem cell research, and the neurobiological basis of consciousness and its relevance to mental health therapies and the animal rights movement. We believe undergraduate life science students should be exposed to these issues and have an opportunity to develop informed opinions about them before they graduate from college. Exploration of such topics will help them become better prepared for the inevitable public debates that they will face as science educators, researchers, and leaders of society. PMID:21289866

  10. A Rationale and Outline for an Undergraduate Course on the Philosophy and History of Science for Life Science Students.

    PubMed

    Hockberger, Philip E; Miller, Richard J

    2005-09-01

    There are compelling reasons for teaching a philosophy of science course to undergraduate life science students. The main reason is to help them understand that modern science is not based upon a single, consistent philosophical system; nor is it based upon common sense, or a method, set of rules or formulas that can be used to make unerring predictions. Rather, science is a dynamic process that is constantly being modified and refined to reflect and encompass an ever-expanding set of hypotheses, observations, and theories. To illustrate these points, we developed a course that examined the history and philosophical underpinnings of modern science, and we discussed famous experiments that challenged the prevailing norm and led to Kuhnian revolutions in scientific thought. Building upon this knowledge, students investigated how different philosophical systems address controversial social issues in the biological sciences. They examined the teaching of intelligent design and creationism in public schools, the implications of legalized abortion and physician-assisted suicide, the potential impact of DNA fingerprinting on human rights and racism, the promise and pitfalls of stem cell research, and the neurobiological basis of consciousness and its relevance to mental health therapies and the animal rights movement. We believe undergraduate life science students should be exposed to these issues and have an opportunity to develop informed opinions about them before they graduate from college. Exploration of such topics will help them become better prepared for the inevitable public debates that they will face as science educators, researchers, and leaders of society.

  11. A Rationale and Outline for an Undergraduate Course on the Philosophy and History of Science for Life Science Students

    PubMed Central

    Hockberger, Philip E.; Miller, Richard J.

    2005-01-01

    There are compelling reasons for teaching a philosophy of science course to undergraduate life science students. The main reason is to help them understand that modern science is not based upon a single, consistent philosophical system; nor is it based upon common sense, or a method, set of rules or formulas that can be used to make unerring predictions. Rather, science is a dynamic process that is constantly being modified and refined to reflect and encompass an ever-expanding set of hypotheses, observations, and theories. To illustrate these points, we developed a course that examined the history and philosophical underpinnings of modern science, and we discussed famous experiments that challenged the prevailing norm and led to Kuhnian revolutions in scientific thought. Building upon this knowledge, students investigated how different philosophical systems address controversial social issues in the biological sciences. They examined the teaching of intelligent design and creationism in public schools, the implications of legalized abortion and physician-assisted suicide, the potential impact of DNA fingerprinting on human rights and racism, the promise and pitfalls of stem cell research, and the neurobiological basis of consciousness and its relevance to mental health therapies and the animal rights movement. We believe undergraduate life science students should be exposed to these issues and have an opportunity to develop informed opinions about them before they graduate from college. Exploration of such topics will help them become better prepared for the inevitable public debates that they will face as science educators, researchers, and leaders of society. PMID:21289866

  12. Center for Advanced Signal and Imaging Sciences Workshop 2004

    SciTech Connect

    McClellan, J H; Carrano, C; Poyneer, L; Palmer, D; Baker, K; Chen, D; London, R; Weinert, G; Brase, J; Paglieroni, D; Lopez, A; Grant, C W; Wright, W; Burke, M; Miller, W O; DeTeresa, S; White, D; Toeppen, J; Haugen, P; Kamath, C; Nguyen, T; Manay, S; Newsam, S; Cantu-Paz, E; Pao, H; Chang, J; Chambers, D; Leach, R; Paulson, C; Romero, C E; Spiridon, A; Vigars, M; Welsh, P; Zumstein, J; Romero, K; Oppenheim, A; Harris, D B; Dowla, F; Brown, C G; Clark, G A; Ong, M M; Clance, T J; Kegelmeyer, l M; Benzuijen, M; Bliss, E; Burkhart, S; Conder, A; Daveler, S; Ferguson, W; Glenn, S; Liebman, J; Norton, M; Prasad, R; Salmon, T; Kegelmeyer, L M; Hafiz, O; Cheung, S; Fodor, I; Aufderheide, M B; Bary, A; Martz, Jr., H E; Burke, M W; Benson, S; Fisher, K A; Quarry, M J

    2004-11-15

    Welcome to the Eleventh Annual C.A.S.I.S. Workshop, a yearly event at the Lawrence Livermore National Laboratory, presented by the Center for Advanced Signal & Image Sciences, or CASIS, and sponsored by the LLNL Engineering Directorate. Every November for the last 10 years we have convened a diverse set of engineering and scientific talent to share their work in signal processing, imaging, communications, controls, along with associated fields of mathematics, statistics, and computing sciences. This year is no exception, with sessions in Adaptive Optics, Applied Imaging, Scientific Data Mining, Electromagnetic Image and Signal Processing, Applied Signal Processing, National Ignition Facility (NIF) Imaging, and Nondestructive Characterization.

  13. Advanced X-ray Astrophysics Facility (AXAF) science instrumentation

    NASA Technical Reports Server (NTRS)

    Dailey, C. C.; Cumings, N. P.; Winkler, C. E.

    1985-01-01

    AXAF is to be equipped with a high performance X-ray telescope for the conduction of detailed astrophysics research. The observatory is to be serviced by the Space Station or the Shuttle, depending on capabilities during the AXAF operational period. The AXAF is to utilize the wavelength band from 1.2 A to 120 A. Attention is given to the AXAF science team, the AXAF observatory characteristics, the AXAF science instrument definition program, the Advanced Charge Coupled Device (CCD) Imaging Spectrometer (ACIS), the High Resolution Camera (HRC), the Bragg Crystal Spectrometer (BCS), the X-ray Spectrometer (XRS), the transmission gratings, and the program schedule.

  14. Gregor Mendel's classic paper and the nature of science in genetics courses.

    PubMed

    Westerlund, Julie F; Fairbanks, Daniel J

    2010-12-01

    The discoveries of Gregor Mendel, as described by Mendel in his 1866 paper Versuche uber Pflanzen-Hybriden (Experiments on plant hybrids), can be used in undergraduate genetics and biology courses to engage students about specific nature of science characteristics and their relationship to four of his major contributions to genetics. The use of primary source literature as an instructional tool to enhance genetics students' understanding of the nature of science helps students more clearly understand how scientists work and how the science of genetics has evolved as a discipline. We offer a historical background of how the nature of science developed as a concept and show how Mendel's investigations of heredity can enrich biology and genetics courses by exemplifying the nature of science. PMID:21166799

  15. Gregor Mendel's classic paper and the nature of science in genetics courses.

    PubMed

    Westerlund, Julie F; Fairbanks, Daniel J

    2010-12-01

    The discoveries of Gregor Mendel, as described by Mendel in his 1866 paper Versuche uber Pflanzen-Hybriden (Experiments on plant hybrids), can be used in undergraduate genetics and biology courses to engage students about specific nature of science characteristics and their relationship to four of his major contributions to genetics. The use of primary source literature as an instructional tool to enhance genetics students' understanding of the nature of science helps students more clearly understand how scientists work and how the science of genetics has evolved as a discipline. We offer a historical background of how the nature of science developed as a concept and show how Mendel's investigations of heredity can enrich biology and genetics courses by exemplifying the nature of science.

  16. Design Skills Education for Students of Advanced Course in College of Technology in Cooperation with the Support Program for Contemporary Educational Needs

    NASA Astrophysics Data System (ADS)

    Fujita, Naoyuki; Sakabe, Toshiya; Koshiba, Takashi; Ishitobi, Manabu

    Since 2004, Nara National College of Technology has been conducting “The Super Science Teacher Delivery Lecture Project”, in which the staff of our college visit elementary or junior high schools to provide special classes on science, technology or other subjects. This project was adopted as part of the Support Program for Contemporary Educational Needs by the Ministry of Education, Culture, Sports, Science and Technology. To provide education on design skills for students in the advanced mechanical engineering course and advanced electronic and information engineering course of the faculty of advanced engineering of our college, Problem Based Learning (PBL) has been conducted with the cooperation of the Super Science Teacher Delivery Lecture Project. In the PBL, students developed the teaching materials and experiments for science and technology lessons of elementary or junior high school students. In addition, the design skills of the students were evaluated by the reports on design skills, the demonstration of the delivery lecture and the records of the their efforts. From the results of the student questionnaire on this PBL, it is clear that most of the students understood “what are the design skills?” and acquired design skills.

  17. Integrating Alternative Assessment in a Project-Based Learning Course for Pre-Service Science and Technology Teachers

    ERIC Educational Resources Information Center

    Frank, Moti; Barzilai, Abigail

    2004-01-01

    This paper deals with a required methods course, based on the national curriculum of science and technology for junior high schools. The course participants are pre-service teachers who study towards a B.Sc. degree in education in science and technology parallel to their studies in one of the faculties of sciences or engineering. Working in small…

  18. Teachers' Perspectives of the New Western Australian Earth and Environmental Science Course: Lessons for the Australian Curriculum

    ERIC Educational Resources Information Center

    Dawson, Vaille; Moore, Leah

    2011-01-01

    In 2007, a new upper secondary course, Earth and Environmental Science (EES) was introduced in Western Australia. The development and implementation of the course was supported by Earth Science Western Australia (ESWA), a consortium of universities, the CSIRO and other organisations. The role of ESWA is to support the teaching of earth science in…

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

    ERIC Educational Resources Information Center

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

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

  20. Earth System Science: Problem-based Learning Courses for Teachers Through ESSEA

    NASA Astrophysics Data System (ADS)

    Close, E.; Witiw, M. R.

    2007-12-01

    One method that has proven effective in the study of Earth system science is to use a problem-based and event- centered course organization. In such a course, different events that occur in the Earth system are examined and how each event influences subsequent events in each of Earth's spheres (the atmosphere, hydrosphere, biosphere and lithosphere) is studied. A course is composed of several problem-based modules, where each module is centered about a particular event or issue that is important to the Earth system. The Institute for Global Environmental Strategies (IGES) was recently awarded a grant by the National Science Foundation's Geo-Teach program to develop and implement courses for teachers in Earth system science. Through the Earth System Science Education Alliance (ESSEA), IGES subsequently made awards to a group of 24 universities. Under the ESSEA program, problem-based modules are being developed for courses for middle school and high school teachers. In a typical university schedule, each module is designed to last three weeks and includes both group work and individual assignments. In the first week ("Teacher as Problem Solver"), participants explore their own ideas concerning the event and exchange their ideas with other members of their group. In the second week ("Teacher as Scholar"), participants research the issue and become more familiar with the event and the sphere-to-sphere interactions that occur. In the last week ("Teacher as Designer"), each participant develops a lesson plan for his or her own classroom. Current ESSEA modules cover topics such as volcanoes, Brazilian deforestation, Antarctic ice sheets, coral reefs, and stratospheric ozone depletion. Many new modules are under development with topics that range from plate tectonics and tsunamis to agriculture and sustainable water systems. Seattle Pacific University, in cooperation with Seattle Public Schools, was recently awarded a three-year grant by IGES to provide Earth system