Science.gov

Sample records for agricultural education science

  1. Science Achievement of Secondary Agricultural Education Students

    ERIC Educational Resources Information Center

    Clark, Sara Vicky

    2012-01-01

    The purposes of this quantitative descriptive and correlational study were to describe the science achievements of secondary agricultural education students and determine if the number of agricultural education courses passed, FFA involvement, and SAE participation would statistically significantly improve students' performance on science…

  2. Theme: The Role of Science in the Agricultural Education Curriculum.

    ERIC Educational Resources Information Center

    Agricultural Education Magazine, 2002

    2002-01-01

    Thirteen theme articles discuss integration of science and agriculture, the role of science in agricultural education, biotechnology, agriscience in Tennessee and West Virginia, agriscience and program survival, modernization of agricultural education curriculum, agriscience and service learning, and biotechnology websites. (SK)

  3. Integrating Science into the Agricultural Education Curriculum: Do Science and Agriculture Teachers Agree?

    ERIC Educational Resources Information Center

    Thompson, Gregory W.; Warnick, Brian K.

    2007-01-01

    Agriculture teachers and science teachers who taught in a high school with an agricultural education program were targeted for this study to determine and compare their perceptions of integrating science into agricultural education programs. The data indicate that while both groups have responded positively to the call to integrate science into…

  4. Globalizing Agricultural Science and Education Programs for America.

    ERIC Educational Resources Information Center

    National Association of State Universities and Land Grant Colleges, Washington, DC.

    This document proposes an agenda for globalizing agricultural science and education which has implications for higher education, research, and extension programs at land-grant and similar universities. To enhance global competitiveness of U.S. agriculture through human resource development, institutions are urged to: globalize undergraduate and…

  5. Agricultural Education Science Activity--Nos. AS 1-4.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This packet contains four science learning activities on the subject of animal science that can be used in agricultural education courses. The activities cover these topics: (1) identifying internal parasites in domestic livestock; (2) the effect of feed preparation on feed palatability and consumption; (3) determining the absorption abilities of…

  6. Increasing Knowledge in Social Science Among Agricultural Educators. Final Report.

    ERIC Educational Resources Information Center

    Jones, Joseph H., Jr.; And Others

    Social science concepts are presented as related parts of a systematic approach to understanding and predicting human behavior and implementing programs. This monograph was developed to improve the effectiveness of the change agent in agricultural education by increasing his knowledge in the area of social sciences relating to initiating and…

  7. Agriculture's Role in K-12 Education: Proceedings of a Forum on the National Science Education Standards.

    ERIC Educational Resources Information Center

    National Academy of Sciences - National Research Council, Washington, DC. Board on Agriculture.

    The Board on Agriculture organized a Forum on Agriculture's Role in K-12 Education to provide an opportunity for agricultural professional societies to explore ways in which examples from agriculture, food, and environment systems can be used to enhance inquiry-based science education. Participants discussed how professional societies could…

  8. Agricultural Education Science Activity--Nos. SS 2-4.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This packet contains three science learning activities that can be used in agricultural education courses. The activities cover these topics: (1) determining the effects of soil particle size on capillary action; (2) measuring levels of eroded soil particles in streams; and (3) determining the effects of soil cover and texture on surface erosion.…

  9. Agricultural Education Science Activity--Nos. PS 1-6.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This packet contains six science learning activities that can be used in agricultural education courses. The activities cover these topics: (1) determining the effects of soil drainage on plant growth and development; (2) determining the effect of soil compaction on plant growth and development; (3) inoculating legume seeds to promote nodule…

  10. Agricultural Education Science Activity--Nos. AEM 1-4.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This packet contains four science learning activities that can be used in agricultural education courses. The activities cover these topics: (1) determining the effect of air pressure on fluid flow; (2) how lubrication and oil viscosity affect friction; (3) determining relative strengths of wood fasteners; and (4) determining the effects of…

  11. Identification of Emerging Science Competencies in Agriculture. Vocational Education Research.

    ERIC Educational Resources Information Center

    Louisiana State Univ., Baton Rouge. School of Vocational Education.

    A research project identified new and emerging science concepts that should be taught in high school vocational agriculture. Agricultural scientists on an advisory panel identified the emerging science concepts. The majority were in the areas of plant science and animal science. Animal science was completely reorganized with greater emphasis on…

  12. An Instrumental Case Study of Effective Science Integration in a Traditional Agricultural Education Program

    ERIC Educational Resources Information Center

    Baker, Marshall A.; Bunch, J. C.; Kelsey, Kathleen D.

    2015-01-01

    The integration of science and agriculture has been discussed since the inception of agricultural education. However, the standards-based focus in public secondary education and changing climate of agriculture has brought science integration back to the forefront. Though research has indicated that the integration of science into agricultural…

  13. Agricultural and science education: a socio-analysis of their intersection and positions within the educational field

    NASA Astrophysics Data System (ADS)

    Hains, Bryan J.; Hansen, Gary L.; Hustedde, Ronald J.

    2016-12-01

    It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views.

  14. Agricultural and science education: a socio-analysis of their intersection and positions within the educational field

    NASA Astrophysics Data System (ADS)

    Hains, Bryan J.; Hansen, Gary L.; Hustedde, Ronald J.

    2017-03-01

    It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views.

  15. Barriers, Support, and Collaboration: A Comparison of Science and Agriculture Teachers' Perceptions regarding Integration of Science into the Agricultural Education Curriculum

    ERIC Educational Resources Information Center

    Warnick, Brian K.; Thompson, Gregory W.

    2007-01-01

    This study is part of a larger investigation which focused on determining and comparing the perceptions of agriculture teachers and science teachers on integrating science into agricultural education programs. Science and agriculture teachers' perceptions of barriers to integrating science, the support of stakeholders, and collaboration between…

  16. Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

    ERIC Educational Resources Information Center

    Rivera, Jennifer E.

    2011-01-01

    The State of New York Agriculture Science Education secondary program is required to have a certification exam for students to assess their agriculture science education experience as a Regent's requirement towards graduation. This paper focuses on the procedure used to develop and validate two content sub-test questions within a…

  17. 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…

  18. Agricultural Science and Mechanics I and II. An Instructional Guide for Agricultural Education. Revised.

    ERIC Educational Resources Information Center

    Virginia Polytechnic Inst. and State Univ., Blacksburg. Agricultural Education Program.

    This instructional guide contains guidelines and course outlines for a two- and three-year course in agricultural science and mechanics for students in grades 8, 9, and 10. Provided in the first 4 sections are course outlines for Agricultural Science and Mechanics I and II and references for use in each course. Each course outline contains an…

  19. 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.

  20. Science Education in Two-Year Colleges: Agriculture and Natural Resources.

    ERIC Educational Resources Information Center

    Beckwith, Miriam M.

    Agricultural and natural resources education in two-year colleges is examined as revealed by a study of science education that involved: (1) a review of the literature, (2) an examination of 175 college catalogs and class schedules from colleges nationwide, and (3) a survey of 1,275 science teachers. Part I of the study report discusses…

  1. Agriculture and Biology Teaching. Science and Technology Education Document Series 11.

    ERIC Educational Resources Information Center

    Rao, A. N.; Pritchard, Alan J.

    The six-chapter document is part of Unesco's Science and Technology Education Programme to encourage an international exchange of ideas and information on science and technology education. Chapters discuss: (1) development of agriculture (beginning and modern); (2) agroecosystems (land utilization, soils, food production, irrigation, and…

  2. How a Serious Digital Game Affected Students' Animal Science and Mathematical Competence in Agricultural Education

    ERIC Educational Resources Information Center

    Bunch, J. C.; Robinson, J. Shane; Edwards, M. Craig; Antonenko, Pavlo D.

    2014-01-01

    The purpose of this study was to compare the effectiveness of the lecture and discussion teaching methods and digital game-based learning on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma. Three research questions…

  3. From the USDA: Educating the Next Generation: Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education

    PubMed Central

    Parker, Joyce E.; Wagner, David J.

    2016-01-01

    The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency’s educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students’ critical communication, leadership skills, and experiential learning opportunities. Some of these programs include opportunities for which students can apply, while others focus on faculty applications. Opportunities faculty can apply for may support student-recruitment and student-retention techniques, curriculum development, innovative teaching methods, and institutional capacity-building programs. Overall, these programs foster a diverse workforce in agricultural science that matches the increasing diversity of the country. PMID:27587851

  4. Agricultural Education as a Medium for the Transmission of Western Science during British Rule in Malaya, 1905-1957

    ERIC Educational Resources Information Center

    Arman, Ezwan; Mamat, Mohd Zufri; Hasbullah, Maisarah

    2016-01-01

    This paper traces the transmission of Western science through the agricultural education sector during the British colonial administration of Malaya. This education system included three levels: elementary, intermediate and the school of agriculture. To understand the process by which Western science was transmitted in Malaya, Basalla's model was…

  5. Collaboration in Agricultural Education.

    ERIC Educational Resources Information Center

    Peterson, Roland L.; And Others

    1995-01-01

    Theme articles discuss environment, food, agriculture, and renewal resources as they relate to science education, learning partnerships, collaboration in Kyrghyzstan, leadership development, opportunities for collaboration, networking, and the creation of a shared course between agribusiness and biology. (JOW)

  6. Starting a Learning Progression for Agricultural Literacy: A Qualitative Study of Urban Elementary Student Understandings of Agricultural and Science Education Benchmarks

    ERIC Educational Resources Information Center

    Hess, Alexander Jay

    2010-01-01

    Science and agriculture professional organizations have argued for agricultural literacy as a goal for K-12 public education. Due to the complexity of our modern agri-food system, with social, economic, and environmental concerns embedded, an agriculturally literate society is needed for informed decision making, democratic participation, and…

  7. UNDERGRADUATE EDUCATION IN THE BIOLOGICAL SCIENCES FOR STUDENTS IN AGRICULTURE AND NATURAL RESOURCES, PROCEEDINGS OF A CONFERENCE.

    ERIC Educational Resources Information Center

    National Academy of Sciences - National Research Council, Washington, DC.

    REPORTED ARE THE PROCEEDINGS OF A 1966 CONFERENCE WHICH DEALT WITH UNDERGRADUATE EDUCATIONAL NEEDS FOR STUDENTS IN AGRICULTURE AND NATURAL RESOURCES. THE 167 EDUCATORS (MOSTLY DEANS AND DIRECTORS OF RESIDENT INSTRUCTION) WHO PARTICIPATED IN THE CONFERENCE REPRESENTED AGRICULTURE, RENEWABLE NATURAL RESOURCES, THE BIOLOGICAL SCIENCES, AND…

  8. Undergraduate Education in the Sciences for Students in Agriculture and Natural Resources. Summary of Proceedings of Regional Conferences.

    ERIC Educational Resources Information Center

    Commission on Education in Agriculture and Natural Resources, Washington, DC.

    Following a national conference entitled, "Undergraduate Education in the Biological Sciences for Students in Agriculture and Natural Resources," four regional conferences ensued, bringing together teaching faculty members from agriculture, forestry, other natural resource areas, and biology. The papers presented at these regional meetings are…

  9. Perceptions of the National Agriscience Teacher Ambassador Academy toward Integrating Science into School-Based Agricultural Education Curriculum

    ERIC Educational Resources Information Center

    Myers, Brian E.; Thoron, Andrew C.; Thompson, Gregory W.

    2009-01-01

    The purpose of this study was to determine perceptions of participants in the 2007 National Agriscience Teacher Ambassador Academy (NATAA) toward integrating science into the agricultural education curriculum. NATAA participants felt that students are more motivated to learn, better prepared in science, provided more opportunities to solve…

  10. Attitudes, Educational, and Career Choices of Food and Agricultural Sciences Institute Participants

    ERIC Educational Resources Information Center

    Faulkner, Paula E.; Baggett, Connie D.; Bowen, Cathy F.; Bowen, Blannie E.

    2009-01-01

    Ethnic minority students traditionally pursue degrees and careers in the food and agricultural sciences at rates lower than their non-minority counterparts. To help improve upon this situation, the Food and Agricultural Sciences Institute (FASI) was created to expose academically talented high school students to opportunities within the food and…

  11. Collaboration between Science and Agriculture Teachers

    ERIC Educational Resources Information Center

    Stephenson, Lee G.; Warnick, Brian K.; Tarpley, Rudy S.

    2008-01-01

    The focus of this descriptive study was to determine the type and frequency of collaborative activities occurring between agriculture teachers and science teachers who taught in schools with agricultural education programs. Additional foci of this study included determining the extent to which science and agriculture teachers value collaborative…

  12. Agriculture Education. Agricultural Metal Working.

    ERIC Educational Resources Information Center

    Stuttgart Public Schools, AR.

    This curriculum guide is designed for group instruction of secondary agricultural education students enrolled in one or two semester-long courses in agricultural metal working. The guide presents units of study in the following areas: (1) oxyacetylene welding, (2) arc welding, (3) sheet metal, (4) blueprint reading for welders and (5) job…

  13. Agricultural Awareness Days: Integrating Agricultural Partnerships and STEM Education

    ERIC Educational Resources Information Center

    Campbell, Brian T.; Wilkinson, Carol A.; Shepherd, Pamela J.

    2014-01-01

    In the United States there is a need to educate young children in science, technology, and agriculture. Through collaboration with many agricultural groups, the Southern Piedmont Agricultural Research and Education Center has set up a program that works with 3rd grade students and teachers to reinforce the science that has been taught in the…

  14. From the USDA: Educating the Next Generation--Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education

    ERIC Educational Resources Information Center

    Parker, Joyce E.; Wagner, David J.

    2016-01-01

    The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency's educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural…

  15. Selected References and Aids for Teaching Animal Science to Students of Agricultural Education.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The resource guide for animal science education is divided into six subject areas: general animal science, beef, dairy, poultry, sheep, and swine. Within each of these areas, the guide provides bibliographic and availability data for relevant materials in the following forms: bulletins and circulars; textbooks; films, filmstrips, and slides; and…

  16. Mechanisms for Enhancing Teachers' Effectiveness in the Implementation of Agricultural Science Programme in Secondary Schools in Afikpo Education Zone of Ebonyi State

    ERIC Educational Resources Information Center

    Ndem, Joseph Ukah

    2016-01-01

    Poor performance of students in agricultural science at the internal and external examinations has been attributed to ineffectiveness of the agricultural science teachers at the secondary schools in Afikpo education zone of Ebonyi State, therefore, this research determined the mechanisms for enhancing the teachers' effectiveness in the…

  17. Concerns of early career agricultural science teachers and the perceived effectiveness of educator preparation programs in addressing those concerns

    NASA Astrophysics Data System (ADS)

    Pearson, Camilla E.

    Little is known about the concerns and needs of early career agricultural teachers associated with the various routes to certification and how these routes address those concerns. The purpose of this study is to determine how selected early career agriculture teachers perceive their teacher preparation program and how effective their programs were at addressing these concerns during their first year of teaching. The sample consisted of secondary agricultural teachers in Texas FFA Areas V and VI, who self-identified themselves as an early career agricultural teacher in their first 3 years of teaching. The first phase included a web-based survey administered to assess the concerns of early career agricultural teachers. Two Likert-type scales were used, and these were used to assess the perceived importance of problems faced by early career agricultural teachers and the frequency in which they encounter those problems. The second phase included a qualitative interview to better understand the perceived relationship between participants' undergraduate preparation, experiences in agriculture and related organizations, and other related activities in preparing them as agriculture science teachers. The teachers interviewed in this study indicated that overall, they were pleased with their preparation. Teacher educators from both programs should address the concerns presented from all teachers to further prepare them for issues faced by early career teachers because it is evident that these issues are not going away.

  18. Testing the effect of a science-enhanced curriculum on the science achievement and agricultural competency of secondary agricultural education students

    NASA Astrophysics Data System (ADS)

    Haynes, James Christopher

    Scope and Method of Study. The purpose of this study was to determine if a science-enhanced curriculum produced by the Center for Agricultural and Environmental Research and Training (CAERT) taught in a secondary level animal science or horticulture course would improve students' understanding of selected scientific principles significantly, when compared to students who were instructed using a traditional curriculum. A secondary purpose was to determine the effect that the science-enhanced CAERT curriculum would have on students' agricultural knowledge when compared to students who were instructed using a traditional curriculum. The design of the study was ex post facto, causal comparative because no random assignment of the treatment group occurred. Findings and Conclusions. No statistically significant difference was found between the treatment and comparison groups regarding science achievement. However, the mean score of the treatment group was slightly larger than the comparison group indicating a slightly higher achievement level; a "Small" effect size (d = .16) for this difference was calculated. It was determined that a statistically significant difference (p < .05) existed in agriculture competency scores in animal science (p = .001) and horticulture (p = .000) as a result of the treatment. Moreover, this was considered to be a "very large" effect (d = 1.18) in animal science and a "large" effect (d = .92) in horticulture. When considering student achievement in science, this study found that the use of the science-enhanced CAERT curriculum did not result in a statistically significant increase (p < .05) in student performance as determined by the TerraNova3 science proficiency examination. However, students who were instructed using the CAERT curriculum scored better overall than those who were instructed using a "traditional" curriculum.

  19. Agriculture, Environmental Education Guide.

    ERIC Educational Resources Information Center

    Project I-C-E, Green Bay, WI.

    This agriculture guide, for use at the secondary level, is one of a series of guides, K-12, which were developed by teachers to help introduce environmental education into the total curriculum. Environmental problems are present in every community where agriculture education is offered, and therefore many agriculture teachers have included some…

  20. Agricultural Production. An Administrative Guide for Agricultural Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    This basic instructional guide for an agricultural production program is one in a series of such guides for agricultural education. It is useful in developing and selecting instructional material and implementing competency-based education for a program directed toward helping students to become proficient in animal, plant, and soil sciences and…

  1. Theme: Marketing Agricultural Education.

    ERIC Educational Resources Information Center

    Staller, Bernie L.; And Others

    1988-01-01

    Consists of six articles on marketing agricultural education. Topics include (1) being consumer conscious, (2) cooperating with agribusiness, (3) preparing students for postsecondary education, (4) allowing concurrent enrollments, (5) saving the failing agricultural program, and (6) refocusing the curriculum toward agrimarketing. (CH)

  2. The Effects of a Serious Digital Game on the Animal Science Competency, Mathematical Competency, Knowledge Transfer Ability, and Motivation of Secondary Agricultural Education Students

    ERIC Educational Resources Information Center

    Bunch, James Charles

    2012-01-01

    The purpose of this study was twofold: 1) to compare the effectiveness of two teaching methods (i.e., lecture/discussion and digital game-based learning) on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma; 2) to…

  3. Starting a learning progression for agricultural literacy: A qualitative study of urban elementary student understandings of agricultural and science education benchmarks

    NASA Astrophysics Data System (ADS)

    Hess, Alexander Jay

    Science and agriculture professional organizations have argued for agricultural literacy as a goal for K-12 public education. Due to the complexity of our modern agri-food system, with social, economic, and environmental concerns embedded, an agriculturally literate society is needed for informed decision making, democratic participation, and system reform. While grade-span specific benchmarks for gauging agri-food system literacy have been developed, little attention has been paid to existing ideas individuals hold about the agri-food system, how these existing ideas relate to benchmarks, how experience shapes such ideas, or how ideas change overtime. Developing a body of knowledge on students' agri-food system understandings as they develop across K-12 grades can ground efforts seeking to promote a learning progression toward agricultural literacy. This study compares existing perceptions held by 18 upper elementary students from a large urban center in California to agri-food system literacy benchmarks and examines the perceptions against student background and experiences. Data were collected via semi-structured interviews and analyzed using the constant comparative method. Constructivist theoretical perspectives framed the study. No student had ever grown their own food, raised a plant, or cared for an animal. Participation in school fieldtrips to farms or visits to a relative's garden were agricultural experiences most frequently mentioned. Students were able to identify common food items, but could not elaborate on their origins, especially those that were highly processed. Students' understanding of post-production activities (i.e. food processing, manufacturing, or food marketing) was not apparent. Students' understanding of farms reflected a 1900's subsistence farming operation commonly found in a literature written for the primary grades. Students were unaware that plants and animals were selected for production based on desired genetic traits. Obtaining

  4. A Qualitative Study of Prospective Elementary Teachers' Grasp of Agricultural and Science Educational Benchmarks for Agricultural Technology.

    ERIC Educational Resources Information Center

    Trexler, Cary J.; Meischen, Deanna

    2002-01-01

    Interviews with eight preservice elementary teachers regarding benchmarks related to agricultural technology for food and fiber showed that those from rural areas had more complex understanding of the trade-offs in technology use; urban residents were more concerned with ethical dilemmas. Pesticide pollution was most understood, genetic…

  5. Elementary student and prospective teachers' agri-food system literacy: Understandings of agricultural and science education's goals for learning

    NASA Astrophysics Data System (ADS)

    Trexler, Cary Jay

    1999-09-01

    Although rhetoric abounds in the agricultural education literature regarding the public's dearth of agri-food system literacy, problems arise when establishing educational interventions to help ameliorate illiteracy. Researchers do not fully know what individuals understand about the complex agri-food system. Hence, educational programs and curricula may focus on areas where students already possess well developed and scientifically accurate schemata, while ignoring other areas where incompatible or naive understandings persist. Democratic decisions about complex societal and environmental issues, such as trade-offs of our industrial agri-food system, require individuals to possess understandings of complex interrelationships. This exploratory qualitative study determines what two groups---elementary students and prospective elementary school teachers---understand about selected concepts foundational to agri-food system literacy. To ground the study in current national education curricular standards, a synthesis of both agricultural and science education benchmarks was developed. This helped structure interviews with the study's informants: nine elementary students and nine prospective elementary teachers. Analysis of discourse was based upon a conceptual change methodology. Findings showed that informant background and non-school experiences were linked to agri-food system literacy, while formal, in-school learning was not. For elementary students, high socio-economic status, gardening and not living in urban areas were correlates with literacy; the prospective teacher group exhibited similar trends. Informants understood that food came from farms where plants and animals were raised. For the majority, however, farms were described as large gardens. Additionally, informants lacked a clear understanding of the roles soil and fertilizers play in crop production. Further, few spoke of weeds as competitors with crops for growth requirements. Informants understood that

  6. Educational Plant Survey. The University of Florida Institute of Food and Agricultural Sciences on Campus--Alachua County. April 4-5, 1994.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee.

    This report presents the results of a systematic study and evaluation of the existing educational plants of the University of Florida's Institute of Food and Agricultural Sciences (IFAS), along with a determination of future plant needs. Section 1 contains an introduction to the educational plant survey, including statutory foundations, procedural…

  7. Theme: Changes in Agricultural Education.

    ERIC Educational Resources Information Center

    Agricultural Education Magazine, 1997

    1997-01-01

    Includes "Changes in Agricultural Education in Tennessee" (Byerley, Todd); "Evolving Focus for Agricultural Education Graduates?" (Schlink); "Researching Adult Organizations in Agricultural Education" (Seevers, Dormody); "Past 25 Years" (Klein, Luft); "Agricultural Education" (Sibiga, Mannebach); "Don't Look Back" (Butcher); "Changes in…

  8. Agricultural Science--Striving for Excellence.

    ERIC Educational Resources Information Center

    Budke, Wesley E.; And Others

    1991-01-01

    Six articles examine several of the critical components of program and personnel development in agricultural science including linkages between agriscience and natural resources teachers and high school science teachers, science in agriculture, biological science applications, and hydroponics. (JOW)

  9. Achieving Next Generation Science Standards through Agricultural Contexts: A Delphi Study of Outdoor Education Experts

    ERIC Educational Resources Information Center

    Meals, Anthony; Washburn, Shannon

    2015-01-01

    A Delphi survey was conducted with 30 outdoor education experts in Kansas. Participant responses helped frame a Kansas definition of outdoor education and identified essential educational goals and outcomes, critical components for effective outdoor education programming, and barriers facing outdoor education in Kansas. The study highlights…

  10. Rural Elementary Students' Understanding of Science and Agricultural Education Benchmarks Related to Meat and Livestock.

    ERIC Educational Resources Information Center

    Meischen, Deanna L.; Trexler, Cary J.

    2003-01-01

    Seven fifth-graders developed concept maps depicting their knowledge of meat product development. Despite their rural background, they lacked understanding of agriculture concepts and had mixed knowledge of agricultural literacy benchmarks concerning food products. Their language did not reflect scientific terminology in the benchmarks. (Contains…

  11. Science of Agricultural Mechanization

    ERIC Educational Resources Information Center

    Murdock, Ashleigh Barbee, Ed.

    2010-01-01

    Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

  12. Science of Agricultural Environment

    ERIC Educational Resources Information Center

    Murdock, Ashleigh Barbee, Ed.

    2010-01-01

    Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

  13. Science of Agricultural Plants

    ERIC Educational Resources Information Center

    Murdock, Ashleigh Barbee, Ed.

    2010-01-01

    Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

  14. Science of Agricultural Animals

    ERIC Educational Resources Information Center

    Murdock, Ashleigh Barbee, Ed.

    2010-01-01

    Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

  15. Agriculture Education. Horticulture.

    ERIC Educational Resources Information Center

    Stuttgart Public Schools, AR.

    This curriculum guide is designed for group instruction of secondary agricultural education students enrolled in one or two semester-long courses in ornamental horticulture. The guide presents units of study in the following areas: (1) horticulture and job opportunities, (2) preparing soil mixtures, (3) control, (4) plant propagation, (5) plant…

  16. Agriculture Education. Farm Machinery.

    ERIC Educational Resources Information Center

    Stuttgart Public Schools, AR.

    This curriculum guide is designed for group instruction of secondary agricultural education students enrolled in one or two semester-long courses in farm machinery. The guide presents units of study in the following areas: (1) small gas engines, (2) job opportunities, (3) tractors, (4) engines, (5) hydraulics, (6) electrical system, (7) combine…

  17. Agricultural Education in Australia.

    ERIC Educational Resources Information Center

    Farquhar, R. N.

    This document is an English-language abstract (approximately 1,500 words) of a comprehensive survey of education and training for agriculture in Australia. The present facilities are described, and then set against estimates of present and future needs. Constructive proposals are made as to how these needs can best be met by agricultural…

  18. The Effects of a Socioscientific Issues Instructional Model in Secondary Agricultural Education on Students' Content Knowledge, Scientific Reasoning Ability, Argumentation Skills, and Views of the Nature of Science

    ERIC Educational Resources Information Center

    Shoulders, Catherine Woglom

    2012-01-01

    The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess…

  19. Theme: Trends and Issues Affecting the Future of Agricultural Education.

    ERIC Educational Resources Information Center

    Agricultural Education Magazine, 2000

    2000-01-01

    Articles discuss trends and issues in agricultural education, community and technical colleges, career/technical studies, Australian agriculture, agricultural science and technology programs in urban areas, genetic engineering, the impact of changing technologies on agricultural education, volunteers, and performance-based assessment. (JOW)

  20. Minnesota Department of Education Agricultural Education Program Descriptions 01.0000-01.9095

    ERIC Educational Resources Information Center

    Minnesota Department of Education, 2004

    2004-01-01

    This document provides a brief compilation of descriptions of agricultural education programs linked to Career and Technical Education (CTE) initiative in Minnesota. Agriculture Exploration courses focus on the animal sciences, plant sciences, natural resource sciences, agricultural business and marketing, and leadership development. Agribusiness…

  1. Assessing the Animal Science Technical Skills Needed by Secondary Agricultural Education Graduates for Employment in the Animal Industries: A Modified Delphi Study

    ERIC Educational Resources Information Center

    Slusher, Wendy L.; Robinson, J. Shane; Edwards, M. Craig

    2011-01-01

    Career and technical education courses, such as agricultural education, exist, in part, to assist students in acquiring the competencies needed to achieve employability. However, whether the current secondary agricultural education curriculum meets the needs of industry leaders who employ high school graduates of agricultural education programs is…

  2. Animal Science Experts' Opinions on the Non-Technical Skills Secondary Agricultural Education Graduates Need for Employment in the Animal Science Industry: A Delphi Study

    ERIC Educational Resources Information Center

    Slusher, Wendy L.; Robinson, J. Shane; Edwards, M. Craig

    2010-01-01

    Non-technical, employability skills are in high demand for entry-level job-seekers. As such, this study sought to describe the perceptions of Oklahoma's animal science industry leaders as it related to the employability skills needed for entry-level employment of high school graduates who had completed coursework in Oklahoma's Agricultural, Food…

  3. Understanding Agriculture: New Directions for Education.

    ERIC Educational Resources Information Center

    National Academy of Sciences - National Research Council, Washington, DC. Board on Agriculture.

    This report presents findings of a study to examine agricultural education at the secondary level and to make recommendations for program improvement. It focuses on the two major elements of agricultural education--agricultural literacy (education about agriculture) and vocational agriculture (education in agriculture). An executive summary sets…

  4. Science Laboratory Exercises for Vocational Agriculture Students.

    ERIC Educational Resources Information Center

    Thompson, Dale E.

    This manual provides learning activities for use in two vocational agriculture courses--ornamental horticulture I and agricultural technology I. These activities are intended as aids in the teaching of application of science principles. An introductory chart gives a summary of how vocational agriculture objectives match objectives of specific…

  5. Agricultural Education and OSHA

    ERIC Educational Resources Information Center

    Brown, Ronald A.

    1974-01-01

    Agriculture teachers should be interested in and become familiar with the implications of the Williams-Steiger Occupational Safety and Health Act of 1970 for their own benefit, for their students, and for their students' future employers. (AG)

  6. Science teaching in science education

    NASA Astrophysics Data System (ADS)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-06-01

    Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

  7. Science Teaching in Science Education

    ERIC Educational Resources Information Center

    Callahan, Brendan E.; Dopico, Eduardo

    2016-01-01

    Reading the interesting article "Discerning selective traditions in science education" by Per Sund, which is published in this issue of "CSSE," allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must…

  8. Quantitative Theoretical and Conceptual Framework Use in Agricultural Education Research

    ERIC Educational Resources Information Center

    Kitchel, Tracy; Ball, Anna L.

    2014-01-01

    The purpose of this philosophical paper was to articulate the disciplinary tenets for consideration when using theory in agricultural education quantitative research. The paper clarified terminology around the concept of theory in social sciences and introduced inaccuracies of theory use in agricultural education quantitative research. Finally,…

  9. Evaluation in Science Education.

    ERIC Educational Resources Information Center

    Scriven, Michael

    This report discusses the importance of five types of evaluation in science and science education. First, evaluation must be recognized as a key process within science, both pure and applied, and must be taught as an integral part of science education. Second, the applications of science must be evaluated not only as a social responsibility and a…

  10. Lessons from Women in the Agricultural Sciences.

    ERIC Educational Resources Information Center

    Rea, Jennette; And Others

    1989-01-01

    Discusses women who have made an impact in the agricultural sciences. Profiles Elizabeth Pickney, indigo; Jane Colden, botany; Harriet Strong, irrigation and flood control; Anna Comstock, nature studies; Alice Evans, bacteriology; Edith Patch, entomology; and Beatrix Potter, botany. (JOW)

  11. Expediting Agriculture Through Science Act

    THOMAS, 112th Congress

    Rep. Fincher, Stephen Lee [R-TN-8

    2011-05-26

    06/08/2011 Referred to the Subcommittee on Rural Development, Research, Biotechnology, and Foreign Agriculture. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

  12. Climate science: Agricultural greenhouse gases

    NASA Astrophysics Data System (ADS)

    Pollock, Chris

    2011-05-01

    Mitigating greenhouse gas emissions from agriculture is important and achievable. However, cutting emissions to meet the UK's legal targets for 2050 will bring technical and political challenges, and may affect food production.

  13. Agricultural Education Teacher Education Preservice Program.

    ERIC Educational Resources Information Center

    Ricketts, Samuel Clifton

    Intended to introduce a model, relevant preservice program for agricultural education teachers, this paper porposes a curriculum which for the most part meets the standards of the National Council for Accreditation of Teacher Education. Divided into seven sections, it covers the following topics: (1) the role of the teacher; (2) an agricultural…

  14. Science Education. Oryx Science Bibliographies, Volume 6.

    ERIC Educational Resources Information Center

    Schroeder, Eileen E., Comp.; Tyckoson, David A., Ed.

    This bibliography provides 337 annotated references covering: science teaching at the preschool, kindergarten, elementary, and high school levels; science education as it relates to various science disciplines; science education for special populations; sexual stereotyping in science education; teacher education for science teachers; and how…

  15. Identifying Innovative Agricultural Education Programs

    ERIC Educational Resources Information Center

    Rayfield, John; Murphy, Tim; Briers, Gary; Lewis, Lauren

    2012-01-01

    Researchers identified innovative agricultural education programs across the United States. A Delphi study was conducted with the teachers in innovative programs. According to the teachers, innovative programs in 2020 will use hands-on activities and will be run by highly motivated teachers. The purpose of innovative programs in the future will be…

  16. Agriculture Education. Soybeans and Rice.

    ERIC Educational Resources Information Center

    Stuttgart Public Schools, AR.

    This curriculum guide is designed for group instruction of secondary students enrolled in one or two semester-long courses in agricultural education. The guide presents units of study in the following areas: (1) soybeans, (2) rice, and (3) orientation. Each of the 17 units of instruction follows a typical format: terminal objective, specific…

  17. Agricultural Resources Materials for Agricultural Education Programs. Core Agricultural Education Curriculum, Central Cluster.

    ERIC Educational Resources Information Center

    Illinois Univ., Urbana. Office of Agricultural Communications and Education.

    This curriculum guide contains four units with relevant problem areas and is intended as a source unit for agricultural education. These problem areas have been selected as suggested areas of study to be included in a core curriculum for secondary students enrolled in an agricultural education program. Each problem area includes some or all of the…

  18. Science Education Notes.

    ERIC Educational Resources Information Center

    Hodson, Derek; And Others

    1988-01-01

    Presents information in brief on changing priorities in science education. Cites three categories of aims for science, traits of underachievers, and the processes of science. Includes reflections on the Salter's GCSE Scheme of Assessment, the integration of science and drama, and a historical perspective of practical work in school science. (RT)

  19. Annual Southern Region Research Conference in Agricultural Education. Proceedings (36th, Williamsburg, Virginia, March 22-23, 1987).

    ERIC Educational Resources Information Center

    1987

    The following papers are included in this proceedings of a conference on agricultural education: "Misuse of Statistics" (Miller); "Significance of Doctoral Research in Agricultural Education" (Moore, Bailey, Burnett); "Identification of Science-Related Competencies Taught in Vocational Agriculture Programs in…

  20. The Future of Agricultural Education: A View from the Bleachers.

    ERIC Educational Resources Information Center

    Swanson, Gordon I.

    1991-01-01

    From a holistic, iconoclastic point of view, the article reviews dominant forces of the century and the state of agricultural education in agricultural colleges, public schools, and extension. States four imperatives for the future: focus on people, address the leadership crisis, recapture a creative role for science and technology, and reduce…

  1. Adding Value through Research in Agricultural Education. Proceedings of the Annual National Agricultural Education Research Meeting (19th, St. Louis, Missouri, December 4, 1992).

    ERIC Educational Resources Information Center

    Mundt, John P., Comp.

    Among 53 conference papers, are the following: "Perceptions of Administrators, Guidance Counselors, and Science Teachers Concerning Pilot Agriscience Courses" (Johnson, Newman); "Relationship of Supervised Agricultural Experience Program Participation and Student Achievement in Agricultural Education (AE)" (Cheek et al.);…

  2. Emerging Educational and Agricultural Trends and their Impact on the Secondary Agricultural Education Program

    ERIC Educational Resources Information Center

    Stewart, Ralsa Marshall, Jr.; Moore, Gary E.; Flowers, Jim

    2004-01-01

    The primary purpose of this study was to identify the emerging trends in education and agriculture and to determine their implications on the secondary agricultural education program. For this study, the researchers did a national solicitation for nominations with 1,160 national agricultural education leaders, state agricultural education leaders,…

  3. Modules in Agricultural Education for Agricultural Mechanics.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

    Each of the 38 curriculum modules in this packet for agricultural mechanics instruction contains a brief description of the module content, a list of the major divisions or units, the overall objectives, objectives by unit, content outline and suggested teaching methods, student application activities, and evaluation procedures. A listing of…

  4. Modules in Agricultural Education for Agricultural Resources.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

    Each of the 31 curriculum modules in this packet for agricultural resources instruction contains a brief description of the module content, a list of the major division or units, the overall objective, objectives by units, content outline and suggested teaching methods, student application activities, and evaluation procedures. A list of resource…

  5. Science Education: Cassandra's Prophecy

    ERIC Educational Resources Information Center

    Brady, Thomas E.

    2008-01-01

    After "A Nation at Risk" was released, the state of American education was widely discussed, and not just by educators. The 1980s produced a number of reports on the status of science education that complained of declining science and mathematics achievement, falling enrollment in the subjects, and a shortage of qualified teachers. All the…

  6. Science Education Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1983

    1983-01-01

    Discusses current topics in science education including increasing adult education through innovation in course planning/recruitment methods, a course in microelectronics/digital control, and need for increased human genetics topics in biology/health education. Also discusses changing role of biology teachers, preschool science, and teaching a…

  7. Vocational Education in Agriculture and the Career Education Movement

    ERIC Educational Resources Information Center

    O'Kelley, George L., Jr.

    1976-01-01

    The lecture, presented at the American Association of Teacher Educators in Agriculture breakfast meeting during the American Vocational Association Convention, clarifies the relationship between vocational education in agriculture and the career education movement. (AG)

  8. Agricultural Business and Management Materials for Agricultural Education Programs. Core Agricultural Education Curriculum, Central Cluster.

    ERIC Educational Resources Information Center

    Illinois Univ., Urbana. Office of Agricultural Communications and Education.

    This curriculum guide contains 5 teaching units for 44 agricultural business and management cluster problem areas. These problem areas have been selected as suggested areas of study to be included in a core curriculum for secondary students enrolled in an agricultural education program. The five units are as follows: (1) agribusiness operation and…

  9. Science in General Education

    ERIC Educational Resources Information Center

    Read, Andrew F.

    2013-01-01

    General education must develop in students an appreciation of the power of science, how it works, why it is an effective knowledge generation tool, and what it can deliver. Knowing what science has discovered is desirable but less important.

  10. Science Education Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1982

    1982-01-01

    Discusses: (1) the nature of science; (2) Ausubel's learning theory and its application to introductory science; and (3) mathematics and physics instruction. Outlines a checklist approach to Certificate of Extended Education (CSE) practical assessment in biology. (JN)

  11. Agricultural Education Perceived Teacher Self-Efficacy: A Descriptive Study of Beginning Agricultural Education Teachers

    ERIC Educational Resources Information Center

    Wolf, Kattlyn J.

    2011-01-01

    The purpose of this study was to describe beginning agriculture teachers' perceived agricultural education teacher self-efficacy. Additionally, the researcher sought to describe the relationship among teachers' demographic characteristics and their agricultural education teacher self-efficacy. An instrument specific to agricultural education was…

  12. Scientific Inquiry in Agricultural Education Teacher Preparation: A Look at Teacher Educators' Perceptions

    ERIC Educational Resources Information Center

    French, Darla; Balschweid, Mark

    2009-01-01

    The specific objectives of this study were to identify the attitudes of U.S. agricultural education teacher educators toward using scientific inquiry as an instructional method and to determine their level of comfort and awareness with new information and teaching methodologies in science. A mailed survey was sent to all agricultural education…

  13. Science education and worldview

    NASA Astrophysics Data System (ADS)

    Keane, Moyra

    2008-09-01

    Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues "yes," based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative knowledge, we found that culture and worldview are critical to community identity, to visioning educational outcomes, and to learning in school science. Cultural practices may contribute to pedagogy and curriculum; curriculum, in turn, may affirm cultural practices. Further, worldview needs to be understood as an aspect of knowledge creation. By understanding key aspects of an African worldview, science educators can contribute to both meaningful science education and community well-being. By fostering culture and worldview, a rural community can make a unique contribution to science education.

  14. Analysis of the Inservice Needs of Agriscience/Agribusiness Teachers for Teaching Applied Agricultural Sciences in Louisiana. Vocational Education Curriculum Development.

    ERIC Educational Resources Information Center

    Louisiana State Univ., Baton Rouge.

    A survey of all 226 agriscience teachers in Louisiana sought to identify the areas of the revised agricultural science curriculum in which teachers needed increased knowledge and skills for teaching; 206 responses were received. A secondary purpose was to identify time schedules and types of presenters preferred by agriscience teachers for…

  15. Remodeling Science Education

    ERIC Educational Resources Information Center

    Hestenes, David

    2013-01-01

    Radical reform in science and mathematics education is needed to prepare citizens for challenges of the emerging knowledge-based global economy. We consider definite proposals to establish: (1) "Standards of science and math literacy" for all students. (2) "Integration of the science curriculum" with structure of matter,…

  16. Science, Worldviews, and Education

    ERIC Educational Resources Information Center

    Gauch, Hugh G., Jr.

    2009-01-01

    Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning…

  17. Colorado Agriculture Education Tech Prep Curriculum Guide.

    ERIC Educational Resources Information Center

    2002

    This guide is intended to provide local agricultural education tech prep programs throughout Colorado with a framework for updating their own curriculum and developing articulation with postsecondary institutions. First, a primer to standards-based education explains the role of the following items in standards-based education in agriculture: (1)…

  18. Science Education through Informal Education

    ERIC Educational Resources Information Center

    Kim, Mijung; Dopico, Eduardo

    2016-01-01

    To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins (EJ1102247). In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal…

  19. Transforming Agricultural Education for a Changing World

    ERIC Educational Resources Information Center

    National Academies Press, 2009

    2009-01-01

    During the next ten years, colleges of agriculture will be challenged to transform their role in higher education and their relationship to the evolving global food and agricultural enterprise. If successful, agriculture colleges will emerge as an important venue for scholars and stakeholders to address some of the most complex and urgent problems…

  20. Priorities for Research in Agricultural Education.

    ERIC Educational Resources Information Center

    Silva-Guerrero, Luis; Sutphin, H. Dean

    1990-01-01

    Twenty agricultural education experts identified research topics and categories, which were then rated by 34 research experts (92 percent) and 49 department heads (79 percent). Highest ratings went to biotechnology, high technology, and agribusiness; agricultural education curriculum; and long-term impact and cost effectiveness of agricultural…

  1. Characteristics of Distinguished Programs of Agricultural Education

    ERIC Educational Resources Information Center

    Birkenholz, Robert J.; Simonsen, Jon C.

    2011-01-01

    Academic program rankings are highly anticipated by many university administrators, faculty, and alumni. This study analyzed the perceptions of agricultural education departmental contact persons to identify esteemed post-secondary agricultural education programs and the distinguishing characteristics of each program. The ten most distinguished…

  2. Developments in Australian Agricultural and Related Education

    ERIC Educational Resources Information Center

    McSweeney, Peter; Rayner, John

    2011-01-01

    While the calm waters metaphor might explain the changes navigated by Australian agricultural education through most of its history, the last 20 or so years have been very turbulent. Now, the new millennium sees agricultural education in both Australia and the Western world facing a different and less certain future. This paper analyses some of…

  3. Globalization and Science Education

    NASA Astrophysics Data System (ADS)

    Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

    2012-12-01

    Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

  4. Globalization and Science Education

    NASA Astrophysics Data System (ADS)

    Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

    2013-06-01

    Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

  5. Groundwater in Science Education

    ERIC Educational Resources Information Center

    Dickerson, Daniel L.; Penick, John E.; Dawkins, Karen R.; Van Sickle, Meta

    2007-01-01

    Although clean, potable groundwater constitutes one of our most valuable resources, few students or science educators hold complete and appropriate understandings regarding the concept. Recent studies that focus on secondary students' and preservice science teachers' understandings of groundwater found little difference between the groups'…

  6. Cognitive Science and Education.

    ERIC Educational Resources Information Center

    Glaser, Robert

    1988-01-01

    States that renewed research on the processes of learning and teaching is necessary if all children are expected to meet high standards of educational performance. Discusses cognitive science, a federation of psychology, linguistics, and computer science which offers a reconceptualization of the nature of the learning process and new approaches to…

  7. Science and Education

    ERIC Educational Resources Information Center

    Buravikhin, V. A.

    1977-01-01

    As society develops, schools must operate at the level of modern science and must incorporate the results of research. Important considerations for science and teaching include pedagogical vocational guidance, inservice teacher training, modern teaching and social education methods, school building plans, and technical teaching devices. (Author/AV)

  8. GLOBE: Science and Education.

    ERIC Educational Resources Information Center

    Butler, Dixon M.; MacGregor, Ian D.

    2003-01-01

    Introduces GLOBE, a science and education program designed to use environmental research as a means to improve student achievement in basic science, mathematics, geography, and the use of technology. Indicates positive impact of GLOBE on students' ability to use scientific data in decision-making and their scientifically informed awareness of the…

  9. Medicinal - Agricultural science in Vedic literature.

    PubMed

    Jakhmola, R K

    2012-01-01

    It is crystal clear from critical analysis of Vedic period literature that the man at that time was highly civilized, well educated and had developed adaptation with the nature. Man had established social, economic and political systems and he was aware that all the Dravyas on the earth have medicinal values and they may give results for physical and mental well being if utilized after research as per classics. In Vedas 3 types of medicinal Dravyas are discussed viz Khanija, Vanaspatika, Pranija which are discussed in Charaka Samhita and Sushruta Samhita in terms of Jangala, Oudbidha, Partheeva. Since ancient times with growth in population, agricultural profession also got encouragement resulting in highly developed resources, contamination free soil with its classification, soil types, rain, season and importance of time etc. had given due importance from agriculture point of view. Man had successfully understood the importance of agriculture for production of grain and medicinal herbs. Thus in this sector number of researches were carried out in Vedic period resulting in co-operation between natural resources, various resources related to agricultural profession, different types of methods for cultivation, preservation of grains and medicinal herbs, methods to improve production etc. were researched scientifically.

  10. Medicinal - Agricultural science in Vedic literature

    PubMed Central

    Jakhmola, R. K.

    2012-01-01

    It is crystal clear from critical analysis of Vedic period literature that the man at that time was highly civilized, well educated and had developed adaptation with the nature. Man had established social, economic and political systems and he was aware that all the Dravyas on the earth have medicinal values and they may give results for physical and mental well being if utilized after research as per classics. In Vedas 3 types of medicinal Dravyas are discussed viz Khanija, Vanaspatika, Pranija which are discussed in Charaka Samhita and Sushruta Samhita in terms of Jangala, Oudbidha, Partheeva. Since ancient times with growth in population, agricultural profession also got encouragement resulting in highly developed resources, contamination free soil with its classification, soil types, rain, season and importance of time etc. had given due importance from agriculture point of view. Man had successfully understood the importance of agriculture for production of grain and medicinal herbs. Thus in this sector number of researches were carried out in Vedic period resulting in co-operation between natural resources, various resources related to agricultural profession, different types of methods for cultivation, preservation of grains and medicinal herbs, methods to improve production etc. were researched scientifically. PMID:23049203

  11. Science education through informal education

    NASA Astrophysics Data System (ADS)

    Kim, Mijung; Dopico, Eduardo

    2016-06-01

    To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students' visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students' lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins' discussion on enhancing the effectiveness of informal learning places in science education.

  12. Theme: Innovative Curriculum Ideas and Practices in Agricultural Education.

    ERIC Educational Resources Information Center

    Agricultural Education Magazine, 2002

    2002-01-01

    Fourteen theme articles discuss the following: curriculum ideas and innovations in agricultural education, agricultural literacy, Supervised Agricultural Experience, active learning, locating agricultural education resources, distance and web-based instruction, principles of forest management, professional development, and service learning. (JOW)

  13. Science, Worldviews, and Education

    NASA Astrophysics Data System (ADS)

    Gauch, Hugh G.

    2009-06-01

    Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning the spectrum from positive to neutral to negative. To delineate a mainstream perspective on science, seven key characterizations or “pillars” of science are adopted from position papers from the world’s largest scientific organization, the American Association for the Advancement of Science. Based on those pillars and an examination of scientific method, I argue that the presuppositions and reasoning of science can and should be worldview independent, but empirical and public evidence from the sciences and humanities can support conclusions that are worldview distinctive. I also critique several problematic perspectives: asserting that science can say nothing about worldviews and the opposite extreme of insisting that science decisively supports one particular worldview; weakening science so severely that it lacks truth claims; and burdening science with unnecessary presuppositions. Worldview-distinctive conclusions based on empirical evidence are suitable for individual convictions and public discussions, but not for institutional endorsements and scientific literacy requirements.

  14. 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,…

  15. Gendering Agricultural Education: A Study of Historical Pictures of Women in the Agricultural Education Magazine

    ERIC Educational Resources Information Center

    Enns, Kellie J.; Martin, Michael J.

    2015-01-01

    The emergence of women agriculture teachers over the past 50 years has opened opportunities while revealing issues which females still face in agricultural education. Issues such as lack of female role models, gender stereotyping, and gender bias have been documented in agricultural education research. The purpose of this study was to explore the…

  16. The Impact of an "Agricultural Educator" on Curriculum at Agricultural Colleges.

    ERIC Educational Resources Information Center

    Bobbitt, Frank

    Ways to involve agricultural educators in international development projects are considered. Agricultural educators with expertise in the field of educational process in agricultural education are needed. These individuals should be proficient in needs assessment and program and curriculum development. The skills of agricultural educators are…

  17. Humanizing science education

    NASA Astrophysics Data System (ADS)

    Donnelly, James F.

    2004-09-01

    This paper argues that the diverse curriculum reform agendas associated with science education are strongly and critically associated with the educational characteristics of the humanities. The article begins with a survey of interpretations of the distinctive contribution which the humanities make to educational purposes. From this survey four general characteristics of the humanities are identified: an appeal to an autonomous self with the right and capacity to make independent judgements and interpretations; indeterminacy in the subject matter of these judgements and interpretations; a focus on meaning, in the context of human responses, actions, and relationships, and especially on the ethical, aesthetic, and purposive; and finally, the possibility of commonality in standards of judgement and interpretation, under conditions of indeterminacy. Inquiry and science technology and society (STS) orientated curriculum development agendas within science education are explored in the light of this analysis. It is argued that the four characteristics identified are central to the educational purposes of these and other less prominent modes of curriculum development in science, though not unproblematically so. In the light of this discussion the prognosis and challenges for science curriculum development are explored.

  18. Job Satisfaction of Teacher Educators in Agriculture.

    ERIC Educational Resources Information Center

    Bowen, Blannie E.

    A study was conducted to determine the level of job satisfaction that exists for teacher educators in agriculture. A stratified random sample of 100 teacher educators was drawn after the teacher educators were classified by type of employing institution, i.e., 1862 land-grant, 1890 land-grant, and nonland-grant. A questionnaire was constructed to…

  19. Science Fiction and Science Education.

    ERIC Educational Resources Information Center

    Cavanaugh, Terence

    2002-01-01

    Uses science fiction films such as "Jurassic Park" or "Anaconda" to teach science concepts while fostering student interest. Advocates science fiction as a teaching tool to improve learning and motivation. Describes how to use science fiction in the classroom with the sample activity Twister. (YDS)

  20. Urban Elementary Students' Conceptions of Learning Goals for Agricultural Science and Technology

    ERIC Educational Resources Information Center

    Trexler, Cary J.; Hess, Alexander J.; Hayes, Kathryn N.

    2013-01-01

    Nationally, both science and agricultural education professional organizations have identified agriculture as a fundamental technology to be studied by students, with the goal of achieving an understanding of the agri-food system necessary for democratic participation. Benchmarks representing the content that K-12 children need to understand about…

  1. An Evaluation of Successful Collaboration among Agricultural Science Teachers and Extension Agents in Texas

    ERIC Educational Resources Information Center

    Murphrey, Theresa Pesl; Harlin, Julie F.; Rayfield, John

    2011-01-01

    The purpose of this research was to investigate collaboration between agricultural science teachers and Extension agents in Texas from the perspective of successful collaboration. Programs, leaders, and participants in both agricultural education and Extension can be impacted positively through collaboration. However, successful collaboration…

  2. Agriculture and Science Integration: A Pre-service Prescription for Contextual Learning.

    ERIC Educational Resources Information Center

    Balschweid, Mark A.; Thompson, Gregory W.; Cole, R. L.

    A pre-experimental, static-group comparison study explored effects of delivery of an integrated agriculture and science curriculum to six students in the 1996-97 agricultural education Master of Arts in Teaching (MAT) cohort at Oregon State University. The control group contained 15 members of the previous 5 cohorts currently teaching secondary…

  3. Agricultural Education in the South Pacific.

    ERIC Educational Resources Information Center

    Sutherland, J. A.

    This document is an English-language abstract (approximately 1,500 words) of a paper presenting the results of a survey conducted in 1967 by the Food and Agricultural Organization (FAO) of the United Nations at the request of the South Pacific Commission. The survey included existing facilities for agricultural education in the several territories…

  4. AGRICULTURAL EDUCATION IN THE COMMUNITY COLLEGE.

    ERIC Educational Resources Information Center

    MCCOLLUM, EARL

    RAPID CHANGE IN AGRICULTURE REQUIRES THAT TODAY'S AGRICULTURALIST BE A WELL-EDUCATED ARTICULATE TECHNICIAN. COMMUNITY COLLEGES CAN CONTRIBUTE THEIR GREATEST INFLUENCE ON THE FUTURE OF OUR SOCIETY AND NATION BY OFFERING SPECIALIZED AGRICULTURAL TECHNICIAN TRAINING FOR BOTH THOSE ENTERING THE FIELD AND THOSE WISHING TO UPDATE THEIR KNOWLEDGE AND…

  5. Minnesota 4-H Science of Agriculture Challenge: Infusing Agricultural Science and Engineering Concepts into 4-H Youth Development

    ERIC Educational Resources Information Center

    Rice, Joshua E.; Rugg, Bradley; Davis, Sharon

    2016-01-01

    Youth involved in 4-H projects have been engaged in science-related endeavors for years. Since 2006, 4-H has invested considerable resources in the advancement of science learning. The new Minnesota 4-H Science of Agriculture Challenge program challenges 4-H youth to work together to identify agriculture-related issues in their communities and to…

  6. 25 CFR 166.904 - What is agriculture education outreach?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false What is agriculture education outreach? 166.904 Section... Agriculture Education, Education Assistance, Recruitment, and Training § 166.904 What is agriculture education outreach? (a) We will establish and maintain an agriculture education outreach program for Indian...

  7. 25 CFR 166.904 - What is agriculture education outreach?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true What is agriculture education outreach? 166.904 Section... Agriculture Education, Education Assistance, Recruitment, and Training § 166.904 What is agriculture education outreach? (a) We will establish and maintain an agriculture education outreach program for Indian...

  8. 25 CFR 166.904 - What is agriculture education outreach?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false What is agriculture education outreach? 166.904 Section... Agriculture Education, Education Assistance, Recruitment, and Training § 166.904 What is agriculture education outreach? (a) We will establish and maintain an agriculture education outreach program for Indian...

  9. A New Era in Agriculture: Reinventing Agricultural Education for the Year 2020.

    ERIC Educational Resources Information Center

    National Council for Agricultural Education, Alexandria, VA.

    The Reinventing Agricultural Education for the Year 2020 initiative brought together a diverse group of people from across the nation to create a new vision for agriculture education. The group envisioned a system of agricultural education beginning in early childhood and continuing throughout life. The group examined agricultural education's…

  10. Rural Science Education Program

    SciTech Connect

    Intress, C.

    1994-12-31

    The Rural Science Education Project is an outreach program of the New Mexico Museum of Natural History and Science with the goal of helping rural elementary schools improve science teaching and learning by using local natural environmental resources. This program is based on the assumption that rural schools, so often described as disadvantaged in terms of curricular resources, actually provide a science teaching advantage because of their locale. The natural environment of mountains, forests, ponds, desert, or fields offers a context for the study of scientific concepts and skills that appeals to many youngsters. To tap these resources, teachers need access to knowledge about the rural school locality`s natural history. Through a process of active participation in school-based workshops and field site studies, teachers observe and learn about the native flora, fauna, geology, and paleontology of their community. In addition, they are exposed to instructional strategies, activities, and provided with materials which foster experimential learning. This school-museum partnership, now in its fifth year, has aided more than 800 rural teachers` on-going professional development. These educators have, in turn, enhanced science education throughout New Mexico for more than 25,000 students.

  11. Science at Hampton Normal and Agricultural Institute, 1868-1893

    NASA Astrophysics Data System (ADS)

    Tucker, Linda Bart

    Science had a variety of uses at Hampton Normal and Agricultural Institute, a private, missionary school supported by northern whites and Virginia's black land grant school from 1872 to 1920. Samuel Chapman Armstrong, principal for the first twenty-five years (1868-1893), advocated not classical but scientific studies, primarily as applied science to improve lives and "civilize" blacks and Indians. Agriculture and mechanics were practiced in Hampton's industries, where students worked their way through school. They were organized for production rather than instruction, though Armstrong claimed that labor had a moral value and that practical experience was valuable learning. In contrast to works by James D. Anderson and Donald Spivey, this study stresses the pragmatic, business purposes of Hampton's industries rather than any ideological agenda. Problems with providing specialized facilities, apparatus, and teachers made it difficult for Hampton to provide rigorous, graded science instruction. Students learned of practical applications of science in agricultural lectures and in such classes as physiology. However, the curriculum was designed for teacher training, using broad, elementary science for general knowledge, to train minds, and to make adult remedial language lessons more effective. Not surprisingly, very few graduates pursued careers which required more than general science studies. Besides the utilitarian and disciplinary purposes, Hampton used science to discourage superstitious ideas in religion. Armstrong also argued for racially distinctive education for blacks and Indians on the basis of scientific ideas about cultural evolution and inheritance of the experience of past generations. In practice, however, Hampton teachers adapted mainstream tools and methods of instruction. Not all teachers shared Armstrong's racial views, and several demonstrated concern for students, confidence in their ability, and professional interest in advancing them as

  12. A Review of Activities in Internationalizing the Curriculum in Agricultural Education.

    ERIC Educational Resources Information Center

    Moss, Jeffrey W.

    Recommendations have been made for major curriculum changes in agricultural education, specifically agriculture programs at the secondary level. Suggested improvements include emphasis in agricultural science, agribusiness, marketing, management, and food production and processing. One change especially desired is placement of more emphasis on…

  13. Agricultural Education: Gender Identity and Knowledge Exchange

    ERIC Educational Resources Information Center

    Trauger, Amy; Sachs, Carolyn; Barbercheck, Mary; Kiernan, Nancy Ellen; Brasier, Kathy; Findeis, Jill

    2008-01-01

    Women farmers are underserved in agricultural education and technical assistance. Long held social constructions of farming women as "farmwives" and in some cases "the bookkeepers" rather than farmers or decision-makers influence the direction of most educational programming delivered through extension programs in land-grant…

  14. Teacher Burnout in Agricultural Education.

    ERIC Educational Resources Information Center

    Croom, D. Barry

    2003-01-01

    Results of the Maslach Burnout Inventory completed by 164 secondary agriculture teachers revealed moderate levels of emotional exhaustion, low levels of depersonalization in relationships, and a high degree of personal accomplishment. Gender, degree, contract length, preservice versus lateral entry method, school/department size, and community…

  15. Paths for World-Class Universities in Agricultural Science

    ERIC Educational Resources Information Center

    Liu, Zhimin; Kipchumba, Simon Kibet; Liu, Lu

    2016-01-01

    The top-ranking world-class universities in agricultural science denote those universities which are globally popular with agriculture-related subjects. The paper synthesizes the results of three different ranking scales (NTU, QS and ARWU) of top 50 universities in agriculture subject in 2013. The overlapped parts have been synchronized to derive…

  16. Biotechnology: An Assessment of Agricultural Science Teachers' Knowledge and Attitudes

    ERIC Educational Resources Information Center

    Mowen, Diana L.; Roberts, T. Grady; Wingenbach, Gary J.; Harlin, Julie F.

    2007-01-01

    The purpose of this study was to explore agricultural science teachers' knowledge levels and attitudes toward biotechnology topics. The average agricultural science teacher in this study was a 37-year-old male who had taught for 12 years. He had a bachelor's degree and had lived or worked on a farm or ranch. He had not attended…

  17. Texas Agricultural Science Teachers' Attitudes toward Information Technology

    ERIC Educational Resources Information Center

    Anderson, Ryan; Williams, Robert

    2012-01-01

    The researchers sought to find the Agricultural Science teachers' attitude toward five innovations (Computer-Aided Design, Record Books, E-Mail Career Development Event Registration, and World Wide Web) of information technology. The population for this study consisted of all 333 secondary Agricultural science teachers from Texas FFA Areas V and…

  18. Fusion Science Education Outreach

    NASA Astrophysics Data System (ADS)

    Danielson, C. A.; DIII-D Education Group

    1996-11-01

    This presentation will focus on education outreach activities at General Atomics that have been expanded to include the general population on science education with a focus on fusion energy. Outreach materials are distributed upon request both nationally and internationally. These materials include a notebook containing copies of DIII--D tour panels, fusion poster, new fusion energy video, new fusion energy brochure, and the electromagnetic spectrum curriculum. The 1996 Fusion Forum (held in the House Caucus Room) included a student/ teacher lunch with Energy Secretary Hazel O'Leary and a private visit to the Forum exhibits. The continuing partnership with Kearny High School includes lectures, job shadowing, internship, equipment donations and an award-winning electric car-racing program. Development of distribution by CD of the existing interactive fusion energy kiosk and a virtual reality tour of the DIII--D facility are underway. The DIII--D fusion education WWW site includes e-mail addresses to ``Ask the Wizard,'' and/or receive GA's outreach materials. Steve Rodecker, a local science teacher, aided by DIII--D fusion staff, won his second Tapestry Award; he also was named the ``1995 National Science Teacher of the Year'' and will be present to share his experiences with the DIII--D educational outreach program.

  19. Does Agricultural Mechanics Laboratory Size Affect Agricultural Education Teachers' Job Satisfaction?

    ERIC Educational Resources Information Center

    Byrd, Alex Preston; Anderson, Ryan G.; Paulsen, Thomas H.

    2015-01-01

    Secondary agricultural education teachers were surveyed to examine if a relationship existed between the physical attributes of agricultural mechanics laboratories and agricultural education teachers' enjoyment of teaching agricultural mechanics. Teachers also indicated their competence to teach courses other than agricultural mechanics within the…

  20. Importance and Capability of Teaching Agricultural Mechanics as Perceived by Secondary Agricultural Educators

    ERIC Educational Resources Information Center

    Shultz, Matthew J.; Anderson, Ryan G.; Shultz, Alyx M.; Paulsen, Thomas H.

    2014-01-01

    Agricultural mechanics instruction is a long-standing and significant part of secondary agricultural education. Similar to the broader agricultural industry, agricultural mechanics instruction is in a constant state of dynamic change. Educators must be proactive to ensure agricultural mechanics curriculum retains its relevance within this changing…

  1. Discovering indigenous science: Implications for science education

    NASA Astrophysics Data System (ADS)

    Snively, Gloria; Corsiglia, John

    2001-01-01

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

  2. Exploring the Disconnect between Mathematics Ability and Mathematics Efficacy among Preservice Agricultural Education Teachers

    ERIC Educational Resources Information Center

    Hilby, Alyssa C.; Stripling, Christopher T.; Stephens, Carrie A.

    2014-01-01

    STEM disciplines will continue to impact school-based agricultural education programs; thus, in order to produce secondary students proficient in science and mathematics, developing preservice agricultural education teachers who are competent in mathematics and teaching mathematics is essential. This study utilized data collected through a focus…

  3. Doing Science: Images of Science in Science Education.

    ERIC Educational Resources Information Center

    Millar, Robin, Ed.

    The fields of science education and science studies and their respective academic communities, while appearing to have many potential points of contact, remain surprisingly separate, with little apparent recognition of the relevance to the interests of each to work done within the other traditions. As a field of study science education deals with…

  4. Is Religious Education Compatible with Science Education?

    ERIC Educational Resources Information Center

    Mahner, Martin; Bunge, Mario

    1996-01-01

    Addresses the problem of the compatibility of science and religion, and its bearing on science and religious education, challenges the popular view that science and religion are compatible or complementary. Discusses differences at the doctrinal, metaphysical, methodological, and attitudinal levels. Argues that religious education should be kept…

  5. The Role of Sandwich In-Service Program in Developing Agricultural Science Teachers in Delta State, Nigeria

    ERIC Educational Resources Information Center

    Ikeoji, Canice N.; Agwubike, Christian C.; Ideh, Victor

    2007-01-01

    This study examined the role of the sandwich in-service educational program of Delta State University, Abraka in developing agricultural science teachers in the state. Data were collected from 895 agricultural science teachers who completed the program between 1989-2004. However, response to the questionnaire was by 391 in-service agricultural…

  6. Environmental Education: New Era for Science Education.

    ERIC Educational Resources Information Center

    Taskin, Ozgur

    This paper presents the history of environmental education with regard to major issues, theories, and goals; environmental education in science education curriculum; and inquiry-based approaches. An example for environmental education curriculum content and an example inquiry laboratory for environmental education are included. (KHR)

  7. The Future of Agricultural Education: The Case of the Netherlands

    ERIC Educational Resources Information Center

    Mulder, Martin; Kupper, Hendrik

    2006-01-01

    Agricultural education has been an essential factor in the success of agricultural development in the Netherlands. At present, as in many countries throughout the world, the position of agricultural education is threatened. Does agricultural education have a future in the Netherlands, and if so, what strategies are being used for its survive? This…

  8. Agriculture Education. Subject Matters Volume 3, No. 2.

    ERIC Educational Resources Information Center

    Reese, Susan

    2001-01-01

    "Growing in New Directions" describes how education must adapt to agriculture's move from small family farms to business conglomerates. "Keeping Agriculture Alive in the Suburbs" addresses marketing agricultural education to suburban students. "The Advantages of Agriculture Education and FFA" [Future Farmers of…

  9. A Guide for Planning Programs in Agricultural Education.

    ERIC Educational Resources Information Center

    Eichelberger, A. E.; And Others

    The general information necessary for planning a high school program in agricultural educated is provided, based on the following briefly described occupational areas: agricultural production, agricultural supplied/services, agricultural mechanics, agricultural products (processing, inspection, and marketing), agricultural resources (conversation,…

  10. Science Education Newsletter, No. 42.

    ERIC Educational Resources Information Center

    British Council, London (England). Science Dept.

    This issue, number 42 in the series, is divided into the sections of: (1) British science activities, and (2) overseas and international science activities. Presented in a newsletter format, numerous topics of interest to secondary school science and mathematics educators pertaining to British education are presented. Reports on the engineering…

  11. Computer Science Education in China.

    ERIC Educational Resources Information Center

    Yun-Lin, Su

    1988-01-01

    Describes the history of computer science departments at universities in China. Educational principles that characterize Chinese computer science education are discussed, selection of students for universities is described, and curricula for both undergraduate and graduate computer science studies are outlined. (LRW)

  12. Romantic Understanding and Science Education

    ERIC Educational Resources Information Center

    Hadzigeorgiou, Yannis

    2004-01-01

    This essay outlines the potential role for Kieran Egan's (1990) notion of "romantic understanding" in science education. A summary of conventional approaches to science education is followed by a detailed analysis of the implications that romantic understanding may have for the science curriculum, teaching and student learning. In particular the…

  13. Theme: Agricultural Education and Distance Education.

    ERIC Educational Resources Information Center

    Murphy, Tim H.; And Others

    1996-01-01

    Includes "The Time Is Now" (Murphy); "Technological Solution in Search of an Instructional Problem" (Willis, Touchstone); "'Principles' of Distance Education" (Peasley); "A Star Is Born!" (Swan); "Enrichment in the Classroom" (Blume, Talbert); "Practical Applications for Distance Education Technologies in Remote and Rural Areas" (Davis, Frick);…

  14. Education in space science

    NASA Astrophysics Data System (ADS)

    Philbrick, C. Russell

    2005-08-01

    The educational process for teaching space science has been examined as a topic at the 17th European Space Agency Symposium on European Rocket and Balloon, and Related Research. The approach used for an introductory course during the past 18 years at Penn State University is considered as an example. The opportunities for using space science topics to motivate the thinking and efforts of advanced undergraduate and beginning graduate students are examined. The topics covered in the introductory course are briefly described in an outline indicating the breath of the material covered. Several additional topics and assignments are included to help prepare the students for their careers. These topics include discussions on workplace ethics, project management, tools for research, presentation skills, and opportunities to participate in student projects.

  15. Global hunger: a challenge to agricultural, food, and nutritional sciences.

    PubMed

    Wu, Shiuan-Huei; Ho, Chi-Tang; Nah, Sui-Lin; Chau, Chi-Fai

    2014-01-01

    Hunger has been a concern for generations and has continued to plague hundreds of millions of people around the world. Although many efforts have been devoted to reduce hunger, challenges such as growing competitions for natural resources, emerging climate changes and natural disasters, poverty, illiteracy, and diseases are posing threats to food security and intensifying the hunger crisis. Concerted efforts of scientists to improve agricultural and food productivity, technology, nutrition, and education are imperative to facilitate appropriate strategies for defeating hunger and malnutrition. This paper provides some aspects of world hunger issues and summarizes the efforts and measures aimed to alleviate food problems from the food and nutritional sciences perspectives. The prospects and constraints of some implemented strategies for alleviating hunger and achieving sustainable food security are also discussed. This comprehensive information source could provide insights into the development of a complementary framework for dealing with the global hunger issue.

  16. Antonio Gramsci, Education and Science

    ERIC Educational Resources Information Center

    Balampekou, Matina; Floriotis, Georgis

    2012-01-01

    This paper explores how the ideas of a great political thinker and philosopher Antonio Gramsci, are relevant to education and science and to critical science education. One of the main points in Gramsci's analysis is the social value and impact of certain aspects of the superstructure. He understands that education is a means which can be used for…

  17. Feyerabend on Science and Education

    ERIC Educational Resources Information Center

    Kidd, Ian James

    2013-01-01

    This article offers a sympathetic interpretation of Paul Feyerabend's remarks on science and education. I present a formative episode in the development of his educational ideas--the "Berkeley experience"--and describe how it affected his views on the place of science within modern education. It emerges that Feyerabend arrived at a…

  18. Nevada Underserved Science Education Program

    SciTech Connect

    Nicole Rourke; Jason Marcks

    2004-07-06

    Nevada Underserved Science Education Program (NUSEP) is a project to examine the effect of implementing new and innovative Earth and space science education curriculum in Nevada schools. The project provided professional development opportunities and educational materials for teachers participating in the program.

  19. The Globalization of Science Education

    ERIC Educational Resources Information Center

    DeBoer, George E.

    2011-01-01

    Standards-based science education, with its emphasis on monitoring and accountability, is rapidly becoming a key part of the globalization of science education. Standards-based testing within countries is increasingly being used to determine the effectiveness of a country's educational system, and international testing programs such as Programme…

  20. Animal Enterprise Record Book. Agricultural Education.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This record book is intended for use by agricultural education students who have ownership arrangements in animal enterprise experience programs. A major purpose of this book is to aid in separating out or allocating the costs and returns to a specific enterprise. The financial, labor, and management aspects of each enterprise can then be studied…

  1. Outdoor Recreation. Curriculum Materials for Agricultural Education.

    ERIC Educational Resources Information Center

    McElwee, Robert; And Others

    This curriculum guide for agricultural education contains nine chapters on outdoor recreation. Each is written by a different author (professors at Virginia Polytechnic Institute and State University) and follows a similar format: Objectives, list of references, list of teaching materials, notes on teacher preparation, content for presentation,…

  2. Why Agricultural Educators Remain in the Classroom

    ERIC Educational Resources Information Center

    Crutchfield, Nina; Ritz, Rudy; Burris, Scott

    2013-01-01

    The purpose of this study was to identify and describe factors that are related to agricultural educator career retention and to explore the relationships between work engagement, work-life balance, occupational commitment, and personal and career factors as related to the decision to remain in the teaching profession. The target population for…

  3. Undergraduate science education probed

    NASA Astrophysics Data System (ADS)

    Leath, Audrey T.

    Do today's colleges and universities place too much emphasis on research performed by their faculty and not enough on the quality of undergraduate teaching? That was the question addressed at a March 31 hearing of the House Subcommittee on Science. Former University of Arkansas president Rep. Ray Thornton (D-Ark.), who chaired the hearing, remarked that “there is a nationwide perception that the balance is skewed toward research.” Many students and their parents, he said, have voiced dissatisfaction over undergraduate education.

  4. Globalisation and science education: Rethinking science education reforms

    NASA Astrophysics Data System (ADS)

    Carter, Lyn

    2005-05-01

    Like Lemke (J Res Sci Teach 38:296-316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship.

  5. Factors Influencing Enrollment in Agricultural Education Programs as Expressed by Iowa Secondary Agricultural Education Students.

    ERIC Educational Resources Information Center

    Reis, Randal; Kahler, Alan A.

    1997-01-01

    Iowa secondary students (n=1,429) indicated that the people who most influenced agricultural education enrollment were parents, instructor, friend, and former ag student. Other influences included personal interest, farm background, and fun of participating. They were least satisfied with classroom facilities, agricultural mechanics, and…

  6. Agricultural Science Fairs: Are Students Truly Learning from This Activity?

    ERIC Educational Resources Information Center

    Boleman, C. T.; Burrell, F., Jr.

    2003-01-01

    A pretest/posttest administered to 480 fourth-graders revealed an increase in correct responses for 9 of 10 questions following participation in an agricultural science fair. Significant increases were related to knowledge of how agriculture affects everyday life. A teacher survey (n=89) indicated that it was a positive learning experience but…

  7. Perceptions of Iowa Secondary School Principals toward Agricultural Education.

    ERIC Educational Resources Information Center

    Kalme, Neasa; Dyer, James E.

    2000-01-01

    Iowa secondary principals (n=147) had favorable perceptions of agriculture programs, courses, and teachers. They believed agriculture reinforced other subject learning and thought the programs were important to the community. They felt any student could benefit from agricultural education. (SK)

  8. Factors Related to the Intent of Agricultural Educators To Adopt Integrated Agricultural Biotechnology Curriculum.

    ERIC Educational Resources Information Center

    Wilson, Elizabeth; Kirby, Barbara; Flowers, Jim

    2002-01-01

    Recent legislation encourages the integration of academic content in agricultural education. In North Carolina, high school agricultural education programs can now choose to offer a state adopted integrated biotechnology curriculum. Empirical evidence was needed to identify and describe factors related to the intent of agricultural educators to…

  9. Does Science Education Research Count?

    ERIC Educational Resources Information Center

    Lock, Roger

    2002-01-01

    Speculates on the value of science education research and outlines various factors underlying the dissemination of research. Makes some suggestions for better implementation of research results. (DDR)

  10. Science and agriculture policy at Land-Grant Institutions.

    PubMed

    Westendorf, M L; Zimbelman, R G; Pray, C E

    1995-06-01

    United States Department of Agriculture (USDA) funding of science and education at Land-Grant College institutions is in transition. The traditional "science pipeline" model linking basic science funding with the application of technology is in question as some policymakers dispute the premise that non-directed science results in benefits to society. Historically, research at USDA and Land-Grant institutions is much more directed than that funded by the National Science Foundation (NSF), National Institutes of Health (NIH), or Department of Energy (DOE). Nevertheless, there are calls for change at the USDA as well. An approach that both the Congress and the Executive branch are taking seeks to direct research dollars according to predetermined goals. This is being emphasized in part due to budget pressures and may force the system to struggle maintaining funding in constant dollars. Deficit cutters are first considering cutting "earmarked grants" for research and facilities at USDA and Land Grant Institutions. Savings in these categories may help to support modest increases in formula funding and competitive grants. Earmarked grants for research and facilities at the Cooperative State Research Service (CSRS) for Fiscal Year 1993 were approximately 26% of total appropriations and distributed to well over 100 specific line items. This level has increased from approximately 15% of CSRS appropriations in 1985. At the same time formula funding has remained static and competitive grants, although increasing, are below authorized levels. As state and federal budgets face pressure and as concerns from consumer and environmental groups are encountered, balancing the percentage of research dollars devoted to research intended to increase production efficiency and the percentage devoted to meeting concerns about food safety, pesticides, water quality, sustainability, animal welfare, and so on will be a challenge. Linking research priorities with producer and consumer needs

  11. Building on Our Rich Heritage in Agriculture Education.

    ERIC Educational Resources Information Center

    Dougan, James E.

    1979-01-01

    Reviews the past and future of vocational agriculture education in the United States. Discusses aspects of the program relating to social and economic change, community-based programs, teacher education, supervision, core curriculum approach, and vocational agriculture teachers. (LRA)

  12. CEEFAR and the Role of Scientific Societies in K-16 Science Education.

    ERIC Educational Resources Information Center

    Cardwell, Vernon B.

    1996-01-01

    Provides discussion of the lack of environment, food, agriculture, and renewable resources (EFAR) in national science education standards. Describes the concerns of both the science and education communities in terms of the goals of the Coalition for Education about Environment, Food, Agriculture and Renewable Resources (CEEFAR). (DDR)

  13. [Educational science, 'the hardest science of all'].

    PubMed

    van Tartwijk, J; Driessen, E W; van der Vleuten, C P M; Wubbels, T

    2012-06-01

    Educational research not only showed that student characteristics are of major importance for study success, but also that education does make a difference. Essentially, teaching is about stimulating students to invest time in learning and to use that time as effectively as possible. Assessment, goal-orientated work, and feedback have a major effect. The teacher is the key figure. With the aim to better understand teaching and learning, educational researchers usefindingsfrom other disciplines more and more often. A pitfall is to apply the findings of educational research without taking into consideration the context and the specific characteristics of students and teachers. Because of the large number offactors that influence the results ofeducation, educational science is referred as 'the hardest science of all'.

  14. Social Science Research on Biotechnology and Agriculture: A Critique.

    ERIC Educational Resources Information Center

    Buttel, Frederick H.

    1989-01-01

    Examines trends in social science research on biotechnology and agriculture. Discusses role of private industry's biotechnology "hype" in defining social science research policy in universities. Suggests that widespread promotion of biotechnology as "revolutionary" contributed to lack of academic scrutiny. Examines social…

  15. Science education and everyday action

    NASA Astrophysics Data System (ADS)

    McCann, Wendy Renee Sherman

    2001-07-01

    This dissertation addresses three related tasks and issues in the larger field of science education. The first is to review of the several uses of "everydayness" at play in the science education literature, and in the education and social science literatures more generally. Four broad iterations of everydayness were found in science education, and these were traced and analyzed to develop their similarities, and contradictions. It was concluded that despite tendencies in science education research to suppose a fundamental demarcation either between professional science and everyday life, or between schools and everyday life, all social affairs, including professional science and activity in schools, are continuous with everyday life, and consist fundamentally in everyday, ordinary mundane actions which are ordered and organized by the participants to those social activities and occasions. The second task for this dissertation was to conduct a naturalistic, descriptive study of undergraduate-level physics laboratory activities from the analytic perspective of ethnomethodology. The study findings are presented as closely-detailed analysis of the students' methods of following their instructions and 'fitting' their observed results to a known scientific concept or principle during the enactment of their classroom laboratory activities. Based on the descriptions of students' practical work in following instructions and 'fitting'. The characterization of school science labs as an "experiment-demonstration hybrid" is developed. The third task of this dissertation was to synthesize the literature review and field study findings in order to clarify what science educators could productively mean by "everydayness", and to suggest what understandings of science education the study of everyday action recommends. It is argued that the significance of the 'experiment-demo hybrid' characterization must be seen in terms of an alternate program for science education research, which

  16. Agricultural Science I. Supplementary Units. Instructor Information.

    ERIC Educational Resources Information Center

    Martin, Donna; And Others

    These supplementary units are designed to help students with special needs learn and apply agricultural skills in the areas of animal breeding, animal nutrition, leadership, and power tools. Specific competencies are listed as study questions at the beginning of each of the 10 self-paced and self-contained units. Skill sheets, activity sheets, and…

  17. Part-Time Employment by Secondary Agricultural Education Teachers

    ERIC Educational Resources Information Center

    Boone, Harry N., Jr.; Scarbrough, Connie; Gartin, Stacy A.; Boone, Deborah A.

    2006-01-01

    The purpose of this study was to compare secondary agricultural educators' perceptions of the benefits and problems associated with teaching agricultural education and being involved in other part-time employment activities. The sample consisted of 107 agricultural educators nonrandomly selected from three states. Sixty-nine usable questionnaires…

  18. Characteristics and Problems of Older Returning Students. College of Agricultural & Life Sciences Research Report.

    ERIC Educational Resources Information Center

    Flannery, Daniele; Apps, Jerold

    A study examined the barriers encountered by returning adult students and the potential change of those barriers over time. The 43 students constituting the survey population were enrolled in the graduate programs of the College of Agricultural and Life Sciences and the School of Education at the University of Wisconsin-Madison. Students had to be…

  19. Using the Discipline of Agricultural Engineering to Integrate Math and Science

    ERIC Educational Resources Information Center

    Foutz, Tim; Navarro, Maria; Hill, Roger B.; Thompson, Sidney A.; Miller, Kathy; Riddleberger, Deborah

    2011-01-01

    An outcome of a 1998 forum sponsored by the National Research Council was a recognition that topics related to food production and agriculture are excellent mechanisms for integrating science topics taught in the K-12 education system and for providing many avenues for inquiry based and project based learning. The engineering design process is…

  20. Defending Constructivism in Science Education.

    ERIC Educational Resources Information Center

    Gil-Perez, Daniel; Guisasola, Jenaro; Moreno, Antonio; Cachapuz, Antonio; Pessoa de Carvalho, Anna M.; Torregrosa, Joaquin Martinez; Salinas, Julia; Valdes, Pablo; Gonzalez, Eduardo; Duch, Anna Gene; Dumas-Carre, Andree; Tricarico, Hugo; Gallego, Romulo

    2002-01-01

    Desribes the transformation of science education throughout the last two decades into a specific field of research and knowledge associated with the establishment of the constructivist position. Analyzes some of the current criticisms of the constructivist orientation and studies their implications for the development of science education as a…

  1. Blended Learning Improves Science Education.

    PubMed

    Stockwell, Brent R; Stockwell, Melissa S; Cennamo, Michael; Jiang, Elise

    2015-08-27

    Blended learning is an emerging paradigm for science education but has not been rigorously assessed. We performed a randomized controlled trial of blended learning. We found that in-class problem solving improved exam performance, and video assignments increased attendance and satisfaction. This validates a new model for science communication and education.

  2. Desettling Expectations in Science Education

    ERIC Educational Resources Information Center

    Bang, M.; Warren, B.; Rosebery, A. S.; Medin, D.

    2012-01-01

    Calls for the improvement of science education in the USA continue unabated, with particular concern for the quality of learning opportunities for students from historically nondominant communities. Despite many and varied efforts, the field continues to struggle to create robust, meaningful forms of science education. We argue that "settled…

  3. Groundwater Protection through Prevention. A Curriculum for Agricultural Education in Secondary Schools.

    ERIC Educational Resources Information Center

    Iowa State Univ. of Science and Technology, Ames. Dept. of Agricultural Education.

    Water is one of the natural resources vital to any agricultural system. This material was developed in support of the Iowa Agricultural Science, Technology and Marketing (ASTM) program, focusing on groundwater educational concepts related to the 1987 Iowa Groundwater Protection Act. This material was designed to assist teachers in providing…

  4. Science Education Notes.

    ERIC Educational Resources Information Center

    Antonouris, George; And Others

    1989-01-01

    Eight articles are included in this collection. Topics include: multicultural science, teaching science with metaphors, development of a graded assessment scheme in science, relative performance of boys and girls in chemistry, promoting science understanding, formative evaluations, science background of primary teachers, and promoting creativity…

  5. Science Education and Meaningful Learning.

    ERIC Educational Resources Information Center

    Summers, M. K.

    1982-01-01

    Argues that there should be no equation between modern methods of teaching science and discovery methods, suggesting that the emphasis on discovery has resulted from confused thinking among science educators. Also, describes research-based developments promising better theoretical/practical perspectives for improved science teaching, focusing on…

  6. Ethics, Issues and Science Education

    ERIC Educational Resources Information Center

    Palmer, W. P.

    1992-01-01

    For the past two years at NTU, I have been running a fourth year Bachelor of Education course on science issues. The majority of those doing the course are working primary teachers from a variety of backgrounds. The first part of the course consists of the history and philosophy of science, whilst the second part concerns science issues. The…

  7. Science Education After Dainton

    ERIC Educational Resources Information Center

    Keohane, Kevin

    1969-01-01

    The Dainton committee indicated that science must not be directed simply at the committed students. Curriculum changes, including those related to teaching science as a unity, could have a profound effect in making science more attractive and relevant. (JK)

  8. Multicultural Science Education and Curriculum Materials

    ERIC Educational Resources Information Center

    Atwater, Mary M.

    2010-01-01

    This article describes multicultural science education and explains the purposes of multicultural science curricula. It also serves as an introductory article for the other multicultural science education activities in this special issue of "Science Activities".

  9. Agricultural Education and Agricultural Communications: Striking a Proper Balance in the Academy.

    ERIC Educational Resources Information Center

    Tucker, Mark; Whaley, Sherrie R.; Cano, Jamie M.

    2003-01-01

    Uses a framework of educational sociology to illustrate benefits and challenges of agricultural communications' relationships with agricultural education departments and private industry. Examines agricultural communications as an academic field and the influences of home department, journalism, and industry. Issues include graduate education…

  10. Preparing students for higher education and careers in agriculture and related fields: An ethnography of an urban charter school

    NASA Astrophysics Data System (ADS)

    Henry, Kesha Atasha

    This study explored the preparation of students for higher education and careers in agriculturally-related fields at an urban charter high school. The data were collected through interviews, observations, and field notes. The data were analyzed by qualitative methodology with phenomenology as the theoretical framework. Findings indicated that administrators thought it was important to incorporate agricultural science courses into urban school curricula. They stated that agricultural science courses gave urban students a different way of looking at science and helped to enhance the science and technology focus of the school. Further, agricultural science courses helped to break urban students' stereotypes about agriculture and helped to bring in more state funding for educational programs. However they thought that it was more challenging to teach agricultural science in urban versus rural schools and they focused more on Science, Technology, Engineering, and Mathematics (STEM) related careers. The students had mixed views about higher education and careers in agriculture. This was based on their limited knowledge and stereotypes about agricultural majors and career options. The students highlighted several key reasons why they chose to enroll in agricultural science courses. This included the benefits of dual science credits and the ability to earn an associate degree upon successful completion of their program. Students also loved science and appreciated the science intensive nature of the agricultural courses. Additionally, they thought that the agricultural science courses were better than the other optional courses. The results also showed that electronic media such as radio and TV had a negative impact on students' perceptions about higher education and careers in agriculturally-related fields. Conclusions and recommendations are presented.

  11. Science Education and Equity.

    ERIC Educational Resources Information Center

    Bates, Percy; And Others

    1994-01-01

    This double issue of "Equity Coalition" deals with issues related to the need for inclusive science training and encouraging the interest of women and minorities groups in science. The following articles are included: (1) "Say Yes to Science" (Percy Bates); (2) "Science and Equity: Why This Issue Is Important"…

  12. Science Education Improvement Project.

    ERIC Educational Resources Information Center

    National Science Foundation, New Delhi (India).

    The report covers the activities of the Indian Science Improvement Project during the calendar year 1970. The major emphasis is on curriculum development activities. Topics covered include elementary and secondary school science programs, traveling science workshop, college science improvement program, special college/university program, technical…

  13. Science Education Newsletter No. 38.

    ERIC Educational Resources Information Center

    British Council, London (England). Science Dept.

    This issue is divided into three sections: (1) Activities in Britain; (2) Overseas and International Activities; and (3) News. Numerous topics of interest to secondary school science and mathematics education pertaining to British education are presented. Included are reports on meetings, college programs, educational research, and educational…

  14. Science and religion: implications for science educators

    NASA Astrophysics Data System (ADS)

    Reiss, Michael J.

    2010-03-01

    A religious perspective on life shapes how and what those with such a perspective learn in science; for some students a religious perspective can hinder learning in science. For such reasons Staver's article is to be welcomed as it proposes a new way of resolving the widely perceived discord between science and religion. Staver notes that Western thinking has traditionally postulated the existence and comprehensibility of a world that is external to and independent of human consciousness. This has led to a conception of truth, truth as correspondence, in which our knowledge corresponds to the facts in this external world. Staver rejects such a conception, preferring the conception of truth as coherence in which the links are between and among independent knowledge claims themselves rather than between a knowledge claim and reality. Staver then proposes constructivism as a vehicle potentially capable of resolving the tension between religion and science. My contention is that the resolution between science and religion that Staver proposes comes at too great a cost—both to science and to religion. Instead I defend a different version of constructivism where humans are seen as capable of generating models of reality that do provide richer and more meaningful understandings of reality, over time and with respect both to science and to religion. I argue that scientific knowledge is a subset of religious knowledge and explore the implications of this for science education in general and when teaching about evolution in particular.

  15. In Brief: Improving science education

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2010-09-01

    Over the course of the next decade, 100,000 science, technology, engineering, and math (STEM) teachers should be recruited in the United States, and 1000 new STEM-focused schools should be created, according to a 16 September report, “Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America's future.” Noting that the United States lags behind other nations in STEM education at the elementary and secondary levels, the report, prepared by the President's Council of Advisors on Science and Technology, also recommends improving federal coordination and leadership on STEM education and supporting a state-led movement for shared standards in math and science. The release of the report coincides with President Barack Obama's announcement of the launch of Change the Equation, an organization that aims to help with math and science education. More information is available at http://www.whitehouse.gov/administration/eop/ostp and http://www.changetheequation.org/.

  16. Multiculturalism, universalism, and science education

    NASA Astrophysics Data System (ADS)

    Stanley, William B.; Brickhouse, Nancy W.

    Multiculturalists have recently raised a number of important challenges to the school curriculum, including whose knowledge are we teaching? and who benefits and loses by existing approaches to the curriculum? In this article we examine a number of issues in this debate that are of primary importance to science educators. These issues include: (1) problems with the universalist account of the nature of science that has been the most powerful defense against multiculturalism; (2) an examination of some historical cases that illuminate the consequences of maintaining a universalist perspective on science; and (3) an argument for a multicultural perspective on scientific knowledge. These issues are examined in the context of a national science education reform in which there is considerable consensus that the science curriculum should include teaching about the nature of science. We argue that the nature of science taught in school should reflect a multicultural perspective on scientific knowledge.

  17. An ecology of science education

    NASA Astrophysics Data System (ADS)

    Aubusson, Peter

    2002-01-01

    This article reports on a 15 month study of attempted innovation in school science. The teachers in an Australian secondary school were attempting to introduce a constructivist approach to their teaching of science. The change attempt is interpreted through analogical transfer. In this method of analysis, the school science system is mapped against an ecosystem. That is, the science education system is conceptualized as an ecosystem; a self-sustaining, homeostatic, yet evolving, system of interacting influences. This ecological view of science education provides a way of interpreting the findings of this case study by using biological features of ecosystems, such as succession, evolution, selection and adaptation, to explain stagnation, degradation and change in school science. Implications of this interpretation of school science are considered including a proposed mechanism to promote innovation, such as a constructivist approach, through successive stages and the production and communication of knowledge.

  18. Perceived Strengths, Weaknesses, Opportunities, and Threats Impacting the Diffusion of Distance Education Technologies in a College of Agriculture and Life Sciences.

    ERIC Educational Resources Information Center

    Murphrey, Theresa Pesl; Dooley, Kim E.

    2000-01-01

    Interviews with administrators, faculty, and support staff (n=42) in a university agriculture department revealed that they recognized distance technology as a means of reaching new audiences; policies and procedures must expand to address technology issues; competition, external dependence, and Internet misinformation were threats.…

  19. Graduates of Higher Education in the Food and Agricultural Sciences: An Analysis of Supply/Demand Relationship. Volume II--Home Economics.

    ERIC Educational Resources Information Center

    Coulter, Kyle Jane; Stanton, Marge

    Information on the supply of new college graduates seeking home economics-related positions, home economics job openings, and projected levels of employment is presented. Based on a Department of Agriculture manpower assessment project, supply and demand relationships through 1990 were analyzed, and supply data were aggregated by 11 educational…

  20. Is religious education compatible with science education?

    NASA Astrophysics Data System (ADS)

    Mahner, Martin; Bunge, Mario

    1996-04-01

    This paper tackles a highly controversial issue: the problem of the compatibility of science and religion, and its bearing on science and religious education respectively. We challenge the popular view that science and religion are compatible or even complementary. In order to do so, we give a brief characterization of our conceptions of science and religion. Conspicuous differences at the doctrinal, metaphysical, methodological and attitudinal level are noted. Regarding these aspects, closer examination reveals that science and religion are not only different but in fact incompatible. Some consequences of our analysis for education as well as for education policy are explored. We submit that a religious education, particularly at an early age, is an obstacle to the development of a scientific mentality. For this and other reasons, religious education should be kept away from public schools and universities. Instead of promoting a religious world view, we should teach our children what science knows about religion, i.e., how science explains the existence of religion in historical, biological, psychological and sociological terms.

  1. Teacher Educators in the Federally Supported Programs of Agricultural Education.

    ERIC Educational Resources Information Center

    Ekstrom, G.F., Comp.

    This historical record of the organizational background and activities of ." American Association of Teacher Educators in Agriculture (AATEA) was an outgrowth of an action taken by the executive committee in 1957. Part I contains information relating to the history of the parent organizations: (1) Ten-year Teacher Trainers, 1929-1950, and (2)…

  2. Food for Thought: What Education Could Learn from Agriculture

    ERIC Educational Resources Information Center

    Westera, Wim

    2010-01-01

    Knowledge is like food and drink, a necessity of life, the motor of the economy, and a precondition for any social activities. While considering these facts, one cannot fail to notice that education and agriculture have a lot in common. This article reflects on the parallels between agriculture and education. While agriculture started modernizing…

  3. Factors Influencing Agricultural Education Students' Choice to Teach

    ERIC Educational Resources Information Center

    Lawver, Rebecca Grace

    2009-01-01

    The purpose of this study was to determine the factors that influence senior level agricultural education students' choice to become secondary agriculture teachers. This study focused on the extent to which beliefs and attitude influenced students' intent to select a teaching secondary agricultural education as a career. The Agricultural…

  4. Agricultural Education in an Urban Charter School: Perspectives and Challenges

    ERIC Educational Resources Information Center

    Henry, Kesha A.; Talbert, Brian Allen; Morris, Pamala V.

    2014-01-01

    Urban school districts are viable recruitment sources for higher education in agriculture and have the ability to play a significant role in efforts to increase agricultural education program numbers at the secondary level. Secondary school increases should lead to growth in agricultural college enrollments across the country. Increasing…

  5. Agricultural Education and Training; Annual Review of Selected Developments.

    ERIC Educational Resources Information Center

    United Nations Food and Agriculture Organization, Rome (Italy).

    This annual review of selected developments in agricultural education and training of the United Nations family presents economic and social progress reports of countries dependent upon agriculture. Topics covered are education and training in Africa, deep sea fishing training in Korea, correspondence courses in agriculture, national marketing…

  6. Simulation in Health Sciences Education.

    ERIC Educational Resources Information Center

    Norman, Geoffrey R.; And Others

    1985-01-01

    Reviews five simulation methods used in medical and health science education: oral examinations, live simulated patients, mannequins, and written and computer-based simulations. Each type of simulation is discussed relative to its fidelity, reliability, validity, learning, and feasibility. (MBR)

  7. Science education in a multiscience perspective

    NASA Astrophysics Data System (ADS)

    Ogawa, Masakata

    The effects of the multiculturalism movement have emerged, especially in the West, in the form of multicultural science education. Multiculturalism can be a powerful and significant tool to reflect on science education and to improve classroom practices. However, this article argues that a multiscience perspective on science education affords richer implications for reflection and practice. A multiscience perspective recognizes the existence of various types of science at play in all science classrooms, especially personal science, indigenous science, and Western modem science.

  8. The Nature of Science Education

    ERIC Educational Resources Information Center

    Connors, Margaret M.; Perkins, Bill

    2009-01-01

    A number of studies have shown that spending time in nature produces cognitive benefits. What if a child's exposure to the out-of-doors is considered not just a beneficial extracurricular activity, but a fundamental building block to an elementary education in math and science? The Young Achievers Science and Math Pilot School operates a 9:30 a.m.…

  9. Constructivism, Education, Science, and Technology

    ERIC Educational Resources Information Center

    Boudourides, Moses A.

    2003-01-01

    The purpose of this paper is to present a brief review of the various streams of constructivism in studies of education, society, science and technology. It is intended to present a number of answers to the question (what really is constructivism?) in the context of various disciplines from the humanities and the sciences (both natural and…

  10. Life Science, Environmental Education Guide.

    ERIC Educational Resources Information Center

    Project I-C-E, Green Bay, WI.

    This life science guide is one of a series of guides, K-12, that were developed by teachers to help introduce environmental education into the total curriculum. The materials contained in the guide are supplementary, and designed to aid the science teacher in providing the kinds of experiences needed by students to gain an understanding of the…

  11. Horticulture Materials for Agricultural Education Programs. Core Agricultural Education Curriculum, Central Cluster.

    ERIC Educational Resources Information Center

    Illinois Univ., Urbana. Office of Agricultural Communications and Education.

    This curriculum guide contains five units with relevant problem areas for horticulture. These problem areas have been selected as suggested areas of study to be included in a core curriculum for secondary students enrolled in an agricultural education program. Each problem area includes some or all of the following components: related problem…

  12. Environmental and Agricultural Sciences. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists core standards and occupational knowledge amd skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level environmental and agricultural sciences programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening,…

  13. Agricultural Science Lab Activities. Instructor Guide. Volume 27, Number 2.

    ERIC Educational Resources Information Center

    Thompson, Gregory W.; And Others

    This instructor guide contains 20 laboratory activities for grades 9-10 Agricultural Science I-II classes. The activities are cross-referenced to Missouri Core Competencies and Key Skills. The activities are organized into the following areas: introductory (microscope use); animal nutrition (absorption of nutrients, bacteria and disease, enzyme…

  14. Rhetorical Structure of Research Articles in Agricultural Science

    ERIC Educational Resources Information Center

    Shi, Huimin; Wannaruk, Anchalee

    2014-01-01

    Although the rhetorical structure of research articles (RA) has been extensively examined from individual sections to complete IMRD sections regarding different disciplines, no research has been addressed to the overall rhetorical structure of RAs as a whole entity in the field of agricultural science. In this study, we analyzed 45 agricultural…

  15. Romanticism and Romantic Science: Their Contribution to Science Education

    ERIC Educational Resources Information Center

    Hadzigeorgiou, Yannis; Schulz, Roland

    2014-01-01

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

  16. The importance of comprehensive agricultural education in land-grant institutions: a historical perspective.

    PubMed

    Grant, P M; Field, T G; Green, R D; Rollin, B E

    2000-06-01

    Any thorough examination of the present and future of agricultural education must certainly begin with a look into its past. Since the creation of the United States, many leading American philosophers have viewed a strong agrarian culture as the bedrock of American vigor. These same philosophers repeatedly noted the significance of comprehensive agricultural education to a nation rich in agricultural wealth. The signing of the Agricultural Colleges Act legitimized the concept of formal education in the agricultural sciences and provided funding for such education. The Act, which came to be known as the Morrill Act, after one of its primary authors, stressed the importance of comprehensive education. In fact, the inclusion of liberal studies was specifically mentioned in the Morrill Act and was defended repeatedly by Morrill himself. Comprehensive education prevented graduating technically trained students who were lacking in the basic outcomes of education--critical, comprehensive problem solving, cohesive thought, and effective communication. However, throughout history, the demands of a growing population coupled with rapid advancements in scientific knowledge led to a gradual move away from comprehensive education in agricultural sciences toward increasing specialization, resulting in more narrowly trained students. Today's agricultural students are technically well versed but often lack the skill and knowledge required for cohesive thought and critical problem solving. Addressing the multitude of challenges facing leaders in the future of agriculture requires much more than technical skill. These challenges require quick, yet careful thinkers and communicators who can respond to changing market structure and consumer demand in a dynamic way. Students who are a product of a conscious move toward amalgamation of burgeoning scientific knowledge and technical prowess with an integrative education emphasizing relationships between disciplines would better serve

  17. General Prospectus of Agricultural Education for Young Men and Women.

    ERIC Educational Resources Information Center

    Department of Agriculture and Fisheries, Dublin (Ireland).

    Designed to acquaint young men and women with the agricultural education programs currently available in Ireland's institutions of vocational and higher education, this prospectus describes the educational requirements, facilities, and programs under the auspices of Ireland's Department of Agriculture and Fisheries. Specifically, this document…

  18. Exploring Community Partnerships in Agricultural and Extension Education

    ERIC Educational Resources Information Center

    Seevers, Brenda; Stair, Kristin

    2015-01-01

    The descriptive study reported here sought to discover how Extension and agricultural education programs develop and use community partnerships to enhance educational programming. The population was a census of all New Mexico Extension agents and agricultural education teachers. Agents partnered with 57 different agencies/organization and teachers…

  19. [Secondary Career Education Activities: Science.

    ERIC Educational Resources Information Center

    Radford City Schools, VA.

    The guide is one of a series developed in a pilot project to integrate career education concepts with subject matter in secondary grades. The units are designed to reveal career orientation aspects of traditional topics within five major subject areas: English, social studies, mathematics, science, and health and physical education. The lesson…

  20. Science Education and Worldview

    ERIC Educational Resources Information Center

    Keane, Moyra

    2008-01-01

    Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues "yes," based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative…

  1. Science, Religion, and Education.

    ERIC Educational Resources Information Center

    Nord, Warren A.

    1999-01-01

    Liberal theologians and some scientists subscribe to integrationist theories of science and religion. Late 20th-century developments in quantum mechanics, cosmology, chaos theory, and ecology have rendered nature more mysterious and open to religious interpretation than to deterministic approaches. Students should learn how science connects to…

  2. Knowledge, Belief, and Science Education

    NASA Astrophysics Data System (ADS)

    Ferreira, Tiago Alfredo S.; El-Hani, Charbel N.; da Silva-Filho, Waldomiro José

    2016-10-01

    This article intends to show that the defense of "understanding" as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one hand, and Michael Hoffmann, on the other, striving to strengthen the claim that rather than students' belief change, understanding should have epistemic priority as a goal of science education. Based on these two lines of discussion, we conclude that the reliance on testimony as a source of knowledge is necessary to the development of a more large and comprehensive scientific understanding by science students.

  3. Workshop on Agricultural Air Quality: State of the science

    NASA Astrophysics Data System (ADS)

    Aneja, Viney P.; Blunden, Jessica; Roelle, Paul A.; Schlesinger, William H.; Knighton, Raymond; Niyogi, Dev; Gilliam, Wendell; Jennings, Greg; Duke, Clifford S.

    The first Workshop on Agricultural Air Quality: State of the Science was held at the Bolger Center in Potomac, Maryland from 4 to 8 June 2006. This international conference assembled approximately 350 people representing 25 nations from 5 continents, with disciplines ranging from atmospheric chemistry to soil science. The workshop was designed as an open forum in which participants could openly exchange the most current knowledge and learn about numerous international perspectives regarding agricultural air quality. Participants represented many stakeholder groups concerned with the growing need to assess agricultural impacts on the atmosphere and to develop beneficial policies to improve air quality. The workshop focused on identifying methods to improve emissions inventories and best management practices for agriculture. Workshop participants also made recommendations for technological and methodological improvements in current emissions measurement and modeling practices. The workshop commenced with a session on agricultural emissions and was followed by international perspectives from the United States, Europe, Australia, India, and South America. This paper summarizes the findings and issues of the workshop and articulates future research needs. These needs were identified in three general areas: (1) improvement of emissions measurement; (2) development of appropriate emission factors; and (3) implementation of best management practices (BMPs) to minimize negative environmental impacts. Improvements in the appropriate measurements will inform decisions regarding US farming practices. A need was demonstrated for a national/international network to monitor atmospheric emissions from agriculture and their subsequent depositions to surrounding areas. Information collected through such a program may be used to assess model performance and could be critical for evaluating any future regulatory policies or BMPs. The workshop concluded that efforts to maximize

  4. Urban Agriculture Programs on the Rise: Agriculture Education Model Can Reach Students Other Classes Leave Behind

    ERIC Educational Resources Information Center

    Fritsch, Julie M.

    2013-01-01

    Agricultural education begins with hands-on classroom and laboratory instruction. Because agriculture is such a broad topic, schools typically tailor agriculture class offerings to match the interests of the student population, needs of nearby businesses and industry, or topics relevant to their state's standard assessments. Within most…

  5. Scientific Literacy and Thailand Science Education

    ERIC Educational Resources Information Center

    Yuenyong, Chokchai; Narjaikaew, Pattawan

    2009-01-01

    Education and political leaders worldwide are increasingly placing emphasis on developing scientific literacy. This also is the case in Thailand with science education influenced by educational reform in 1999, in which the goals of science education are shaped by the notion of scientific literacy. Thai science education emphasizes the scientific…

  6. Guidelines for Building Science Education

    SciTech Connect

    Metzger, Cheryn E.; Rashkin, Samuel; Huelman, Pat

    2015-11-01

    The U.S. Department of Energy’s (DOE) residential research and demonstration program, Building America, has triumphed through 20 years of innovation. Partnering with researchers, builders, remodelers, and manufacturers to develop innovative processes like advanced framing and ventilation standards, Building America has proven an energy efficient design can be more cost effective, healthy, and durable than a standard house. As Building America partners continue to achieve their stretch goals, they have found that the barrier to true market transformation for high performance homes is the limited knowledge-base of the professionals working in the building industry. With dozens of professionals taking part in the design and execution of building and selling homes, each person should have basic building science knowledge relevant to their role, and an understanding of how various home components interface with each other. Instead, our industry typically experiences a fragmented approach to home building and design. After obtaining important input from stakeholders at the Building Science Education Kick-Off Meeting, DOE created a building science education strategy addressing education issues preventing the widespread adoption of high performance homes. This strategy targets the next generation and provides valuable guidance for the current workforce. The initiative includes: • Race to Zero Student Design Competition: Engages universities and provides students who will be the next generation of architects, engineers, construction managers and entrepreneurs with the necessary skills and experience they need to begin careers in clean energy and generate creative solutions to real world problems. • Building Science to Sales Translator: Simplifies building science into compelling sales language and tools to sell high performance homes to their customers. • Building Science Education Guidance: Brings together industry and academia to solve problems related to

  7. Modern Publishing Approach of Journal of Astronomy & Earth Sciences Education

    NASA Astrophysics Data System (ADS)

    Slater, Timothy F.

    2015-01-01

    Filling a needed scholarly publishing avenue for astronomy education researchers and earth science education researchers, the Journal of Astronomy & Earth Sciences Education - JAESE published its first volume and issue in 2014. The Journal of Astronomy & Earth Sciences Education - JAESE is a scholarly, peer-reviewed scientific journal publishing original discipline-based education research and evaluation, with an emphasis of significant scientific results derived from ethical observations and systematic experimentation in science education and evaluation. International in scope, JAESE aims to publish the highest quality and timely articles from discipline-based education research that advance understanding of astronomy and earth sciences education and are likely to have a significant impact on the discipline or on policy. Articles are solicited describing both (i) systematic science education research and (ii) evaluated teaching innovations across the broadly defined Earth & space sciences education, including the disciplines of astronomy, climate education, energy resource science, environmental science, geology, geography, agriculture, meteorology, planetary sciences, and oceanography education. The publishing model adopted for this new journal is open-access and articles appear online in GoogleScholar, ERIC, and are searchable in catalogs of 440,000 libraries that index online journals of its type. Rather than paid for by library subscriptions or by society membership dues, the annual budget is covered by page-charges paid by individual authors, their institutions, grants or donors: This approach is common in scientific journals, but is relatively uncommon in education journals. Authors retain their own copyright. The journal is owned by the Clute Institute of Denver, which owns and operates 17 scholarly journals and currently edited by former American Astronomical Society Education Officer Tim Slater, who is an endowed professor at the University of Wyoming and

  8. Trends in Computational Science Education

    NASA Astrophysics Data System (ADS)

    Landau, Rubin

    2002-08-01

    Education in computational science and engineering (CSE) has evolved through a number of stages, from recognition in the 1980s to its present early growth. Now a number of courses and degree programs are being designed and implemented at both the graduate and undergraduate levels, and students are beginning to receive degrees. This talk will discuss various aspects of this development, including the impact on faculty and students, the nature of the job market, the intellectual content of CSE education, and the types of programs and degrees now being offered. Analytic comparisons will be made between the content of Physics degrees versus those of other disciplines, and reasons for changes should be apparent. This talk is based on the papers "Elements of Computational Science Education" by Osman Yasar and Rubin Landau, and "Computational Science Education" by Charles Swanson.

  9. Science Identity in Informal Education

    NASA Astrophysics Data System (ADS)

    Schon, Jennifer A.

    The national drive to increase the number of students pursuing Science Technology, Engineering, and Math (STEM) careers has brought science identity into focus for educators, with the need to determine what encourages students to pursue and persist in STEM careers. Science identity, the degree to which students think someone like them could be a scientist is a potential indicator of students pursuing and persisting in STEM related fields. Science identity, as defined by Carlone and Johnson (2007) consists of three constructs: competence, performance, and recognition. Students need to feel like they are good at science, can perform it well, and that others recognize them for these achievements in order to develop a science identity. These constructs can be bolstered by student visitation to informal education centers. Informal education centers, such as outdoor science schools, museums, and various learning centers can have a positive impact on how students view themselves as scientists by exposing them to novel and unique learning opportunities unavailable in their school. Specifically, the University of Idaho's McCall Outdoor Science School (MOSS) focuses on providing K-12 students with the opportunity to learn about science with a place-based, hands-on, inquiry-based curriculum that hopes to foster science identity development. To understand the constructs that lead to science identity formation and the impact the MOSS program has on science identity development, several questions were explored examining how students define the constructs and if the MOSS program impacted how they rate themselves within each construct. A mixed-method research approach was used consisting of focus group interviews with students and pre, post, one-month posttests for visiting students to look at change in science identity over time. Results from confirmatory factor analysis indicate that the instrument created is a good fit for examining science identity and the associated

  10. A Model for Education in Agriculture below College Level for Thailand with Emphasis on Education in Agriculture in the Private Agricultural School.

    ERIC Educational Resources Information Center

    Tesna, Dharm

    The purpose of the study was to develop a model for a privately supported institution teaching agriculture in Thailand. Information was obtained from related agencies in Thailand and international sources about the needs and problems of education in agriculture. The primary inquiry focused on the value of the education in agriculture to Thailand…

  11. Microcomputers in Science Education.

    ERIC Educational Resources Information Center

    Spraggs, Laurence D.

    1984-01-01

    Encourages the use of microcomputers in the science classroom, providing information on uses (e.g., simulation and modeling, drill and practice programs, interface with lab equipment, conceptual data analysis, database management, and word processing), logistics, equipment, and software. (DMM)

  12. Secondary Agricultural Education Teachers as Agents of Change in Oklahoma and the Adoption of Precision Agriculture

    ERIC Educational Resources Information Center

    Nickeson, Beth

    2013-01-01

    Research indicates that precision agricultural education (PAE) in Oklahoma affects environmental quality, water conservation, and crop yields. The purpose of this mixed methods study was to explore the nature and perceived effectiveness of PAE in Oklahoma secondary agricultural education classes. The study was framed by the diffusion of…

  13. Agricultural Education Curriculum Guide. Agricultural Production and Management I. Course No. 6811. Agricultural Production and Management II. Course No. 6812.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    This document is designed for use by teachers of Agricultural Production and Management courses in North Carolina. It updates the competencies and content outlines from the previous guide. It lists core and optional competencies for two courses in seven areas as follows: leadership; supervised agricultural experience programs; animal science;…

  14. Education science and biological anthropology.

    PubMed

    Krebs, Uwe

    2014-01-01

    This contribution states deficits and makes proposals in order to overcome them. First there is the question as to why the Biological Anthropology--despite all its diversifications--hardly ever deals with educational aspects of its subject. Second it is the question as to why Educational Science neglects or even ignores data of Biological Anthropology which are recognizably important for its subject. It is postulated that the stated deficits are caused by several adverse influences such as, the individual identity of each of the involved single sciences; aspects of the recent history of the German Anthropology; a lack of conceptual understanding of each other; methodological differences and, last but not least, the structure of the universities. The necessity to remedy this situation was deduced from two groups of facts. First, more recent data of the Biological Anthropology (e.g. brain functions and learning, sex specificity and education) are of substantial relevance for the Educational Science. Second, the epistemological requirements of complex subjects like education need interdisciplinary approaches. Finally, a few suggestions of concrete topics are given which are related to both, Educational Science and Biological Anthropology.

  15. Agricultural Machinery Service. A Curriculum Guide for Agricultural Education. Revised.

    ERIC Educational Resources Information Center

    Virginia Polytechnic Inst. and State Univ., Blacksburg. Agricultural Education Program.

    This curriculum guide is intended to assist teachers, administrators, and supervisors in organizing and conducting vocational programs which meet the needs of high school students who desire vocational training in the off-farm agribusiness of agricultural machinery service. The three-year course for grades 10, 11, and 12 involves operation,…

  16. Modules in Agricultural Education for Agricultural Supplies and Services.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

    Each of the 22 curriculum modules in this packet for instruction in agricultural supplies and services contains a brief description of the module content, a list of the major division or units, the overall objectives, objectives by units, content outline, and suggested teaching methods, student application activities, and evaluation procedures. A…

  17. Creating the Future through Research. Proceedings of the National Agricultural Education Research Meeting (Las Vegas, Nevada, December 10, 1997). Volume XXIV.

    ERIC Educational Resources Information Center

    Connors, James J., Ed.; Murphy, Tim H., Ed.

    The following are among the 51 papers and 7 poster sessions included: "Agriculture in the Classroom" (Hillison); "Effects of an Elementary Agri-Science Program on Student Perceptions of and Performance in Agriculture and Science" (Howell); "Current Status of Preservice Teacher Education Programs in Agriculture" (Swortzel); "Problems and Challenges…

  18. Determining the Science, Agriculture and Natural Resource, and Youth Leadership Outcomes for Students Participating in an Innovative Middle School Agriscience Program

    ERIC Educational Resources Information Center

    Skelton, Peter; Stair, Kristin S.; Dormody, Tom; Vanleeuwen, Dawn

    2014-01-01

    The Memorial Middle School Agricultural Extension and Education Center (MMSAEEC) located in Las Vegas, New Mexico is a youth science center focusing on agriculture and natural resources. The purpose of this quasi-experimental study of the MMSAEEC teaching and learning model was to determine if differences exist in science achievement, agriculture…

  19. Annual Review of Selected Developments; Agricultural Education and Training.

    ERIC Educational Resources Information Center

    United Nations Food and Agriculture Organization, Rome (Italy).

    This document is the second in a series designed to describe agricultural education projects and practices which have been successful in promoting agricultural change and improvement in areas of the world where subsistance agriculture predominates. The projects are included here because of their emphasis on development of human resources and…

  20. Agricultural Production: Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    This task analysis guide is intended to help teachers and administrators develop instructional materials and implement competency-based education in the agricultural production program. Section 1 contains a validated task inventory for agricultural production. Tasks are divided into 10 duty areas: orienting the student to agricultural production,…

  1. Two Year Core Curriculum for Agricultural Education in Montana. Revised.

    ERIC Educational Resources Information Center

    Montana State Univ., Bozeman. Dept. of Agricultural and Industrial Education.

    This core curriculum consists of materials for use in conducting a two-year secondary level agricultural education course. Addressed in the individual units of the guide are the following topics: leadership; agricultural career planning; supervised occupational experience programs (SOEPs); agricultural mechanics (shop management and safety,…

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

    ERIC Educational Resources Information Center

    Stewart, James; And Others

    1982-01-01

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

  3. Philosophy of Science, Critical Thinking and Science Education

    ERIC Educational Resources Information Center

    Davson-Galle, Peter

    2004-01-01

    In this article I explore a case for the inclusion of some aspects of critical thinking and of philosophy of science within science education that appeals to two commonly accepted aims of science education. Although motivated by reading Harvey Siegel's "Educating Reason" (1988), and emerging from his discussion there, the aspects I explore go…

  4. Science, Ethics and Education

    ERIC Educational Resources Information Center

    Elgin, Catherine

    2011-01-01

    An overarching epistemological goal of science is to develop a comprehensive, systematic, empirically grounded understanding of nature. Two obstacles stand in the way: (1) Nature is enormously complicated. (2) Findings are fallible: no matter how well established a conclusion is, it still might be wrong. To pursue this goal in light of the…

  5. Diversity in Science Education: Its Role in the Development of Latin America in the 21st Century.

    ERIC Educational Resources Information Center

    Tewolde, Assefaw

    1997-01-01

    Discusses the diversity of science education in different Latin American countries. Focuses on the evolution of science education and its influence on development, especially agricultural diversity, the paradigm of the 21st century and its influence on higher education, and implications for science education. (Author/VWL)

  6. Agricultural Teacher Education Preceding the Smith-Hughes Act.

    ERIC Educational Resources Information Center

    Hillison, John

    1987-01-01

    The author describes the development of agricultural education as a profession during the early 20th century. Topics covered include (1) supply and demand of agriculture teachers, (2) typical teacher training programs, (3) minority teacher education, and (4) practice teaching. (CH)

  7. Developing Attitudinal Metrics for Induction-Year Agricultural Education Teachers

    ERIC Educational Resources Information Center

    Rayfield, John; McKim, Billy R.; Lawrence, Shannon; Stair, Kristin

    2014-01-01

    This study was part of a larger regional study of induction-year agricultural education teachers in three Western states. Studies have purported that attitude toward teaching is important for understanding and helping induction-year teachers. Thus, developing an instrument to assess induction-year agricultural education teachers' attitudes toward…

  8. Theme: Reinventing Agricultural Education for the Year 2020.

    ERIC Educational Resources Information Center

    Vaughn, Rosco, Ed.

    2000-01-01

    Includes "Reinventing Agricultural Education [RAE] for the Year 2020" (Vaughn); "Before RAE 2020" (Gibson); "Process with Potential" (Daniel); "New Era in Agricultural Education" (Acker); "New Plan for a New Millennium" (Case); "News from the Western States Consortium" (Bellah, Casey);…

  9. Development and Strengthening of Agricultural Education in Grenada. A Report.

    ERIC Educational Resources Information Center

    Meaders, O. Donald

    A study examined present agricultural education programs in Grenada and made recommendations for needed improvements. Data for the evaluation were obtained from numerous documents and publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of Education,…

  10. Problems Faced by High School Agricultural Education Teachers

    ERIC Educational Resources Information Center

    Boone, Harry N., Jr.; Boone, Deborah A.

    2007-01-01

    If the agricultural education profession is going to grow and prosper in the 21st century, it will need an adequate supply of qualified teachers. In 2001, however, the number of qualified potential agricultural education teachers actually seeking employment as teachers fell far short of the net number of replacements needed. Two contributing…

  11. Industry and Extension Partnership to Enhance STEM and Agricultural Education

    ERIC Educational Resources Information Center

    Campbell, Brian T.; Wilkinson, Carol A.; Shepherd, Pamela J.; Gray, Paula

    2015-01-01

    STEM education has become essential in the United States, and agriculture allows for a great opportunity to teach STEM education in a fun, hands-on manner. The Virginia Southern Piedmont Agriculture Research and Extension Center (SPAREC), in partnership with King Arthur Flour, has created a program that reinforces what is taught in the classroom…

  12. Resilient Agricultural Educators: Taking Stress to the Next Level

    ERIC Educational Resources Information Center

    Thieman, Erica B.; Henry, Anna L.; Kitchel, Tracy

    2012-01-01

    The goal for this research synthesis was to introduce the concept of resilience to agricultural education and determine if further research is warranted on resilience and positive psychology as they relate to the agricultural educator. The current environment of public schools coupled with the ever-burgeoning responsibilities placed upon the…

  13. Viewing Agricultural Education Research through a Qualitative Lens

    ERIC Educational Resources Information Center

    Dooley, Kim E.

    2007-01-01

    The Journal of Agricultural Education has primarily published research that uses quantitative research methods. Perhaps this is due partly to the lack of a qualitative research conceptual framework to guide our profession. Most researchers in agricultural education were academically prepared to conduct empirical research. Those who are in the…

  14. Research in Agricultural Education. Proceedings of the Annual AAAE Eastern Regional Research Conference (55th, Baltimore, MD, July 6, 2001). Volume 55.

    ERIC Educational Resources Information Center

    Boone, Harry N., Jr., Ed.

    These proceedings contain eight papers presented at the meeting, each followed by a critique. Major areas studied are home schooling, incorporating agriscience and biotechnology in agricultural education, part-time employment by agricultural education teachers, 4-H, attitudes of Agricultural Science Institute participants, client satisfaction, and…

  15. Curriculum Process in Science Education

    NASA Astrophysics Data System (ADS)

    Adamčíková, Veronika; Tarábek, Paul

    2010-07-01

    Physics/science education in the communicative conception is defined as the continuous transfer of the knowledge and methods of physics into the minds of individuals who have not participated in creating them. This process, called the educational communication of physics/science, is performed by various educational agents—teachers, curriculum makers, textbook designers, university teachers and does not mean only a simple transfer of information, but it also involves teaching and instruction at all levels of the school system, the study, learning, and cognition of pupils, students and all other learners, the assessment and evaluation of learning outcomes, curriculum composition and design, the production of textbooks and other means of educational communication and, in addition, university education and the further training of teachers. The educational communication is carried out by the curriculum process of physics/science, which is a sequence of variant forms of curriculum mutually interconnected by curriculum transformations. The variant forms of curriculum are as follows: conceptual curriculum, intended curriculum, project (written) curriculum, operational curriculum, implemented curriculum, and attained curriculum.

  16. Science, Medicine, and Education.

    ERIC Educational Resources Information Center

    Tosteson, Daniel C.

    1981-01-01

    The impact of the new biology on what, how, and why persons learn in medicine is discussed. The transformation of medical education is reflected in the radical changes in views of man as organism that are arising from new discoveries in molecular and cellular biology. (MLW)

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  18. The Japanese science education centers.

    PubMed

    Glass, B

    1966-10-14

    These six Japanese science education centers signify a sweeping reform of elementary and secondary school science teaching. They achieve their striking results because they are established on a permanent, local basis and are supported mainly by the local boards of education. They have avoided control by pedagogues and specialists in "education." Instead, they are operated by trained scientists and experienced school teachers who work together to devise programs specially suited to the needs of their teachers. With small and practicable steps, the teachers improve their understanding of methods which they can readily test in their own classrooms rooms and laboratories. The laboratory equipment in the science education centers is only slightly superior to that which the teachers have in their own schools, but superior enough to make them desire to improve their own facilities. Major facilities, such as x-ray machines, electron microscopes, telescopes (15-cm), and machine shops, as well as good working collections of minerals and fossils, and adequate greenhouses, permit the teachers to work with more expensive equipment, to gain a firsthand knowledge of its operation, and to bring groups of students to the center to observe what such instruments make possible. The use of American experimental course content improvement programs is widespread. Every science education center I visited is using PSSC, CHEMS, CBA, BSCS, or ESCP materials and studying the philosophy of these programs. Yet no center is entirely dependent on these programs, but uses them critically to supplement and improve its own courses. The emphasis is on good laboratory and field teaching as a basis for understanding scientific methods and concepts. Science as investigation and inquiry, instead of treatment solely as an authoritative body of facts, is coming into its own. The few defects of the science education centers of Japan inhere in the educational situation itself. The centers are at present

  19. Ethics and Agricultural Education: Determining Needs.

    ERIC Educational Resources Information Center

    Foster, Billye

    2000-01-01

    In a three-round Delphi (n=197, 109, 75), secondary teachers (61.5% in agriculture) identified important ethical issues regarding land and water use: conversion of agricultural land for urban development, water rights control, and public land used for agriculture. Nearly all addressed ethical issues in class. (SK)

  20. The Utopia of Science Education

    ERIC Educational Resources Information Center

    Castano, Carolina

    2012-01-01

    In this forum I expand on the ideas I initially presented in "Extending the purposes of science education: addressing violence within socio-economic disadvantaged communities" by responding to the comments provided by Matthew Weinstein, Francis Broadway and Sheri Leafgren. Focusing on their notion of utopias and superheroes, I ask us to reconsider…

  1. The Globalization of Science Education

    NASA Astrophysics Data System (ADS)

    Deboer, George

    2012-02-01

    Standards-based science education, with its emphasis on clearly stated goals, performance monitoring, and accountability, is rapidly becoming a key part of how science education is being viewed around the world. Standards-based testing within countries is being used to determine the effectiveness of a country's educational system, and international testing programs such as PISA and TIMSS enable countries to compare their students to a common standard and to each other. The raising of standards and the competition among countries is driven in part by a belief that economic success depends on a citizenry that is knowledgeable about science and technology. In this talk, I consider the question of whether it is prudent to begin conversations about what an international standards document for global citizenship in science education might look like. I examine current practices to show the areas of international agreement and the significant differences that still exist, and I conclude with a recommendation that such conversations should begin, with the goal of laying out the knowledge and competencies that international citizens should have that also gives space to individual countries to pursue goals that are unique to their own setting.

  2. Creationism, Evolution, and Science Education

    SciTech Connect

    Scott, Eugenie C.

    2005-06-22

    Many topics in the curriculum of American schools are controversial, but perhaps the one with the longest tenure is evolution. Three arguments are made against evolution: that it is allegedly weak science ('evolution is a theory in crisis'); that it is incompatible with religion; and that it is only 'fair' to 'balance' evolution with creationism. Regardless of the appropriateness of their application to science education, all three of the arguments are made to try to restrict the teaching of evolution. Variants of the fairness argument such as balancing evolution with 'scientific alternatives to evolution' or balancing evolution with 'arguments against evolution' have in fact become the current predominant antievolutionist strategy. Current events in the creationism/evolution controversy will be reviewed, and suggestions made for how to promote sound science education in the schools.

  3. Does science education need the history of science?

    PubMed

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

    2008-06-01

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

  4. Animal Science Update Programs--The Role of Teacher Educators.

    ERIC Educational Resources Information Center

    Osborne, Ed; And Others

    1986-01-01

    Agricultural teachers must continually improve their knowledge and skills in animal science. Teacher educators can play a significant role in this process through the following channels: summer courses, teleconferencing, workshops, summer internships, technical update programs, field days, curriculum materials development and dissemination, and…

  5. Investigations in Science Education. Volume 11, Number 1.

    ERIC Educational Resources Information Center

    Blosser, Patricia E., Ed.; Helgeson, Stanley L., Ed.

    1985-01-01

    Presented are abstracts and abstractors' analyses of nine studies related to curriculum and instruction. These studies focused on: (1) the status of environmental education in Kansas; (2) attitudes of Israeli students toward two versions of a curriculum titled Agriculture as Environmental Science; (3) interrelationships among teacher intentions,…

  6. Leadership Summit to Effect Change in Teaching and Learning: Undergraduate Education in Agriculture

    ERIC Educational Resources Information Center

    Fagen, Adam P.; Schoen, Robin; Labov, Jay B.

    2007-01-01

    This article reports on a convention held at the National Academy of Sciences in Washington, DC, on October 3-5, 2006, to discuss the current status and future of undergraduate education in agriculture. This "Leadership Summit to Effect Change in Teaching and Learning" was a first step in what is planned to be an ongoing conversation…

  7. RESEARCH CONFERENCE IN AGRICULTURAL EDUCATION (20TH, UNIVERSITY OF NEBRASKA, AUGUST 2-4, 1966).

    ERIC Educational Resources Information Center

    KAHLER, ALAN; AND OTHERS

    FIFTY-FOUR PARTICIPANTS FROM NINE STATES ATTENDED THE CONFERENCE TO DISCUSS REGIONAL RESEARCH, METHODOLOGICAL IMPROVEMENTS, AND NEW AREAS OF RESEARCH. TEXTS OF MAJOR SPEECHES GIVEN AT THE CONFERENCE ARE INCLUDED--"RESEARCH IN EDUCATION" BY W. K. BEGGS, "THE CHALLENGE TO SOCIAL SCIENCE RESEARCH IN AGRICULTURE," BY HOWARD W. OTTOSON, "RESEARCH…

  8. A DESCRIPTION AND SOURCE LISTING OF PROFESSIONAL INFORMATION IN AGRICULTURAL EDUCATION, 1963-64.

    ERIC Educational Resources Information Center

    SLEDGE, GEORGE W.; AND OTHERS

    BRIEF ANNOTATIONS ARE GIVEN FOR MANY OF THE 107 REFERENCES LISTED UNDER THE FOLLOWING CATEGORIES -- (1) ADULT EDUCATION, (2) AGRICULTURAL ENGINEERING, (3) ANIMAL SCIENCE, (4) CURRICULUM DEVELOPMENT AND CURRICULUM IN CROPS, ENTOMOLOGY, FARM MANAGEMENT, FARM MECHANICS, AND LIVESTOCK, (5) FARM BUSINESS MANAGEMENT AND MARKETING, (6) FORESTRY, (7)…

  9. The utopia of science education

    NASA Astrophysics Data System (ADS)

    Castano, Carolina

    2012-09-01

    In this forum I expand on the ideas I initially presented in "Extending the purposes of science education: addressing violence within socio-economic disadvantaged communities" by responding to the comments provided by Matthew Weinstein, Francis Broadway and Sheri Leafgren. Focusing on their notion of utopias and superheroes, I ask us to reconsider science as inevitably violent. Utopia is a concept that contributes to articulating our ideals, and serves to give us perspective on how our current reality differs from our goals. I suggest that by recognising alternative views of nature, science and "superheroes" we could see a science that is committed to the lives and struggles of students as well as the lives and struggles of other animals.

  10. 25 CFR 166.904 - What is agriculture education outreach?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Alaska Native youth that will: (1) Encourage students to acquire academic skills needed to succeed in post-secondary mathematics and science courses; (2) Promote agriculture career awareness; (3)...

  11. 25 CFR 166.904 - What is agriculture education outreach?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... Alaska Native youth that will: (1) Encourage students to acquire academic skills needed to succeed in post-secondary mathematics and science courses; (2) Promote agriculture career awareness; (3)...

  12. Kansas Vocational Agriculture Education. Basic Core Curriculum I.

    ERIC Educational Resources Information Center

    Kansas State Univ., Manhattan.

    This secondary vocational agricultural curriculum guide is one of a set of four designated as the basic core of instruction for vocational agriculture programs in Kansas. Units of instruction are presented in six sections: (1) Orientation and Careers, (2) Leadership, (3) Supervised Experience Programs, (4) Animal Science, (5) Plant and Soil…

  13. Innovation in Science Education - World-Wide.

    ERIC Educational Resources Information Center

    Baez, Albert V.

    The purpose of this book is to promote improvements in science education, world-wide, but particularly in developing countries. It is addressed to those in positions to make effective contributions to the improvement of science education. The world-wide role of science education, the goals of innovative activities, past experience in efforts to…

  14. Science Teacher Education: An International Perspective.

    ERIC Educational Resources Information Center

    Abell, Sandra K., Ed.

    This book presents reform efforts in science teacher education from an international perspective. Chapters include: (1) "International Perspectives on Science Teacher Education: An Introduction" (Sandra K. Abell); (2) "The Development of Preservice Elementary Science Teacher Education in Australia" (Ken Appleton, Ian S. Ginns,…

  15. Rethinking Science Education: Meeting the Challenge of "Science for All"

    ERIC Educational Resources Information Center

    Millar, Robin

    2012-01-01

    This article presents the author's Presidential Address delivered to the Association for Science Education Annual Conference, University of Liverpool, January 2012. "Science for all" has been an aspiration of the Association for Science Education and the organisations from which it evolved for almost a century. It has, however, proved an…

  16. Making Philosophy of Science Education Practical for Science Teachers

    ERIC Educational Resources Information Center

    Janssen, F. J. J. M.; van Berkel, B.

    2015-01-01

    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be…

  17. The Role of Public Policy in K-12 Science Education. Research in Science Education

    ERIC Educational Resources Information Center

    DeBoer, George E., Ed.

    2011-01-01

    The goal of this volume of "Research in Science Education" is to examine the relationship between science education policy and practice and the special role that science education researchers play in influencing policy. It has been suggested that the science education research community is isolated from the political process, pays little attention…

  18. 76 FR 62755 - National Agricultural Research, Extension, Education, and Economics Advisory Board Meeting Notice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-11

    ... Office of the Secretary National Agricultural Research, Extension, Education, and Economics Advisory Board Meeting Notice AGENCY: Research, Education, and Economics, United States Department of Agriculture..., and Economics Advisory Board. DATES: The National Agricultural Research, Extension, Education,...

  19. Earth System Science Education Alliance

    NASA Astrophysics Data System (ADS)

    Myers, R.; Schwerin, T.

    2006-12-01

    The Earth System Science Education Alliance (ESSEA) professional development program is providing in- depth geoscience content and teaching methods to pre- and in-service teachers. The program is building and expanding on NASA's successful ESSEA program that was funded from 2000-2005. Beginning in 2006 NSF funding will enable ESSEA will expand to 40 institutions of higher learning that are committed to teacher education in Earth system science. The program will support participating institutions with funding, training, and standards-aligned courses and resources for pre- and in-service teachers. As a result, teachers will be prepared to teach Earth system science using inquiry-based classroom methods, geoscience data and tools. From 1999-2005, the NASA funded ESSEA Program delivered online Earth system science professional development for K-12 teachers through a network of 20 colleges and universities. The program was led by the Institute for Global Environmental Strategies (IGES) and based on a trio of 16-week online courses (for elementary, middle, and high school teachers) that had been developed and piloted by NASA's Classroom of the Future at Wheeling Jesuit University. The ESSEA program's mission was to: 1) support universities, colleges, and science education organizations delivering the K-12 online graduate courses; 2) strengthen teachers' understanding of Earth system science; 3) demonstrate the ability to deliver exceptional professional development to a national audience; and 4) create a solid infrastructure to sustain the program. As of spring 2006, the courses had been used by 40 faculty at 20 institutions educating over 1,700 k-12 teachers in Earth system science. Although NASA funding ended in late 2005, the courses continue to be offered by 17 of the original 20 institutions. Through NSF funding beginning in late 2006, IGES will enhance and build upon the ESSEA foundation by: 1.Using the ESSEA courses as a model to introduce newly upgraded Earth

  20. Earth System Science Education Alliance

    NASA Astrophysics Data System (ADS)

    Myers, R.; Schwerin, T.

    2007-12-01

    The Earth System Science Education Alliance (ESSEA) professional development program is providing in-depth geoscience content and teaching methods to pre- and in-service teachers. The program is building and expanding on NASA's successful ESSEA program that was funded from 2000-2005. Now sponsored by NSF, the network has expanded to nearly 40 institutions of higher learning committed to teacher Earth system science education. The program supports participating institutions with funding, training, and standards-aligned courses and resources for pre- and in-service teachers. As a result, teachers are prepared to teach Earth system science using inquiry-based classroom methods, geoscience data and tools. From 1999-2005, the NASA funded ESSEA Program delivered online Earth system science professional development for K-12 teachers through a network of 20 colleges and universities. The program was led by the Institute for Global Environmental Strategies (IGES) and based on a trio of 16-week online courses (for elementary, middle, and high school teachers) that had been developed and piloted by NASA's Classroom of the Future at Wheeling Jesuit University. The ESSEA program's mission was to: 1) support universities, colleges, and science education organizations delivering the K-12 online graduate courses; 2) strengthen teachers' understanding of Earth system science; 3) demonstrate the ability to deliver exceptional professional development to a national audience; and 4) create a solid infrastructure to sustain the program. As of spring 2006, the courses had been used by 40 faculty at 20 institutions educating over 1,700 K-12 teachers in Earth system science. Through NSF funding beginning in late 2006, IGES is enhancing and building on the ESSEA foundation by: 1. Introducing extensive use of data, models and existing Earth system educational materials to support the courses; 2. Implementing a rigorous evaluation program designed to demonstrate growth in teachers' Earth

  1. Does Prior Experience in Secondary Agricultural Mechanics Affect Pre-Service Agricultural Education Teachers' Intentions to Enroll in Post-Secondary Agricultural Mechanics Coursework?

    ERIC Educational Resources Information Center

    Wells, Trent; Perry, Dustin K.; Anderson, Ryan G.; Shultz, Matthew J.; Paulsen, Thomas H.

    2013-01-01

    Agricultural mechanics coursework has historically been considered an important and necessary construct of the secondary agricultural education curriculum (Burris, Robinson, & Terry, 2005). With expectations of offering secondary agricultural mechanics coursework apparent, it is vital that agricultural education teachers be prepared to address…

  2. Utilizing Natural Cognitive Tendencies to Enhance Agricultural Education Programs

    ERIC Educational Resources Information Center

    Lamm, Alexa J.; Rhodes, Emily B.; Irani, Tracy A.; Roberts, T. Grady; Snyder, Lori J. Unruh; Brendemuhl, Joel

    2011-01-01

    The influences of cognitive styles have been the focus of research on problems in education for quite some time (Witkin, Moore, Goodenough, & Cox, 1977). In fact, agricultural educators are rapidly increasing the amount of research and education focused on understanding and utilizing cognitive function in an attempt to improve educational…

  3. Agriculture--Agriculture Science--Seed Germination. Kit No. 51. Instructor's Manual [and] Student Learning Activity Guide.

    ERIC Educational Resources Information Center

    Cooper, Samuel

    An instructor's manual and student activity guide on seed germination are provided in this set of prevocational education materials which focuses on the vocational area of agriculture. (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings: agriculture, home economics,…

  4. The Utilization of Hunter Education within the Agricultural Education Programs of Georgia.

    ERIC Educational Resources Information Center

    Corbett, James E.

    A study examined the status of hunter education in Georgia and the benefits of hunter education or "hunter safety" instruction as perceived by agricultural educators throughout the state. Surveys were mailed to a stratified random sample of 155 agricultural education teachers at middle, junior, and senior high schools throughout Georgia.…

  5. Science Education Collaborations at PPPL

    NASA Astrophysics Data System (ADS)

    Zwicker, Andrew P.; Delooper, John; Morgan, James; Ritter, Christine

    2006-10-01

    PPPL's Science Education Program (SEP) collaborates with a variety of institutions in order to expand its K-12 programs. The Plasma Camp professional development workshop now includes middle and high school teachers from the same school district in order to vertically integrate new plasma-based curricula from grades 6 - 12. A collaboration with a “learning different” school includes new energy- centered curricula while an entire elementary school creates a model renewable-energy city. Finally, a new program with a local science museums that will include remote video conferencing from the NSTX control room, a table-top plasma experiment, and new plasma displays for the general public will debut this Fall. Along with education programs, student research continues on an ECR sputter source and transport measurements in a dusty plasma.

  6. Effecting change in elementary school science education

    SciTech Connect

    Parravano, C.

    1994-12-31

    The mission of the Merck Institute for Science Education is to improve the quality of science education during the formative years of kindergarten through eighth grade. To accomplish this mission, the Institute has three primary goals: Transform the teaching of science to communicate the excitement and relevance of science; Reform the education of teachers to instill in tomorrow`s teachers an understanding and appreciation of science; and Create a consensus on the importance of elementary science education among leaders in education, business, and science. Merck has made a minimum ten year commitment of funding and resources to the Institute. The Institute will work very closely with faculty, administration, and community leaders in target school districts to enhance science education in the elementary grades of their schools. Once the Institute`s goals have been achieved in these initial partner districts, the Institute will replicate its programs in other districts.

  7. A Qualitative Study of Technology-Based Training in Organizations that Hire Agriculture and Life Sciences Students

    ERIC Educational Resources Information Center

    Bedgood, Leslie; Murphrey, Theresa Pesl; Dooley, Kim E.

    2008-01-01

    Technological advances have created unlimited opportunities in education. Training and technology have merged to create new methods referred to as technology-based training. The purpose of this study was to identify organizations that hire agriculture and life sciences students for positions involving technology-based training and identify…

  8. Examining the Common Core State Standards in Agricultural Education

    ERIC Educational Resources Information Center

    McKim, Aaron J.; Lambert, Misty D.; Sorensen, Tyson J.; Velez, Jonathan J.

    2015-01-01

    The Common Core State Standards (CCSS) represent a shift in the American education system. Included in the CCSS are opportunities for agriculture teachers to integrate math and English language arts content into their curriculum. Using the theory of planned behavior, we sought to identify Oregon agriculture teachers' attitudes, familiarity with,…

  9. Agricultural Education and Training. Annual Review of Selected Developments.

    ERIC Educational Resources Information Center

    Reeves, M., Ed.

    This annual review is intended as a means for disseminating information and views on agricultural education and training, and related subjects to the United Nations, Food and Agriculture Organization (FAO) Member Governments, FAO National Committees, national and international experts and institutions. Topics include: (1) "Training Teachers of…

  10. Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers

    ERIC Educational Resources Information Center

    Stripling, Christopher T.; Roberts, T. Grady; Stephens, Carrie A.

    2014-01-01

    The purpose of this study was to describe the mathematics ability of preservice agricultural education teachers related to each of the National Council of Teachers of Mathematics (NCTM) content/process areas and their corresponding sub-standards that are cross-referenced with the National Agriculture, Food and Natural Resources Career Cluster…

  11. Florida Preservice Agricultural Education Teachers' Mathematics Ability and Efficacy

    ERIC Educational Resources Information Center

    Stripling, Christopher T.; Roberts, T. Grady

    2012-01-01

    The purpose of this study was to examine the mathematics ability and efficacy of Florida preservice agricultural education teachers. Results indicated that the preservice teachers were not proficient in solving agricultural mathematics problems. On the other hand, the preservice teachers were efficacious in personal teaching efficacy and personal…

  12. Agricultural Education and Cooperative Extension: The Early Agreements.

    ERIC Educational Resources Information Center

    Hillison, John

    1996-01-01

    A review of the history of competition and collaboration between agricultural education and cooperative extension identified the controversies and concerns of leaders after the passage of the Smith-Lever and Smith-Hughes Acts. Agricultural and cooperative extension leaders must look at the historical memoranda of understanding to find…

  13. Agricultural Education in Uganda: Makerere University. Terminal Report.

    ERIC Educational Resources Information Center

    West Virginia Univ., Morgantown.

    This document summarizes the activities of the U.S. Agency for International Development (USAID) assistance program at Makerere University's Faculty of Agriculture. Under the terms of the agreement, West Virginia University provided the services of a senior agricultural educator to work with the faculty and develop a long-range program of…

  14. Are Teachers Ready to Integrate Science Concepts into Secondary Agriculture Programs?

    ERIC Educational Resources Information Center

    Scales, Jason; Terry, Robert, Jr.; Torres, Robert M.

    2009-01-01

    For the past two decades, the idea of integrating more science concepts into the secondary agriculture curriculum has gained support. The purpose of this study was to assess the confidence and competence of agriculture instructors to teach concepts related to science. The sample was derived from the population of agriculture instructors teaching…

  15. Reforming Science Education: Part II. Utilizing Kieran Egan's Educational Metatheory

    ERIC Educational Resources Information Center

    Schulz, Roland M.

    2009-01-01

    This paper is the second of two parts and continues the conversation which had called for a shift in the conceptual focus of science education towards philosophy of education, with the requirement to develop a discipline-specific "philosophy" of science education. In Part I, conflicting conceptions of science literacy were identified with…

  16. Early science education and astronomy

    NASA Astrophysics Data System (ADS)

    Wilgenbus, David; Léna, Pierre

    2011-06-01

    Inquiry-based science education is currently receiving a consensus as a pedagogy to teach science at primary and middle school levels, with the goal to reach all children and youngsters, no matter what their future professional choices will be. By the same token, it also greatly increases the fraction of the school population in which future technicians, engineers and sciences could be recruited for further training. La main à la pâte is the name of the action undertaken by the French Académie des Sciences to develop inquiry in France, and then in many collaborating countries. The focus is on science as a whole, and not on particular disciplines such as physics, biology, and so on, since it is the understanding of scientific method and use of evidence which is at the heart of inquiry. Yet, astronomy is offering so many opportunities to demonstrate the scientific method that La main à la pâte has developed a number of inquiry activities in this field, which are presented here, such as Measuring the Earth, Calendars and cultures, the use of One Laptop per Child for Moon observations, etc.

  17. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 15 2011-01-01 2011-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate...

  18. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 15 2013-01-01 2013-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate...

  19. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 15 2014-01-01 2014-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate...

  20. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 15 2012-01-01 2012-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate...

  1. Philosophy of Science and Education

    NASA Astrophysics Data System (ADS)

    Jung, Walter

    2012-08-01

    This is a vast and vague topic. In order to do justice to it one has to write a book or maybe more than one. For it can be understood in quite different ways and on different levels For example you may think mainly of the historical aspect, that is how philosophy of science developed in the last hundred or so years and how its influence on education changed; you may think of quite different schools of philosophy, from Marxist or positivist to such exotic but at some places influential philosophic positions like that of Rudolph Steiner; of course, you may limit the subject to special fields like epistemology, theory of scientific methodology, or, what has become fashionable recently, sociology of knowledge which may have a considerable bearing on physics teaching (Collins and Shapin 1983; Jung 1985). Again we may think of the topic treated by a philosopher, a scientist, an educationalist, a teacher, which would mean quite a difference. I am trying here to speak as an educationalist, with the physics teacher in mind: this is my vocational perspective as someone who educates physics teachers. Of course, our main concern is the contribution of science, especially physics, to general education, which integrates many of the special topics mentioned. Philosophy of science comes in because it is not at all clear what science and physics is, and what of it should be taught, and how such chosen parts should be taught. I also take this opportunity to give an idea of the longstanding tradition of this discussion in Germany, connected with names like Wagenshein, Litt, Heisenberg and many others.

  2. Building Interdisciplinary Research and Communication Skills in the Agricultural and Climate Sciences

    NASA Astrophysics Data System (ADS)

    Johnson-Maynard, J.; Borrelli, K.; Wolf, K.; Bernacchi, L.; Eigenbrode, S.; Daley Laursen, D.

    2015-12-01

    Preparing scientists and educators to create and promote practical science-based agricultural approaches to climate change adaptation and mitigation is a main focus of the Regional Approaches to Climate Change (REACCH) project. Social, political and environmental complexities and interactions require that future scientists work across disciplines rather than having isolated knowledge of one specific subject area. Additionally, it is important for graduate students earning M.S. or Ph.D. degrees in agriculture and climate sciences to be able to communicate scientific findings effectively to non-scientific audiences. Unfortunately, university graduate curricula rarely adequately prepare students with these important skills. REACCH recognizes the need for graduate students to have thorough exposure to other disciplines and to be able to communicate information for outreach and education purposes. These priorities have been incorporated into graduate training within the REACCH project. The interdisciplinary nature of the project and its sophisticated digital infrastructure provide graduate students multiple opportunities to gain these experiences. The project includes over 30 graduate students from 20 different disciplines and research foci including agronomy, biogeochemistry, soil quality, conservation tillage, hydrology, pest and beneficial organisms, economics, modeling, remote sensing, science education and climate science. Professional develop workshops were developed and held during annual project meetings to enhance student training. The "Toolbox" survey (http://www.cals.uidaho.edu/toolbox/) was used to achieve effective interdisciplinary communication. Interdisciplinary extension and education projects were required to allow students to gain experience with collaboration and working with stakeholder groups. Results of student surveys and rubrics developed to gauge success in interdisciplinary research and communication may provide a helpful starting point for

  3. Science education — I: The spirit of science

    NASA Astrophysics Data System (ADS)

    Pollak, Victor L.

    1993-12-01

    In these two essays we explore the questions: what are the essential features of a workable context for science education? What are the givens, the “of courses,” the “fundamental dispositions” toward science and toward education necessary — or at least sufficient — to provide a fertile ground upon which a functional approach to science education can be established? In the present essay it is argued first that science education must reflect that science is a way of thinking — in fact, more comprehensively, a way of being; and second, and that the fundamentally antiauthoritarian spirit of science must be reconciled with education, with its built-in tendency to be authoritarian.

  4. Science Credit for Agriculture: Relationship between Perceived Effects and Teacher Support.

    ERIC Educational Resources Information Center

    Johnson, Donald M.

    1996-01-01

    Responses from 213 of 259 Arkansas agriculture teachers demonstrate strong support for granting science credit for agriculture. The most powerful predictors of support were perception of student benefits, enhancement of agriculture's status, and no adverse impact on existing agriculture programs. (SK)

  5. Using and Developing Measurement Instruments in Science Education: A Rasch Modeling Approach. Science & Engineering Education Sources

    ERIC Educational Resources Information Center

    Liu, Xiufeng

    2010-01-01

    This book meets a demand in the science education community for a comprehensive and introductory measurement book in science education. It describes measurement instruments reported in refereed science education research journals, and introduces the Rasch modeling approach to developing measurement instruments in common science assessment domains,…

  6. An Informal Elementary Science Education Program's Response to the National Science Education Reform Movement.

    ERIC Educational Resources Information Center

    Katz, Phyllis; McGinnis, J. Randy

    1999-01-01

    Provides an overview of informal elementary science-education programs in the United States, and features a detailed description of the Hands on Science Outreach program. Presents insights for informal elementary science-education programs trying to maintain their unique niche while conforming to the new national standards in science education.…

  7. SUMMARIES OF RESEARCH STUDIES IN AGRICULTURAL EDUCATION FOR THE PACIFIC REGION, 1965.

    ERIC Educational Resources Information Center

    MCCOMAS, J.D.

    TWENTY DOCTORAL DISSERTATIONS, STAFF STUDIES, AND MASTERS' THESES IN AGRICULTURAL EDUCATION ARE REPORTED IN THE FOLLOWING AREAS -- AGRICULTURAL COLLEGES, CIVIL DEFENSE, COMMUNITY COLLEGES, CURRICULUM, EDUCATIONAL TELEVISION, DROPOUTS, EXTENSION EDUCATION, EDUCATIONAL PROGRAMS IN FOREIGN COUNTRIES, JUNIOR COLLEGES, LAND LABORATORIES, OCCUPATIONAL…

  8. Pseudoscience, the paranormal, and science education

    NASA Astrophysics Data System (ADS)

    Martin, Michael

    1994-10-01

    The study of pseudoscience and the paranormal is an important but neglected aspect of science education. Given the widespread acceptance of pseudoscientific and paranormal beliefs, science educators need to take seriously the problem of how these can be combated. I propose teaching science students to critically evaluate the claims of pseudoscience and the paranormal, something that can be accomplished in a variety of ways.

  9. Multicultural Science Education: Theory, Practice, and Promise

    ERIC Educational Resources Information Center

    Hines, S. Maxwell, Ed.

    2007-01-01

    As a relatively new area of investigation, the study of multicultural education as it relates to science teaching and learning has spawned numerous interpretations by researchers and authors worldwide. The contributors of this international volume--among them are science teacher educators, science teachers, scientists, researchers, program…

  10. Promoting Science in Secondary School Education.

    PubMed

    Chiovitti, Anthony; Duncan, Jacinta C; Jabbar, Abdul

    2017-03-05

    Engaging secondary school students with science education is crucial for a society that demands a high level of scientific literacy in order to deal with the economic and social challenges of the 21st century. Here we present how parasitology could be used to engage and promote science in secondary school students under the auspice of a 'Specialist Centre' model for science education.

  11. Historical Approaches in German Science Education

    ERIC Educational Resources Information Center

    Heering, Peter

    2014-01-01

    Particularly in the second half of the 20th century, historical approaches became relevant in science education. This development can at least in part be explained with the growing awareness of the importance to address Nature of Science aspects in science education. In comparison to the international publications, some particularities can be…

  12. Preparing Future Secondary Computer Science Educators

    ERIC Educational Resources Information Center

    Ajwa, Iyad

    2007-01-01

    Although nearly every college offers a major in computer science, many computer science teachers at the secondary level have received little formal training. This paper presents details of a project that could make a significant contribution to national efforts to improve computer science education by combining teacher education and professional…

  13. Children and their 4-H animal projects: How children use science in agricultural activity

    NASA Astrophysics Data System (ADS)

    Emo, Kenneth Roy

    Many children are introduced to science through informal educational programs. 4-H, an educational youth program, has a history of introducing scientific practices into agriculture. The purpose of this ethnographically-driven case study is to examine how science informs the actions of children raising market animals in a 4-H project. For two years the researcher collected data on 4-H children with market animal projects. Observations, interviews, and artifacts gathered are interpreted using the framework of activity theory. This study provides evidence for how the context of an activity system influences individual actions. Rules developed by the organization guide the actions of children to incorporate physical and psychological tools of science into their project to achieve the object: producing animals of proper weight and quality to be competitive in the county fair. Children learn the necessary actions from a community of practitioners through which expertise is distributed. Children's learning is demonstrated by the way their participation in their project changes with time, from receiving assistance from others to developing expertise in which they provide assistance to others. The strength of this educational experience is how children apply specific tools of science in ways that provide meaning and relevancy to their 4-H activity.

  14. Romanticism and Romantic Science: Their Contribution to Science Education

    NASA Astrophysics Data System (ADS)

    Hadzigeorgiou, Yannis; Schulz, Roland

    2014-10-01

    The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent research in history of science has come to delineate the value of both topics for the development of modern science, their merit for the educational field has not been explored. Romanticism was not only an obvious historical period, but a particular state of mind with its own extraordinary emotional sensitivity towards nature. It is especially the latter which we hope to revisit and reclaim for science education. After discussing several key historical contributions, we describe nine characteristics of `Romantic Science' in order to focus on six ideas/possibilities that we believe hold much value for transforming current science education: (1) the emotional sensitivity toward nature, (2) the centrality of sense experience, (3) the importance of "holistic experience", (4) the importance of the notions of mystery and wonder, (5) the power of science to transform people's outlook on the natural world, and (6) the importance of the relationship between science and philosophy. It is argued that in view of a pragmatist/utilitarian conception of school science prevalent today the aforementioned ideas (especially the notion of wonder and the poetic/non-analytical mode of knowledge), can provide food for thought for both science teachers and researchers seeking to work out an aesthetic conception, one that complements current approaches such as inquiry science and conceptual change.

  15. Federal Agency and Federal Library Reports. Library of Congress; Center for the Book; Federal Library and Information Center Committee; National Commission on Libraries and Information Science; National Agricultural Library; National Library of Medicine;United States Government Printing Office; National Technical Information Service; National Archives and Records Administration; National Center for Education Statistics Library Statistics Program; National Library of Education; Educational Resources Information Center.

    ERIC Educational Resources Information Center

    Fischer, Audrey; Cole, John Y.; Tarr, Susan M.; Vlach, Rosalie B.; Carey, Len; Mehnert, Robert; Sherman, Andrew M.; Davis, Linda; Vecchiarelli, Marion H.; Chute, Adrienne; Dunn, Christina

    2002-01-01

    Includes reports from Library of Congress, Center for the Book, Federal Library and Information Center Committee, National Commission on Libraries and Information Science, National Agricultural Library, National Library of Medicine, Government Printing Office, National Technical Information Service, National Archives and Records Administration,…

  16. 76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-03

    ... and Writing Mathematics and Science Education Cognition and Student Learning Effective Teachers and... Education Reading, Writing, and Language Development Mathematics and Science Education Social and Behavioral... outcomes in reading or writing and mathematics or science and in enhancing teacher characteristics...

  17. Earth Science Education in Zimbabwe

    NASA Astrophysics Data System (ADS)

    Walsh, Kevin L.

    1999-05-01

    Zimbabwe is a mineral-rich country with a long history of Earth Science Education. The establishment of a University Geology Department in 1960 allowed the country to produce its own earth science graduates. These graduates are readily absorbed by the mining industry and few are without work. Demand for places at the University is high and entry standards reflect this. Students enter the University after GCE A levels in three science subjects and most go on to graduate. Degree programmes include B.Sc. General in Geology (plus another science), B.Sc. Honours in Geology and M.Sc. in Exploration Geology and in Geophysics. The undergraduate curriculum is broad-based and increasingly vocationally orientated. A well-equipped building caters for relatively large student numbers and also houses analytical facilities used for research and teaching. Computers are used in teaching from the first year onwards. Staff are on average poorly qualified compared to other universities, but there is an impressive research element. The Department has good links with many overseas universities and external funding agencies play a strong supporting role. That said, financial constraints remain the greatest barrier to future development, although increasing links with the mining industry may cushion this.

  18. Reconceptualising inquiry in science education

    NASA Astrophysics Data System (ADS)

    Bevins, Stuart; Price, Gareth

    2016-01-01

    Decades of discussion and debate about how science is most effectively taught and learned have resulted in a number of similar but competing inquiry models. These aim to develop students learning of science through approaches which reflect the authenticity of science as practiced by professional scientists while being practical and manageable within the school context. This paper offers a collection of our current reflections and suggestions concerning inquiry and its place in science education. We suggest that many of the current models of inquiry are too limited in their vision concerning themselves, almost exclusively, with producing a scaffold which reduces the complex process of inquiry into an algorithmic approach based around a sequence of relatively simple steps. We argue that this restricts students' experience of authentic inquiry to make classroom management and assessment procedures easier. We then speculate that a more integrated approach is required through an alternative inquiry model that depends on three dimensions (conceptual, procedural and personal) and we propose that it will be more likely to promote effective learning and a willingness to engage in inquiry across all facets of a students' school career and beyond.

  19. Factors Influencing Postsecondary Education Enrollment Behaviors of Urban Agricultural Education Students

    ERIC Educational Resources Information Center

    Esters, Levon T.

    2007-01-01

    The purpose of this study was to identify the factors that influenced the postsecondary education enrollment behaviors of students who graduated from an urban agricultural education program. Students indicated that parents and/or guardians had the most influence on their decisions to enroll in a postsecondary education program of agriculture.…

  20. Definition of the Peculiarities of the Agricultural Education in General Education Institutions

    ERIC Educational Resources Information Center

    Fedorov, Gavriil Mikhailovich

    2016-01-01

    The purpose of this study is to construct a model of the development of the agricultural school in accordance with modern educational requirements ensuring the improvement of conditions, processes, and the content of agricultural education. Modern approaches to constructing the model of the organization of educational activities at agricultural…

  1. Levinas and an Ethics for Science Education

    ERIC Educational Resources Information Center

    Blades, David W.

    2006-01-01

    Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather…

  2. Research and Curriculum Development in Science Education.

    ERIC Educational Resources Information Center

    Butts, David P., Ed.

    This is the second in a series of reports of research and curriculum development in science education. This monograph contains 16 papers reporting on research studies related to curriculum implementation in elementary school science. The reports are titled as follows: The Educational Experience: Toward a Paradigm of Teacher Education; Development…

  3. The Standards Projects: Agricultural Education Standards; Industrial Arts Education Standards; Vocational Home Economics Education Standards.

    ERIC Educational Resources Information Center

    Crawford, Harold R.; And Others

    1982-01-01

    Discusses three program areas in vocational education which now have nationally developed and validated standards: agriculture and agribusiness education, home economics, and industrial arts. Standards cover curriculum, students served, instructional staff, administration and supervision, support systems, teaching methods, public relations, safety…

  4. The National Strategic Plan and Action Agenda for Agricultural Education: Reinventing Agricultural Education for the Year 2020. Creating the Preferred Future for Agricultural Education.

    ERIC Educational Resources Information Center

    National Council for Agricultural Education, Alexandria, VA.

    The Reinventing Agricultural Education for the Year 2020 initiative, a project conducted during 1996-1999 with a diverse group of more than 10,000 people from across the United States, resulted in this strategic plan designed to achieve the mission set by the initiative. That mission has a two-part focus: preparing students for career success in…

  5. Evaluating Extension-Based Adult Education for Agricultural Labor Supervisors

    ERIC Educational Resources Information Center

    Morera, Maria C.; Monaghan, Paul F.; Galindo-Gonzalez, Sebastian; Tovar-Aguilar, J. Antonio; Roka, Fritz M.; Asuaje, Cesar

    2014-01-01

    Educating farm labor supervisors about the regulations that govern agricultural operations and employment is critical to reducing unintentional violations of workplace safety and labor laws. Cooperative Extension can provide the training needed to professionalize this vital and diverse workforce. One challenge to providing adult education to a…

  6. Wisconsin's Model Academic Standards for Agricultural Education. Bulletin No. 9003.

    ERIC Educational Resources Information Center

    Fortier, John D.; Albrecht, Bryan D.; Grady, Susan M.; Gagnon, Dean P.; Wendt, Sharon, W.

    These model academic standards for agricultural education in Wisconsin represent the work of a task force of educators, parents, and business people with input from the public. The introductory section of this bulletin defines the academic standards and discusses developing the standards, using the standards, relating the standards to all…

  7. Perceptions of Florida Secondary School Principals toward Agricultural Education

    ERIC Educational Resources Information Center

    Smith, Adrienne Gentry; Myers, Brian E.

    2012-01-01

    In American public schools, the bulk of financial decisions have been left up to local boards of education, local school superintendents, and individual school principals. Traditionally, principals have been considered the utmost leader in their schools. Agricultural education has been linked to student achievement in a variety of ways. The…

  8. Leadership Curriculum and Materials Used by High School Agricultural Science Teachers: A National Study of the Pre-"LifeKnowledge" Days

    ERIC Educational Resources Information Center

    Morgan, A. Christian; Fuhrman, Nicholas E.; King, Diana L.; Flanders, Frank B.; Rudd, Rick D.

    2013-01-01

    Agricultural science programs have provided many opportunities for leadership education through classroom, supervised agricultural experience (SAE), and FFA Organization activities. Past studies have focused on leadership developed through activities such as career development events (CDE), SAE activities, FFA Organization conventions, and other…

  9. 75 FR 12171 - Notice of the National Agricultural Research, Extension, Education, and Economics Advisory Board...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-15

    ..., Education, and Economics Advisory Board Office, Room 3901, South Building, United States Department of... United States Department of Agriculture announces a meeting of the National Agricultural Research...; ] DEPARTMENT OF AGRICULTURE Office of the Secretary Notice of the National Agricultural Research,...

  10. 75 FR 61692 - Notice of the National Agricultural Research, Extension, Education, and Economics Advisory Board...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-06

    ... United States Department of Agriculture (USDA) announces a meeting of the National Agricultural Research..., Extension, Education, and Economics Advisory Board Office, Room 3901 South Building, United States...; ] DEPARTMENT OF AGRICULTURE Office of the Secretary Notice of the National Agricultural Research,...

  11. Discovering Science Education in the USA

    ERIC Educational Resources Information Center

    Teaching Science, 2014

    2014-01-01

    Science is amazing for many reasons. One of them is its immeasurable size as a subject, and the breadth of its application. From nanotech to astrophysics, from our backyards to the global arena, science links everything and everyone on Earth. Our understanding of science--and science education--needs to be just as diverse and all-encompassing.…

  12. Agricultural Education I. Teacher Edition. Second Edition.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This instructor's manual and resource package are intended to aid teachers in teaching a basic framework of knowledge in the areas of agricultural production and record keeping. The manual contains the following items: upfront pages (content information and information on measuring student performance gains, required criteria for a…

  13. Post-Secondary Education in Agricultural Marketing

    ERIC Educational Resources Information Center

    Curtis, Paul E.; Henebry, William J.

    1970-01-01

    Paul Curtis is Lead Instructor in Agriculture and William Henebry is Instructor in Agri-Marketing at Parkland College, Champaign, Illinois. Dr. Curtis holds a Ph.D. in agronomy from the University of Illinois where he conducted research and taught plant breeding and plant physiology. Mr. Henebry, with 23 years of experience as a grain elevator…

  14. 78 FR 14071 - Notice of Appointment of Members to the National Agricultural Research, Extension, Education, and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-04

    ... United States Department of Agriculture announces the appointments made by the Secretary of Agriculture... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF AGRICULTURE..., Education, and Economics Advisory Board AGENCY: Research, Education, and Economics, USDA....

  15. The Mystery in Science: A Neglected Tool for Science Education

    ERIC Educational Resources Information Center

    Papacosta, Pangratios

    2008-01-01

    Of the many valuable tools available to science education, the mystery in science is the one that is most ignored, underused, or misunderstood. whenever it is used, it is only as mere entertainment or as an attention grabber. In this article, the author discusses how the mystery in science can improve student attitudes, generate a life-long…

  16. Images of Science and Scientists on Children's Educational Science Programs.

    ERIC Educational Resources Information Center

    Long, Marilee; Steinke, Jocelyn

    A qualitative study analyzed images of science and scientists in children's educational science programs on television to determine whether they conveyed the images found in other media. Four episodes of each of four 30-minute, non-animated programs ("Beakman's World" broadcast on CBS, "Bill Nye, The Science Guy" shown on…

  17. Cultural studies of science education

    NASA Astrophysics Data System (ADS)

    Higgins, Joanna; McDonald, Geraldine

    2008-07-01

    In response to Stetsenko's [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present. Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others in the field.

  18. Invest in Today's Science Educators: Ensure Tomorrow's Science Workforce

    NASA Astrophysics Data System (ADS)

    MacLeish, Marlene Y.; Thomson, William A.

    2008-06-01

    The National Space Biomedical Research Institute (NSBRI) is contributing to United States of America's (US) efforts to educate a science workforce capable of competing in a knowledge-based 21st century global society by employing space exploration science to educate and encourage students to pursue careers in science, technology, engineering, and mathematics (STEM). This approach supports the National Aeronautics and Space Administration's (NASA) education mission to provide educational opportunities for scientists, students and teachers, and to inform the public about the benefits that space exploration hold for life on Earth [1] [2]. During the past decade, the NSBRI-Education Outreach Program (EOP) has evolved from a predominantly Kindergarten through undergraduate college (K-16) educational program to include graduate and post-doctoral components and a senior education fellow position. This position aims to foster STEM educational research and global conversations on a shared vision for space exploration.

  19. Port wine landscape: railroads, phylloxera, and agricultural science.

    PubMed

    Macedo, Marta

    2011-01-01

    It is easy to understand why regions that produce very fine goods such as port wine tend to conceal technological and scientific inputs and praise the uniqueness of the terroir. This paper suggests that, during the last decades of the nineteenth century, viticulture in the Douro region of Portugal was as much a product of soil, local farming traditions, and individual entrepreneurship as it was of modern state science and national politics for agricultural improvement. the unprecedented public projects of building a railroad and fighting phylloxera permanently changed the land of port wine. Moreover, those engineering practices of rationalization, simplification, and standardization that were inscribed on Douro's landscape proved essential for the Portuguese experience of modernization and nation-building.

  20. Science and Technology Education: Developments Under Review.

    ERIC Educational Resources Information Center

    Lockard, David J.

    1985-01-01

    Summarizes what has been learned from recent major studies of the status of science teaching in developed countries and makes recommendations about appropriate future directions for science education. (JDH)

  1. Searching for Meaning in Science Education.

    ERIC Educational Resources Information Center

    Berkheimer, Glenn D.; McLeod, Richard J.

    1979-01-01

    Discusses how science programs K-16 should be developed to meet the modern objectives of science education and restore its true meaning. The theories of Phenix and Ausubel are included in this discussion. (HM)

  2. Reconceptualizing the Nature of Science for Science Education

    NASA Astrophysics Data System (ADS)

    Dagher, Zoubeida R.; Erduran, Sibel

    2016-03-01

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

  3. Making Philosophy of Science Education Practical for Science Teachers

    NASA Astrophysics Data System (ADS)

    Janssen, F. J. J. M.; van Berkel, B.

    2015-04-01

    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching.

  4. Informal science education at Science City

    NASA Astrophysics Data System (ADS)

    French, April Nicole

    The presentation of chemistry within informal learning environments, specifically science museums and science centers is very sparse. This work examines learning in Kansas City's Science City's Astronaut Training Center in order to identify specific behaviors associated with visitors' perception of learning and their attitudes toward space and science to develop an effective chemistry exhibit. Grounded in social-constructivism and the Contextual Model of Learning, this work approaches learning in informal environments as resulting from social interactions constructed over time from interaction between visitors. Visitors to the Astronaut Training Center were surveyed both during their visit and a year after the visit to establish their perceptions of behavior within the exhibit and attitudes toward space and science. Observations of visitor behavior and a survey of the Science City staff were used to corroborate visitor responses. Eighty-six percent of visitors to Science City indicated they had learned from their experiences in the Astronaut Training Center. No correlation was found between this perception of learning and visitor's interactions with exhibit stations. Visitor attitudes were generally positive toward learning in informal settings and space science as it was presented in the exhibit. Visitors also felt positively toward using video game technology as learning tools. This opens opportunities to developing chemistry exhibits using video technology to lessen the waste stream produced by a full scale chemistry exhibit.

  5. Satellite Direct Readout: Opportunities for Science Education

    DTIC Science & Technology

    1994-02-01

    AD-A276 257 1UIIIIIlii 253860-1-X (R) SATELLITE DIRECT READOUT: OPPORTUNITIES FOR SCIENCE EDUCATION Thomas W. Wagner February 1994 C, Submitted to...Their Classroom ..................... 10 LIST OF TABLES 1. Summary Statement of Work .............................. 1 2. Science Education Goals and...with emphasis on newly emerging national Science Education Standards. Section 3 provides the specifications of the portable ERIM Direct Readout

  6. Educational Technology Classics: The Science Teacher and Educational Technology

    ERIC Educational Resources Information Center

    Harbeck, Richard M.

    2015-01-01

    The science teacher is the key person who has the commitment and the responsibility for carrying out any brand of science education. All of the investments, predictions, and expressions of concern will have little effect on the accomplishment of the broad goals of science education if these are not reflected in the situations in which learning…

  7. Science in action: An interdisciplinary science education program

    NASA Technical Reports Server (NTRS)

    Horton, Linda L.

    1992-01-01

    Science in Action is an education outreach program for pre-collegiate students. It is based on the concept that, in order to interest students in science, they must see science and scientists at work. The program encompasses the full range of scientific disciplines - the core sciences, engineering, and mathematics. A unique aspect of the program is the involvement and support of scientists and engineers representing local professional societies, industries, business, and academic institutions. An outline of the program is given.

  8. Earth System Science Education Modules

    NASA Astrophysics Data System (ADS)

    Hall, C.; Kaufman, C.; Humphreys, R. R.; Colgan, M. W.

    2009-12-01

    The College of Charleston is developing several new geoscience-based education modules for integration into the Earth System Science Education Alliance (ESSEA). These three new modules provide opportunities for science and pre-service education students to participate in inquiry-based, data-driven experiences. The three new modules will be discussed in this session. Coastal Crisis is a module that analyzes rapidly changing coastlines and uses technology - remotely sensed data and geographic information systems (GIS) to delineate, understand and monitor changes in coastal environments. The beaches near Charleston, SC are undergoing erosion and therefore are used as examples of rapidly changing coastlines. Students will use real data from NASA, NOAA and other federal agencies in the classroom to study coastal change. Through this case study, learners will acquire remotely sensed images and GIS data sets from online sources, utilize those data sets within Google Earth or other visualization programs, and understand what the data is telling them. Analyzing the data will allow learners to contemplate and make predictions on the impact associated with changing environmental conditions, within the context of a coastal setting. To Drill or Not To Drill is a multidisciplinary problem based module to increase students’ knowledge of problems associated with nonrenewable resource extraction. The controversial topic of drilling in the Arctic National Wildlife Refuge (ANWR) examines whether the economic benefit of the oil extracted from ANWR is worth the social cost of the environmental damage that such extraction may inflict. By attempting to answer this question, learners must balance the interests of preservation with the economic need for oil. The learners are exposed to the difficulties associated with a real world problem that requires trade-off between environmental trust and economic well-being. The Citizen Science module challenges students to translate scientific

  9. Reforming Science and Mathematics Education

    NASA Astrophysics Data System (ADS)

    Lagowski, J. J.

    1995-09-01

    Since 1991, the National Science Foundation has signed cooperative agreements with 26 states to undertake ambitious and comprehensive initiatives to reform science, mathematics, and technology education. Collectively, those agreements are known as the State Systemic Initiatives (SSI's). Two complimentary programs, The Urban and Rural Systemic Initiatives (USI's and RSI's), address similar reforms in the nation's largest cities and poorest rural areas. The SSI Program departs significantly from past NSF practice in several ways. The funding is for a longer term and is larger in amount, and the NSF is taking a more activist role, seeking to leverage state and private funds and promote the coordination of programs within states. The Initiatives also have a stronger policy orientation than previous NSF programs have had. The NSF strategy is a reflection of the growing and widely held view that meaningful reforms in schools are most likely to be achieved through state initiatives that set clear and ambitious learning goals and standards; align all of the available policy levers in support of reform; stimulate school-level initiatives; and mobilize human and financial resources to support these changes. Two premises underlie systemic reform: (1) all children can meet significantly higher standards if they are asked to do so and given adequate opportunities to master the content, and (2) state and local policy changes can create opportunities by giving schools strong and consistent signals about the changes in practice and performance that are expected. Because this is an enormous investment of Federal resources that is intended to bring about deep, systemic improvement in the nation's ability to teach science and mathematics effectively, the NSF has contracted with a consortium of independent evaluators to conduct a review of the program. The first of the SSI's were funded in 1991, sufficiently long ago to begin to formulate some initial impressions of their impact. Take

  10. Science Education Research vs. Physics Education Research: A Structural Comparison

    ERIC Educational Resources Information Center

    Akarsu, Bayram

    2010-01-01

    The main goal of this article is to introduce physics education research (PER) to researchers in other fields. Topics include discussion of differences between science education research (SER) and physics education research (PER), physics educators, research design and methodology in physics education research and current research traditions and…

  11. Science education in a secular age

    NASA Astrophysics Data System (ADS)

    Long, David E.

    2013-03-01

    A college science education instructor tells his students he rejects evolution. What should we think? The scene unfolds in one of the largest urban centers in the world. If we are surprised, why? Expanding on Federica Raia's (2012) first-hand experience with this scenario, I broaden her discussion by considering the complexity of science education in a secular age. Enjoining Raia within the framework of Charles Taylor's A Secular Age, I task the science education community to consider the broad strokes of science, religious faith, and the complexity of modernity in its evolving, hybridized forms. Building upon anthropological approaches to science education research, I articulate a framework to more fully account for who, globally, is a Creationist, and what this means for our views of ethically responsive science education.

  12. Research facility access & science education

    SciTech Connect

    Rosen, S.P.; Teplitz, V.L.

    1994-10-01

    As Congress voted to terminate the Superconducting Super Collider (SSC) Laboratory in October of 1993, the Department of Energy was encouraged to maximize the benefits to the nation of approximately $2 billion which had already been expended to date on its evolution. Having been recruited to Texas from other intellectually challenging enclaves around the world, many regional scientists, especially physicists, of course, also began to look for viable ways to preserve some of the potentially short-lived gains made by Texas higher education in anticipation of {open_quotes}the SSC era.{close_quotes} In fact, by November, 1993, approximately 150 physicists and engineers from thirteen Texas universities and the SSC itself, had gathered on the SMU campus to discuss possible re-uses of the SSC assets. Participants at that meeting drew up a petition addressed to the state and federal governments requesting the creation of a joint Texas Facility for Science Education and Research. The idea was to create a facility, open to universities and industry alike, which would preserve the research and development infrastructure and continue the educational mission of the SSC.

  13. On Hiring Science Faculty with Education Specialties for Your Science (Not Education) Department

    ERIC Educational Resources Information Center

    Bush, S. D.; Pelaez, N. J.; Rudd, J. A.; Stevens, M. T.; Williams, K. S.; Allen, D. E.; Tanner, K. D.

    2006-01-01

    In this article, the authors highlight an issue in science education facing many university and college science departments: hiring faculty who can bring to the department specialized expertise in science education. To begin to address this issue, a collaborative team of tenure-track faculty--all of whom are primarily trained in science and have…

  14. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 15 2010-01-01 2010-01-01 false Food and agricultural sciences areas targeted for..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS... sciences areas targeted for National Needs Graduate and Postdoctoral Fellowship Grants Program...

  15. San Diego Science Alliance Education Outreach Activities

    NASA Astrophysics Data System (ADS)

    Blue, Anne P.

    1996-11-01

    The General Atomics Science Education Outreach Activities as well as those of several other San Diego area institutions led to the formation in 1994 of the San Diego Science Alliance. The Science Alliance is a consortium of science-related industries, institutions of research and higher education, museums, medical health networks, and science competitions in support of K-12 science education. Some Alliance accomplishments include printing over 4000 resource catalogs for teachers, workshops presented by over 20 of their business members at the San Diego Science Education Conference, and hosting of 3 eight-week courses for teachers. The Alliance provides an important forum for interaction between schools and teachers and local industries and institutions. The Science Alliance maintains a World Wide Web Home Page at elvbf http://www.cerf.net/sd_science/. General Atomics' role in the San Diego Science Alliance will be presented.(Presented by Patricia S. Winter for the General Atomics Science Education Groups and San Diego Science Alliance.)

  16. ADAPTING THE FFA TO A CHANGING PROGRAM OF VOCATIONAL AGRICULTURE. RESEARCH SERIES IN AGRICULTURAL EDUCATION.

    ERIC Educational Resources Information Center

    KANTER, EARL F.; BENDER, RALPH E.

    THE PURPOSE OF THIS NATIONAL STUDY WAS TO SUGGEST WAYS OF ADAPTING THE FUTURE FARMERS OF AMERICA (FFA) TO A CHANGING PROGRAM OF VOCATIONAL AGRICULTURE THROUGH IDENTIFYING NEW PURPOSES OF THE FFA AND EVALUATING SELECTED OPERATIONAL GUIDELINES AND NATIONAL AND STATE FFA ACTIVITIES. MEMBERS OF THE UNITED STATES OFFICE OF EDUCATION, HEAD STATE…

  17. Report of the Panel on Pre-Professional Training in the Agricultural Sciences.

    ERIC Educational Resources Information Center

    Commission on Undergraduate Education in the Biological Sciences, Washington, DC.

    Summaries of the recommendations made by action committees established by the Panel on Pre-Professional Training in the Agricultural Sciences are made under the headings "Biological Subject Matter,""Mathematics," and "Physics." The action committees in Animal Sciences, Bioengineering, Food Sciences, Natural Resources, Plant and Soil Sciences, and…

  18. The Nature of Science and Science Education: A Bibliography

    NASA Astrophysics Data System (ADS)

    Bell, Randy; Abd-El-Khalick, Fouad; Lederman, Norman G.; Mccomas, William F.; Matthews, Michael R.

    Research on the nature of science and science education enjoys a long history, with its origins in Ernst Mach's work in the late nineteenth century and John Dewey's at the beginning of the twentieth century. As early as 1909 the Central Association for Science and Mathematics Teachers published an article - A Consideration of the Principles that Should Determine the Courses in Biology in Secondary Schools - in School Science and Mathematics that reflected foundational concerns about science and how school curricula should be informed by them. Since then a large body of literature has developed related to the teaching and learning about nature of science - see, for example, the Lederman (1992)and Meichtry (1993) reviews cited below. As well there has been intense philosophical, historical and philosophical debate about the nature of science itself, culminating in the much-publicised Science Wars of recent time. Thereferences listed here primarily focus on the empirical research related to the nature of science as an educational goal; along with a few influential philosophical works by such authors as Kuhn, Popper, Laudan, Lakatos, and others. While not exhaustive, the list should prove useful to educators, and scholars in other fields, interested in the nature of science and how its understanding can be realised as a goal of science instruction. The authors welcome correspondence regarding omissions from the list, and on-going additions that can be made to it.

  19. Revising and Updating the Plant Science Components of the Connecticut Vocational Agriculture Curriculum.

    ERIC Educational Resources Information Center

    Connecticut Univ., Storrs. Dept. of Educational Leadership.

    This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest control;…

  20. Adoption of Information and Communication Technologies (ICTs) by Agricultural Science and Extension Teachers in Abuja, Nigeria

    ERIC Educational Resources Information Center

    Alabi, Olugbenga Omotayo

    2016-01-01

    This study examined adoption of Information and Communication Technologies (ICTs) by agricultural science and extension teachers in Abuja, Nigeria. Specifically, the objectives are to: identify the background and demographic characteristics of agricultural science and extension teachers in the study area; examine the factors influencing adoption…

  1. Examining iPod Use by Texas Agricultural Science and Technology Teachers

    ERIC Educational Resources Information Center

    Murphrey, Theresa Pesl; Miller, Kimberly A.; Roberts, T. Grady

    2009-01-01

    The purpose of this study was to establish baseline data regarding the adoption of iPods and similar technologies by agricultural science and technology teachers. The population consisted of all agricultural science and technology teachers in Texas. A sample of 310 was randomly drawn from the population. Study findings reveal that while…

  2. 75 FR 68598 - Notice of Appointment of Members to the National Agricultural Research, Extension, Education, and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-11-08

    ... Agriculture and Consumer Sciences, Tennessee State University; Category P. ``American Colleges of Veterinary... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF AGRICULTURE... United States Department of Agriculture announces the appointments made by the Secretary of...

  3. Advanced Science for Employment and Higher Education.

    ERIC Educational Resources Information Center

    Gadd, Ken

    1998-01-01

    Compares the extent to which two types of advanced level qualifications, General Certificate of Education (GCE) A-levels and General National Vocational Qualification (GNVQ) advanced science, meet the needs of employers and tutors of science courses in higher education. (Author/CCM)

  4. The Viability of Distance Education Science Laboratories.

    ERIC Educational Resources Information Center

    Forinash, Kyle; Wisman, Raymond

    2001-01-01

    Discusses the effectiveness of offering science laboratories via distance education. Explains current delivery technologies, including computer simulations, videos, and laboratory kits sent to students; pros and cons of distance labs; the use of spreadsheets; and possibilities for new science education models. (LRW)

  5. Reforming Science Education. Social Perspectives & Personal Reflections.

    ERIC Educational Resources Information Center

    Bybee, Rodger W.

    Science education reform is an ongoing process. In recent years many have begun to look not only to teachers for change, but they are also insisting on the involvement of administrators, parents, community members, and some business organizations to bring about this change. This book presents facts and insights regarding science education reform…

  6. Global Reproduction and Transformation of Science Education

    ERIC Educational Resources Information Center

    Tobin, Kenneth

    2011-01-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and…

  7. Open Competence on Science Education Curriculum Instruction.

    ERIC Educational Resources Information Center

    Takemura, Shigekazu

    Considering the rapid advancements in scientific knowledge and technological improvements, this paper calls for a reorientation of the curriculum and instruction of science education in Japan. The document encourages the development of a science education program which focuses on a few major concepts and then teaches children how to think…

  8. Supporting STEM Education in Secondary Science Contexts

    ERIC Educational Resources Information Center

    Asghar, Anila; Ellington, Roni; Rice, Eric; Johnson, Francine; Prime, Glenda M.

    2012-01-01

    Science education scholars emphasize the significance of an integrative, interdisciplinary STEM (Science, Technology, Engineering, and Mathematics) education that encourages students to learn about the natural world through exploration, inquiry, and problem-solving experiences. This article reports on a professional development program aimed at…

  9. Teaching Science. Educational Practices Series-17

    ERIC Educational Resources Information Center

    Staver, John R.

    2007-01-01

    Education in science serves three purposes. First, it prepares students to study science at higher levels of education. Second, it prepares students to enter the workforce, pursue occupations, and take up careers. Third, it prepares them to become more scientifically literate citizens. The relative priority and alignment of these three purposes…

  10. Developing Intercultural Science Education in Ecuador

    ERIC Educational Resources Information Center

    Schroder, Barbara

    2008-01-01

    This article traces the recent development of intercultural science education in Ecuador. It starts by situating this development within the context of a growing convergence between Western and indigenous sciences. It then situates it within the larger historical, political, cultural, and educational contexts of indigenous communities in Ecuador,…

  11. The Nature of Science in Science Education: An Introduction

    NASA Astrophysics Data System (ADS)

    McComas, William F.; Almazroa, Hiya; Clough, Michael P.

    After providing a definition of the nature of science (NOS) for science education, we argue that a pragmatic consensus exists regarding NOS topics most important for a scientifically literate society. Hence, NOS instruction should take a more prominent role in the science curriculum. While the relationship between a teacher's NOS knowledge and their pedagogical decision-making is not straight- forward, we maintain that a complex interplay does exist. While more science coursework and research experience have been suggested to improve science teachers' understanding of NOS, neither approach is empirically supported. However, explicit attempts at NOS instruction in science teacher education have been effective. This article, which is an abridged version of one appearing in McComas (1998), concludes with the suggestion of a desired state for NOS instruction.Hence, it is vital that science teachers and their students gain an understanding of the nature of science, a hybrid field blending aspects of various social studies of science such as the history, sociology and philosophy of science with research from the cognitive science into a rich and useful description of what science is and how it functions.

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

    ERIC Educational Resources Information Center

    Hacioglu, Yasemin; Yamak, Havva; Kavak, Nusret

    2016-01-01

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

  13. Agricultural Education Division, American Vocational Association Convention (Houston, Texas, December 3-8, 1976).

    ERIC Educational Resources Information Center

    Tulloch, Rodney W.

    This document contains the abstract of each presentation (approximately 50) of the Agricultural Division, American Vocational Association Convention (1976). Topics covered include agricultural education research, teaching and administration of agricultural education, and teacher education in agriculture. The following are sample paper topics:…

  14. Reorienting Agricultural Education towards a Free Market Model Emphasizing Economic Understanding.

    ERIC Educational Resources Information Center

    Amberson, Max L.

    Agricultural education has grown and flourished in the past because it took students with farm backgrounds and helped them become better managers and producers, thus improving agriculture in general. Now that fewer students are coming from farms into agricultural education, agricultural education has lost its protected status and become just…

  15. Building a Regional Science Education Infrastructure: The Accomplishments of the Sanford Science Education Center

    ERIC Educational Resources Information Center

    Inverness Research, 2016

    2016-01-01

    For the past five years, the education and outreach effort of the Sanford Underground Research Facility has been supported by a grant from the National Science Foundation (NSF) to plan, develop, prototype, and prioritize the suite of educational outreach activities of the lab. Now known as the Sanford Science Education Center (SSEC), education and…

  16. Scientists Interacting With University Science Educators

    NASA Astrophysics Data System (ADS)

    Spector, B. S.

    2004-12-01

    Scientists with limited time to devote to educating the public about their work will get the greatest multiplier effect for their investment of time by successfully interacting with university science educators. These university professors are the smallest and least publicized group of professionals in the chain of people working to create science literate citizens. They connect to all aspects of formal and informal education, influencing everything from what and how youngsters and adults learn science to legislative rulings. They commonly teach methods of teaching science to undergraduates aspiring to teach in K-12 settings and experienced teachers. They serve as agents for change to improve science education inside schools and at the state level K-16, including what science content courses are acceptable for teacher licensure. University science educators are most often housed in a College of Education or Department of Education. Significant differences in culture exist in the world in which marine scientists function and that in which university science educators function, even when they are in the same university. Subsequently, communication and building relationships between the groups is often difficult. Barriers stem from not understanding each other's roles and responsibilities; and different reward systems, assumptions about teaching and learning, use of language, approaches to research, etc. This presentation will provide suggestions to mitigate the barriers and enable scientists to leverage the multiplier effect saving much time and energy while ensuring the authenticity of their message is maintained. Likelihood that a scientist's message will retain its authenticity stems from criteria for a university science education position. These professors have undergraduate degrees in a natural science (e.g., biology, chemistry, physics, geology), and usually a master's degree in one of the sciences, a combination of natural sciences, or a master's including

  17. General Atomics Science Education Outreach Programs

    NASA Astrophysics Data System (ADS)

    Winter, Patricia S.

    1996-11-01

    Motivated by a desire to improve science literacy and to help the current generation of students to be more prepared for an increasingly technological future, General Atomics has been a leader in science education outreach to local K-12 schools. Through its nonprofit ``Sciences Education Foundation,'' and in cooperation with local science teachers, General Atomics has sponsored a variety of education activities and developed several science teaching units including Fusion --- Energy of the Stars; An Exploration of Materials Science, Recombinant DNA Technology; Environmental Radioactivity; and Energy from the Atom. Printed materials and laboratory kits for ``hands-on'' teaching units have been made available to over 600 teachers (from over 175 schools) who have attended General Atomics sponsored workshops, and presentations at education and professional meetings. Additional outreach activities include school partnerships, facility tours, and mentoring programs.

  18. Finding Science in the School Body: Reflections on Transgressing the Boundaries of Science Education and the Social Studies of Science

    ERIC Educational Resources Information Center

    Weinstein, Matthew

    2008-01-01

    This paper examines the framings that the fields of the social studies of science and science education use for each other. It is shown that the social studies of science frames science education as passive and timeless. Science education frames science studies as a set of representations to better capture how science works. The paper then…

  19. Science, Education, and the Ideology of "How"

    ERIC Educational Resources Information Center

    Lang, Charles

    2010-01-01

    The aim of this work is to relate discussions of ideology and science within the Radical Science movement of the 1960s-1980s with present conversations on the integration of biology, psychology, and education. The argument is that an ideological analysis yields useful direction with respect to how a learning science might develop and how we might…

  20. Science Education Newsletter Number 19, August 1972.

    ERIC Educational Resources Information Center

    British Council, London (England). Science Dept.

    British science and mathematics education activities are described. Brief accounts are given of developments in the following Schools Council projects: Integrated Science (grades nine through eleven), Science 5/13 (grades one through eight), Environmental Studies (grades one through eight), and Mathematics for the Majority (grades seven through…

  1. Science Education: From Separation to Integration

    ERIC Educational Resources Information Center

    Linn, Marcia C.; Gerard, Libby; Matuk, Camillia; McElhaney, Kevin W.

    2016-01-01

    Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science…

  2. Science Education in Bhutan: Issues and Challenges

    ERIC Educational Resources Information Center

    Childs, Ann; Tenzin, Wangpo; Johnson, David; Ramachandran, Kiran

    2012-01-01

    Science education in a developing country is pivotal in the developmental process. Bhutan, like other developing countries, places great importance in institutionalising a relevant and challenging science curriculum for all of its school-aged children. A number of factors have made the review of the science curriculum in Bhutan a priority…

  3. Technology and Reform-Based Science Education

    ERIC Educational Resources Information Center

    Dani, Danielle E.; Koenig, Kathleen M.

    2008-01-01

    Current reforms in science education call for the integration of digital technologies into science teaching, advocating that students learn science content and processes through technology. In this article, we provide practical examples, situated within the literature, of how digital technologies can be used to support the development and…

  4. Defining science in a multicultural world: Implications for science education

    NASA Astrophysics Data System (ADS)

    Cobern, William W.; Loving, Cathleen C.

    2001-01-01

    In today's schools there are often competing accounts of natural phenomena, especially when schools are located in multicultural communities. There are also competing claims about what counts as science. This article examines the definition of science put forward from multicultural perspectives in contrast to a universalist perspective on science; that is, the Standard Account. The article argues that good science explanations will always be universal even if indigenous knowledge is incorporated as scientific knowledge. What works best is still of interest to most, and although one may hate to use the word hegemony, Western science would co-opt and dominate indigenous knowledge if it were incorporated as science. Therefore, indigenous knowledge is better off as a different kind of knowledge that can be valued for its own merits, play a vital role in science education, and maintain a position of independence from which it can critique the practices of science and the Standard Account.

  5. Constructivism in Science and Science Education: A Philosophical Critique

    NASA Astrophysics Data System (ADS)

    Nola, Robert

    This paper argues that constructivist science education works with an unsatisfactory account of knowledge which affects both its account of the nature of science and of science education. The paper begins with a brief survey of realism and anti-realism in science and the varieties of constructivism that can be found. In the second section the important conception of knowledge and teaching that Plato develops in the Meno is contrasted with constructivism. The section ends with an account of the contribution that Vico (as understood by constructivists), Kant and Piaget have made to constructivist doctrines. Section three is devoted to a critique of the theory of knowledge and the anti-realism of von Glaserfeld. The final section considers the connection, or lack of it, between the constructivist view of science and knowledge and the teaching of science.

  6. The regulation of agricultural biotechnology: science shows a better way.

    PubMed

    Miller, Henry I

    2010-11-30

    National and international regulation of recombinant DNA-modified, or 'genetically engineered' (also referred to as 'genetically modified' or GM), organisms is unscientific and illogical, a lamentable illustration of the maxim that bad science makes bad law. Instead of regulatory scrutiny that is proportional to risk, the degree of oversight is actually inversely proportional to risk. The current approach to regulation, which captures for case-by-case review organisms to be field tested or commercialized according to the techniques used to construct them rather than their properties, flies in the face of scientific consensus. This approach has been costly in terms of economic losses and human suffering. The poorest of the poor have suffered the most because of hugely inflated development costs of genetically engineered plants and food. A model for regulation of field trials known as the 'Stanford Model' is designed to assess risks of new agricultural introductions - whether or not the organisms are genetically engineered, and independent of the genetic modification techniques employed. It offers a scientific, rational, risk-based basis for field trial regulations. Using this sort of model for regulatory review would not only better protect human health and the environment, but would also permit more expeditious development and more widespread use of new plants and seeds.

  7. Informal Science: Family Education, Experiences, and Initial Interest in Science

    ERIC Educational Resources Information Center

    Dabney, Katherine P.; Tai, Robert H.; Scott, Michael R.

    2016-01-01

    Recent research and public policy have indicated the need for increasing the physical science workforce through development of interest and engagement with informal and formal science, technology, engineering, and mathematics experiences. This study examines the association of family education and physical scientists' informal experiences in…

  8. Hermeneutics of Science and Multi-Gendered Science Education

    ERIC Educational Resources Information Center

    Ginev, Dimitri Jordan

    2008-01-01

    In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education. I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science to cultural studies of scientific practices as championed by supporters of postmodern political…

  9. Chemurgy: Using Science Innovatively to Save American Agriculture from Overproduction

    ERIC Educational Resources Information Center

    Permeswaran, Palani

    2010-01-01

    "A prosperous and productive agriculture is necessary to national and world peace and prosperity." This statement by Clinton Anderson, Secretary of Agriculture from 1945-1948, encapsulates the idea of chemurgy, the utilization of scientific research to discover new uses for agricultural surplus. In the late 1920s, chemurgists began looking at farm…

  10. Ecojustice in science education: leaving the classroom

    NASA Astrophysics Data System (ADS)

    Mueller, Michael P.

    2011-06-01

    Eduardo Dopico and Eva Garcia-Vázquez's article enriched the ecojustice literature with an interesting metaphor of leaving the classroom, which I argue for here. Glasson and Boggs help to highlight the challenges and fortitude of working ecojustice perspectives in science education and the ways that a dialogical conversation addresses the world at large rather than focusing narrowly and exclusively on science education. Considering the metaphor of `leaving the classroom' I want to explore the tensions that can be experienced by science educators who do research focused on ecosocial justice. While it is not a new idea to suggest that there are gatekeepers in science education who try to maintain what counts in terms of impact in the classroom and what counts or not for the purposes of doing good work in science education, I anticipate highlighting the tensions that ecojustice educators may experience and why they can and should persevere with the incisive work that they are doing to conserve the prospects of future generations. Ecojustice no longer belongs constrained under the confines of environmental sciences or environmental education in science education. It is a separate and distinct field of study that should be generally accepted for the ways it brings clarity and conversation to ideas, curriculum studies, and thick descriptions of how people engage in eco-justice and ethics.

  11. Secondary Agricultural Education from a "Learning to Learn" Perspective.

    ERIC Educational Resources Information Center

    Biemans, H. J. A.; Jongmans, C. T.

    1995-01-01

    Adoption of a learning-to-learn perspective in secondary agricultural education is affected by school policy, inservice training, and teachers' professional orientation. School management and policy must reflect the perspective that fostering the quality of students' independent learning is the central mission. School organizations should become…

  12. Student Apathy as Defined by Secondary Agricultural Education Students

    ERIC Educational Resources Information Center

    De Lay, Ann M.; Swan, Benjamin G.

    2014-01-01

    Student motivation continues to be a source of concern for educators. This phenomenological study captured the voices of secondary agriculture students as they shared their perspectives and experiences surrounding student apathy. Four focus group interviews were conducted at four central California high schools with distinguished agriculture…

  13. Environmental Education, Sustainable Agriculture, and CGIAR: History and Future Prospects

    ERIC Educational Resources Information Center

    Nelles, Wayne

    2011-01-01

    The Consultative Group on International Agricultural Research (CGIAR) is a global network of 15 specialized centers employing around 2,000 international scientists and 6,000 national staff in over 100 countries. CGIAR educational approaches to environmental issues have varied amid conflicting perspectives. Inadequate policies, learning resources,…

  14. Pilot Evaluation of an Internet Educational Module for Agricultural Safety

    ERIC Educational Resources Information Center

    Schwab, Charles V.; Freeman, Steven A.

    2011-01-01

    An important component of the safe operation of agricultural equipment is the ability to read and understand universal symbols. The Internet educational module is designed to help participants recognize these symbols. The impact of using it was evaluated using a field trial study. Assessment consisted of pre- and post-tests. Youth who had access…

  15. Research in Agricultural Education Programs Beyond High School.

    ERIC Educational Resources Information Center

    Persons, Edgar, Ed.; Copa, George, Ed.

    Concentrating on research in agricultural programs beyond the high schools, this 1970 Central Region conference report includes material applicable to area vocational technical schools, junior and community colleges, and continuing education for beginning and adult farmers. Each of these groups developed a list of interests, needs, and problems…

  16. Marketing and Distributive Education Curriculum Guide for Agricultural Services.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Vocational Education Studies.

    This curriculum guide provides curriculum coordinators with a basis for planning a comprehensive program in the career field of marketing agricultural services and allows marketing and distributive education teachers maximum flexibility. Introductory materials include information on use of the guide, information on careers in agricultural…

  17. Educational and Training Opportunities in Sustainable Agriculture. 8th Edition.

    ERIC Educational Resources Information Center

    Gates, Jane Potter

    This directory provides information on over 200 institutions and organizations that are involved in organic, alternative, or sustainable agriculture and that also focus on education, training, or provision of information. The directory was compiled by the Alternative Farming Systems Information Center (AFSIC), which is 1 of 10 information centers…

  18. Preservice Agricultural Education Teachers' Sense of Teaching Self-Efficacy

    ERIC Educational Resources Information Center

    Stripling, Christopher; Ricketts, John C.; Roberts, T. Grady; Harlin, Julie F.

    2008-01-01

    The purpose of this study was to perform a longitudinal examination of the teaching self-efficacy of preservice agricultural education teachers. Data were collected for two years at The University of Georgia and Texas A&M University during the Fall 2004 and Spring 2005 and the Fall 2005 and Spring 2006 semesters (N = 102). Data were collected…

  19. Educational and Training Opportunities in Sustainable Agriculture. 7th Edition.

    ERIC Educational Resources Information Center

    Gates, Jane Potter

    This directory contains information about institutions and organizations involved in organic, alternative, or sustainable agriculture, and its focus is on education, training, and provision of information. The directory contains program and contact information for 122 institutions, associations, centers, universities, and foundations; and 4…

  20. Educational and Training Opportunities in Sustainable Agriculture. Third Edition.

    ERIC Educational Resources Information Center

    Gates, Jane Potter

    This directory contains an updated list of institutions involved in organic, low input, or sustainable agriculture that provide education, training, or information. Scope of coverage is the United States and Canada, with 124 listings for the United States and 5 for Canada. Arranged alphabetically, listings consist of institution name, address,…

  1. A Proposed Educational Program for Agricultural Development in Iraq.

    ERIC Educational Resources Information Center

    Alsamarrae, Hatam Ali

    The general purpose of this study was to develop an educational program for agricultural development in Iraq, and to identify the best method for its implementation. The proposed program was based primarily upon relevant factors identified through data collection from the following sources: official records, current literature, and the writer's…

  2. Reporting and Interpreting Effect Size in Quantitative Agricultural Education Research

    ERIC Educational Resources Information Center

    Kotrlik, Joe W.; Williams, Heather A.; Jabor, M. Khata

    2011-01-01

    The Journal of Agricultural Education (JAE) requires authors to follow the guidelines stated in the Publication Manual of the American Psychological Association [APA] (2009) in preparing research manuscripts, and to utilize accepted research and statistical methods in conducting quantitative research studies. The APA recommends the reporting of…

  3. Factors Influencing Practical Training Quality in Iranian Agricultural Higher Education

    ERIC Educational Resources Information Center

    Mojarradi, Gholamreza; Karamidehkordi, Esmail

    2016-01-01

    This paper presents an analysis of the factors influencing the practical training quality of agricultural higher education programmes from the senior students' perspective. The study was conducted in two public universities located in the north-west of Iran using a cross-sectional survey and structured interviews with a randomised sample of 254…

  4. Teacher Education Packet for Illinois Core Curriculum in Agriculture.

    ERIC Educational Resources Information Center

    Hemp, Paul; Pepple, Jerry

    Developed for use by teacher educators or state staff, this teaching packet provides preservice or inservice training to teachers and prospective teachers on how to use the Illinois Core Curriculum in Agriculture. (It is recommended that copies of the Illinois core materials be available to the students.) Three problem areas are included:…

  5. Agricultural Education at the Tuskegee Normal and Industrial School

    ERIC Educational Resources Information Center

    Croom, D. Barry

    2007-01-01

    This study identified events during the life of Booker Taliaferro Washington and during the early years of the Tuskegee Normal and Industrial School that may have contributed to the development of agricultural and industrial education for African Americans. Washington's experiences as a former slave and his observations of life for African…

  6. Professional Development Needs of Beginning Agricultural Education Teachers in Idaho

    ERIC Educational Resources Information Center

    Touchstone, Allison J. L.

    2015-01-01

    The continuing shortage of agricultural education instructors has been documented across the state and nation. Secondary instructor retention may help reduce the shortage and position changes each year. Identifying the challenges facing beginning teachers as perceived by beginning teachers, veteran teachers, and building administrators can help…

  7. Agriculture Education. Elements of Farm and Building Layout.

    ERIC Educational Resources Information Center

    Stuttgart Public Schools, AR.

    This curriculum guide is designed for group instruction of secondary agricultural education students enrolled in one or two semester-long courses in elements of farm and building layout. The guide presents units of study in the following areas: (1) sketching and drawing equipment, (2) gothic lettering, (3) layout of a standard sheet, (4) job…

  8. 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…

  9. 25 CFR 166.900 - How are the Indian agriculture education programs operated?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false How are the Indian agriculture education programs... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.900 How are the Indian agriculture education programs operated? (a) The purpose of the Indian...

  10. 25 CFR 166.900 - How are the Indian agriculture education programs operated?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false How are the Indian agriculture education programs... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.900 How are the Indian agriculture education programs operated? (a) The purpose of the Indian...

  11. 25 CFR 166.902 - How can I become an agriculture educational employment student?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false How can I become an agriculture educational employment... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.902 How can I become an agriculture educational employment student? (a) To be considered for...

  12. 25 CFR 166.902 - How can I become an agriculture educational employment student?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false How can I become an agriculture educational employment... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.902 How can I become an agriculture educational employment student? (a) To be considered for...

  13. 25 CFR 166.902 - How can I become an agriculture educational employment student?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true How can I become an agriculture educational employment... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.902 How can I become an agriculture educational employment student? (a) To be considered for...

  14. 25 CFR 166.900 - How are the Indian agriculture education programs operated?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false How are the Indian agriculture education programs... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.900 How are the Indian agriculture education programs operated? (a) The purpose of the Indian...

  15. 25 CFR 166.902 - How can I become an agriculture educational employment student?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false How can I become an agriculture educational employment... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.902 How can I become an agriculture educational employment student? (a) To be considered for...

  16. 25 CFR 166.902 - How can I become an agriculture educational employment student?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false How can I become an agriculture educational employment... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.902 How can I become an agriculture educational employment student? (a) To be considered for...

  17. 25 CFR 166.900 - How are the Indian agriculture education programs operated?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true How are the Indian agriculture education programs operated... GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.900 How are the Indian agriculture education programs operated? (a) The purpose of the Indian...

  18. 25 CFR 166.900 - How are the Indian agriculture education programs operated?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false How are the Indian agriculture education programs... WATER GRAZING PERMITS Agriculture Education, Education Assistance, Recruitment, and Training § 166.900 How are the Indian agriculture education programs operated? (a) The purpose of the Indian...

  19. Theme: Is Public School Adult Education in Agriculture Needed in the 21st Century?

    ERIC Educational Resources Information Center

    Migler, Jerry, Ed.

    1999-01-01

    Includes "And the Answer Is...Yes But" (Migler); "Does Farm Business Management Education Pay?" (Torgerson); "Adult Agriculture Education" (Riley); "Adult Education in Agriculture" (Zidon); "Relevant Agricultural Education Is Needed at the Two-Year College" (Claycomb); "A Paradigm Shift?" (Sponaugle); "Change and Diversity" (Bolton); "The Future"…

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

    ERIC Educational Resources Information Center

    Kumar, David D.; Morris, John D.

    2005-01-01

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

  1. Science, Worldviews and Education: An Introduction

    NASA Astrophysics Data System (ADS)

    Matthews, Michael R.

    2009-06-01

    This special issue of Science & Education deals with the theme of ‘Science, Worldviews and Education’. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the Nature of Science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to questions about science and worldviews: What is a worldview? Does science have a worldview? Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? Does science lack a worldview but nevertheless have implications for worldviews? How can scientific worldviews be reconciled with seemingly discordant religious and cultural worldviews? In addition to this major curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science, make very pressing the questions of whether, and how, science is committed to particular worldviews. Hugh Gauch Jr. provides a long and extensive lead essay in the volume, and 12 philosophers, educators, scientists and theologians having read his paper, then engage with the theme. Hopefully the special issue will contribute to a more informed understanding of the relationship between science, worldviews and education, and provide assistance to teachers who are routinely engaged with the subject.

  2. Integration of Geospatial Science in Teacher Education

    ERIC Educational Resources Information Center

    Hauselt, Peggy; Helzer, Jennifer

    2012-01-01

    One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class…

  3. NASA Earth Science Enterprise 2000 Education Catalog.

    ERIC Educational Resources Information Center

    Schwerin, Theresa

    The National Aeronautical Space Administration's (NASA) Earth Science Enterprise (ESE) produces a wide range of products for teachers and students and supports educational activities for all grade levels in cooperation with the NASA Headquarters Education Division. This catalog presents the diverse educational programs, products, and resources…

  4. Science Education Resource Assistant for Science Teachers. [CD- ROM].

    ERIC Educational Resources Information Center

    ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.

    This CD-ROM provides a collection of Internet resources as well as K-16 related science materials and is divided into two sections. "Online Resources" includes information on the Educational Resources Information Center (ERIC), National Standards, AAAS Project 2061 Resources, U.S. Department of Education, Third International Mathematics…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  6. Space Life Sciences Research and Education Program

    NASA Technical Reports Server (NTRS)

    Coats, Alfred C.

    2001-01-01

    Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.

  7. Hanford`s innovations for science education

    SciTech Connect

    Carter, D.

    1996-12-31

    In recognition of declining science literacy in the United States and a projected shortfall of scientists, engineers and technologists to address environmental problems nationally and internationally during the 21st century, Westinghouse Hanford Company has launched several innovative science education projects at the US Department of Energy Hanford Site. The Hanford Site is very rich in resources that can be brought to bear on the problem: world-class technical experts, state of the art facilities and equipment, and the largest environmental laboratory in the world. During the past two years, several innovative science education initiatives have been conceived and pursued at the secondary education level including the International Academy for the Environment (residential high school with an environmental theme), Environmental BATTmobile Program (mobile middle school science education program), and Multicultural Experiences in Math and Science (education program based on cultural contributions to math and science). Hanford scientists, engineers and administrators have worked with the education community (K-12 and college-university) to develop innovative approaches to science education.

  8. Earth Science Education in Zambia

    NASA Astrophysics Data System (ADS)

    Nyambe, Imasiku Anayawa

    1999-05-01

    Mining in Zambia has been practised for centuries, and in the last 70 years Zambia has risen to become one of the world's leading Cu producers as a result of the exploitation of the Zambian Copperbelt orebodies. In contrast to this long history of mining, Zambia has a relatively short history of Earth Science Education. For the past 24 years, the earth sciences have been taught within the School of Mines in University of Zambia. The School started operation on 1st June, 1973, with the purpose of training professional geologists, extractive metallurgical/mineral processing engineers and mining engineers to service the needs of the mining industry in Zambia. The School consists of three departments — Geology, Metallurgy and Mineral Processing, and Mining Engineering — which deliver a five-year undergraduate programme. Students are admitted to the School after completing a one-year programme in the School of Natural Sciences of the University of Zambia. Students with an average of C+ or better in Biology, Chemistry, Mathematics and Physics are admitted into the School of Mines. The School of Mines has a total of 36 teaching positions — 12 for each Department. To successfully complete their course, students must pass 40 courses over a period of five years. During this time, industrial training is mandatory in the vacation periods after the third and fourth years of study. This training is mainly within the mining industry who in most cases sponsor the students for their studies in the School. The School admits 50 students on average per year, of whom five students take up Geology as a career. So far only two female students have studied in the School of Mines, both of them in Geology. The student to staff ratio in the Geology Department is 3 to 1. The low enrolment in Geology is thought to be because of a lack of knowledge of geology as a possible career by prospective students and a perceived lack of progression, once employed in industry. This has lead to a

  9. Science education needs a multilevel approach.

    PubMed

    von Arx, Matthias; Labudde, Peter

    2012-01-01

    Triggered by an increasing consensus on the importance of science education for the economy and society as a whole, in recent years, a growing number of educational programs, initiatives and projects have been launched by various players (from educational policy makers over teacher education institutions to industry). Many of these initiatives have a direct or indirect link to molecular sciences. In this article, we develop a two-dimensional framework which can be used as a guideline in the classification and discussion of existing projects as well as in the planning and design of future initiatives. The framework incorporates three organizational levels or groups of persons and the two very central fields of objectives 'knowledge and skills' and 'motivation and interest'. On the basis of this framework, we discuss four projects in which our science and technology education center has been involved, with respect to their influence on the knowledge, skills and interest of pupils, teachers and school administration representatives in science.

  10. An Early Historical Examination of the Educational Intent of Supervised Agricultural Experiences (SAEs) and Project-Based Learning in Agricultural Education

    ERIC Educational Resources Information Center

    Smith, Kasee L.; Rayfield, John

    2016-01-01

    Project-based learning has been a component of agricultural education since its inception. In light of the current call for additional emphasis of the Supervised Agricultural Experience (SAE) component of agricultural education, there is a need to revisit the roots of project-based learning. This early historical research study was conducted to…

  11. Identifying Teacher Needs for Promoting Education through Science as a Paradigm Shift in Science Education

    ERIC Educational Resources Information Center

    Holbrook, J.; Rannikmae, M.; Valdmann, A.

    2014-01-01

    This paper identifies an "education through science" philosophy for school science teaching at the secondary level and determines its interrelationship with approaches to student acquisition of key educational competences and the identification of teacher needs to promote meaningful learning during science lessons. Based on the…

  12. Sea Changes in Social Science Education: Woods Hole 2000. The Social Science Education Consortium Conference Series.

    ERIC Educational Resources Information Center

    White, Charles S., Ed.

    The agenda for the Social Science Education Consortium conference at Woods Hole (Massachusetts) was designed to continue a tradition of examining scholarship relative to the social sciences in K-12 education. The content focus for this volume, is political science, economics, and sociology. Following a "Foreword" (Matthew T. Downey; Joseph P.…

  13. Untapped Potential: The Status of Middle School Science Education in California. Strengthening Science Education in California

    ERIC Educational Resources Information Center

    Hartry, Ardice; Dorph, Rena; Shields, Patrick; Tiffany-Morales, Juliet; Romero, Valeria

    2012-01-01

    Despite the expressed need for high-quality science education, very little research has been conducted on what middle school science learning opportunities look like in practice. This study was conducted in support of "Strengthening Science Education in California", a research, policy, and communications initiative. Partners in this…

  14. Interactions of Economics of Science and Science Education: Investigating the Implications for Science Teaching and Learning

    NASA Astrophysics Data System (ADS)

    Erduran, Sibel; Mugaloglu, Ebru Z.

    2013-10-01

    In recent years, there has been upsurge of interest in the applications of interdisciplinary perspectives on science in science education. Within this framework, the implications of the so-called "economics of science" is virtually an uncharted territory. In this paper, we trace a set of arguments that provide a dialectic engagement with two conflicting agendas: (a) the broadening of science education to include the contextual positioning of science including economical dimensions of science, and (b) the guarding of the proliferation and reinforcement of those aspects of economics of science such as commodification of scientific knowledge that embraces inequity and restricted access to the products of the scientific enterprise. Our aim is broadly to engage, as science education researchers, in the debates in economics of science so as to investigate the reciprocal interactions that might exist with science education. In so doing, we draw out some recommendations whereby the goals of science education might provide as much input into the intellectual debates within philosophy of science on issues related to the commercialisation and commodification of scientific knowledge. We explore some implications of commodification of science in the context of modelling and argumentation in science education.

  15. 75 FR 53280 - National Board for Education Sciences

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-08-31

    ... National Board for Education Sciences AGENCY: Department of Education, Institute of Education Sciences... upcoming meeting of the National Board for Education Sciences. The notice also describes the functions of... CONTACT: Norma Garza, Executive Director, National Board for Education Sciences, 555 New Jersey Ave.,...

  16. 75 FR 13265 - National Board for Education Sciences

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-19

    ... National Board for Education Sciences AGENCY: Institute of Education Sciences, Department of Education... upcoming meeting of the National Board for Education Sciences. The notice also describes the functions of..., Executive Director, National Board for Education Sciences, 555 New Jersey Ave., NW., Room 602 K,...

  17. 75 FR 65305 - National Board for Education Sciences

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-22

    ... National Board for Education Sciences AGENCY: Department of Education, Institute of Education Sciences... proposed agenda of an upcoming meeting of the National Board for Education Sciences. The notice also..., Designated Federal Official, National Board for Education Sciences, 555 New Jersey Ave., NW., Room 602...

  18. Peer Review in Agricultural Education: Interrater Reliability of Manuscript Reviews for the 2014 National Agricultural Education Research Conference

    ERIC Educational Resources Information Center

    Shoulders, Catherine W.; Johnson, Donald M.; Flowers, Jim

    2015-01-01

    This study analyzed 336 peer reviews of 112 manuscripts submitted for possible presentation at the 2014 National Agricultural Education Research Conference (NAERC). There were scoring errors on 6.8% of the reviews; the most frequent errors were failure to record a score or assigning a score above the range of points possible for one or more of the…

  19. Hands-On Activities and Challenge Tests in Agricultural and Environmental Education

    ERIC Educational Resources Information Center

    Poudel, D. D.; Vincent, L. M.; Anzalone, C.; Huner, J.; Wollard, D.; Clement, T.; DeRamus, A.; Blakewood, G.

    2005-01-01

    Many agricultural and environmental problems are interrelated and overlapping. Several agencies, including nonprofit organizations, have developed programs to educate schoolchildren about agricultural and environmental issues; however, programs that integrate both agricultural and environmental learning, especially among middle and high school…

  20. Improving science literacy and education through space life sciences.

    PubMed

    MacLeish, M Y; Moreno, N P; Tharp, B Z; Denton, J J; Jessup, G; Clipper, M C

    2001-01-01

    The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families.

  1. Research: Providing Answers for the New Millennium. Presented Papers and Paper Critiques [from the] AAAE (American Association of Agricultural Education) Central Region Agricultural Education Research Conference (55th, St. Louis, MO, February 23, 2001).

    ERIC Educational Resources Information Center

    Gliem, Joe A., Ed.

    This document contains the following papers: "Cognitive Abilities of Oak Harbor High School Agricultural Education Students" (Mark F. Starkey, Jamie Cano); "Development and Evaluation of Hands-on Learning Activities in Indiana High School Animal Science Classes" (Kendra Koster, Mark A. Balschweid); "Teaching Biology Using…

  2. Identifying the Predictors of Secondary School Performance in Agricultural Science in Nigeria

    ERIC Educational Resources Information Center

    Waheed, Olowa Olatomide

    2009-01-01

    Introduction: Increasing Awareness of the importance of vocational agricultural education has driven various regimes in government and Educators to embark on several review of agricultural curriculum at both secondary and tertiary institutions and as well provided policies and incentives towards motivating young ones to study and take agriculture…

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

    ERIC Educational Resources Information Center

    Linn, Marcia C.

    2003-01-01

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

  4. Toward the sociopolitical in science education

    NASA Astrophysics Data System (ADS)

    Tolbert, Sara; Bazzul, Jesse

    2016-07-01

    In this paper, we explore how Jacques Rancière's (The ignorant schoolmaster: five lessons in intellectual emancipation. Stanford University Press, Stanford, 1991) notions of radical equality and dissensus reveal horizons for activism and sociopolitical engagement in science education theory, research, and practice. Drawing on Rochelle Gutiérrez' (J Res Math Educ 44(1):37-68, 2013a. doi: 10.5951/jresematheduc.44.1.0037; J Urban Math Educ 6(2):7-19, b) "sociopolitical turn" for mathematics education, we identify how the field of science education can/is turning from more traditional notions of equity, achievement and access toward issues of systemic oppression, identity and power. Building on the conversation initiated by Lorraine Otoide who draws from French philosopher Jacques Rancière to experiment with a pedagogy of radical equality, we posit that a sociopolitical turn in science education is not only imminent, but necessary to meet twenty-first century crises.

  5. Contributions of Basic Sciences to Science of Education. Studies in Educational Administration.

    ERIC Educational Resources Information Center

    Lall, Bernard M.

    The science of education has been influenced by the basic sciences to the extent that educational research now has been able to modernize its approach by accepting and using the basic scientific methodology and experimental techniques. Using primarily the same steps of scientific investigations, education today holds a place of much greater esteem…

  6. Agricultural Education. Proceedings of the Central Region Annual Research Conference (44th, Chicago, Illinois, February 24-25, 1990).

    ERIC Educational Resources Information Center

    Kansas State Univ., Manhattan.

    The following papers are included: "Focusing Agricultural Education Research" (Williams); "A Time Series Analysis of Agricultural Education Student Teachers' Perceptions of Agricultural Mechanics Laboratory Management Competencies" (Schumacher, Johnson); "Determination of the Agricultural Mechanics Laboratory Management Inservice Needs of Missouri…

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

    ERIC Educational Resources Information Center

    Erduran, Sibel

    2014-01-01

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

  8. Agricultural Management Education in Australia: Genesis of a New Degree Programme in Ecological Agriculture

    ERIC Educational Resources Information Center

    Cochrane, Kerry; Raman, Anantanarayanan; McKenzie, Anthony

    2007-01-01

    While the science community continues to ask how its responsibility to society needs to be expressed in the modern world, higher education grapples with issues of its own, including issues embroiled in the perennial tug-of-war between principle and economic pragmatism. In this paper, the authors give an account of the origins and development of a…

  9. Science Education in Bhutan: Issues and challenges

    NASA Astrophysics Data System (ADS)

    Childs, Ann; Tenzin, Wangpo; Johnson, David; Ramachandran, Kiran

    2012-02-01

    Science education in a developing country is pivotal in the developmental process. Bhutan, like other developing countries, places great importance in institutionalising a relevant and challenging science curriculum for all of its school-aged children. A number of factors have made the review of the science curriculum in Bhutan a priority including international debates about scientific literacy and the changing time and needs of Bhutanese society and its students. This article reports on the findings of a study to investigate the present status and challenges of the current science curriculum from interviews with teachers, students, and other key stakeholders such as higher education lecturers and employers. The study also draws on observations of science classes and key curriculum documents. This study was conducted as a prelude to the major science curriculum reform prioritised in the government's 10th Five Year Plan (2008-2012) in order to provide a research informed perspective for science curriculum development. The findings from the research are reported here and show a number of positive issues in science education including good student motivation in lower classes. Challenges are identified including issues of teacher development, resourcing, and fragmentation and discontinuity in the current curriculum. These issues and challenges are discussed in the light of literature on science education in developing countries.

  10. An Ecology of Science Education.

    ERIC Educational Resources Information Center

    Aubusson, Peter

    2002-01-01

    Reports on a 15-month study of attempted innovation in school science. The teachers in an Australian secondary school were attempting to introduce a constructivist approach to their teaching of science. Uses a method of analysis in which the school science system is mapped against an ecosystem. (Author/MM)

  11. Fifteen-Year Enrollment Trends Related to the Three Components of Comprehensive Agricultural Education Programs

    ERIC Educational Resources Information Center

    Retallick, Michael S.; Martin, Robert

    2008-01-01

    The purpose of this study was to identify the agricultural education enrollment trends in Iowa using 15 years of data collected from 1991 to 2005. It was found that agricultural education enrollment, Supervised Agricultural Experience (SAE) participation, and FFA membership have grown. Using annualized growth rates, agricultural education…

  12. Agricultural Issues of Significance to Iowa Crop Producers and Their Educational Implications

    ERIC Educational Resources Information Center

    Licht, Melea A. R.; Martin, Robert A.

    2007-01-01

    The purpose of this study was to determine the agricultural information preferences of crop producers in Iowa and the implications for agricultural extension education. The objective was to identify agricultural information issues producers perceive as significant to their businesses. The results will help agricultural extension educators and…

  13. Science Education Assessment Instruments: Problems in Assessing Student Attitude in Science Education: A Partial Solution.

    ERIC Educational Resources Information Center

    Krynowsky, Bernie A.

    1988-01-01

    Identifies some of the problems of attitude assessment in science education. Describes the development of the Attitude Toward the Subject Science Scale (ATSSS) and gives an overview of the Ajzen and Fishbein attitude theories. Provides five sample items. (YP)

  14. Introduction to the Educational Sciences.

    ERIC Educational Resources Information Center

    Mialaret, G.; And Others

    This volume looks at the comparative study of educational policies, issues, and problems covering developments in education worldwide. Some educators define education as an applied art that attempts to use scientific approaches. This collection of articles presents the European viewpoint, in which scholars consider key elements in the study of…

  15. Catalyzing Effective Science Education: Contributions from the NASA Science Education and Public Outreach Forums

    NASA Astrophysics Data System (ADS)

    Smith, Denise A.; Bartolone, L.; Eisenhamer, B.; Lawton, B. L.; Schultz, G. R.; Peticolas, L.; Schwerin, T.; Shipp, S.; Astrophysics E/PO Community, NASA; NASA Astrophysics Forum Team

    2013-06-01

    Advancing scientific literacy and strengthening the Nation’s future workforce through stimulating, informative, and effective learning experiences are core principles of the NASA Science Mission Directorate (SMD) education and public outreach (E/PO) program. To support and coordinate its E/PO community in offering a coherent suite of activities and experiences that effectively meet the needs of the education community, NASA SMD has created four Science Education and Public Outreach Forums (Astrophysics, Planetary Science, Heliophysics, Earth Science). Forum activities include: professional development to raise awareness of the existing body of best practices and educational research; analysis and cataloging of SMD-funded education materials with respect to AAAS Benchmarks for Science Literacy; Working Groups that assemble needs assessment and best practices data relevant to Higher Education, K-12 Formal Education, and Informal Science Education audiences; and community collaborations that enable SMD E/PO community members to develop new partnerships and to learn and share successful strategies and techniques. This presentation will highlight examples of Forum and community-based activities related to astronomy education and teacher professional development, within the context of the principles articulated within the NRC Framework for K-12 Science Education and the Next Generation Science Standards. Among these are an emerging community of practice for K-12 educators and online teacher professional development and resources that incorporate misconception research and authentic experiences with NASA Astrophysics data.

  16. Math/science education action conference report

    SciTech Connect

    Not Available

    1990-05-01

    On October 8--10, 1989, the US Department of Energy, the Lawrence Hall of Science, and the Lawrence Berkeley Laboratory sponsored a Math/Science Education Action Conference in Berkeley, California. The conference was co-chaired by Admiral James D. Watkins, Secretary of Energy, and Dr. Glenn T. Seaborg Chairman of the Lawrence Hall of Science. Nearly 250 scientists, educators, business executives, and government leaders came together to develop a concrete plan of action for restructuring and revitalizing mathematics and science education. Their target was to improve education for an entire cohort of children--the Class of 2007, the children born this school year--and their governing principle was one of collaboration, both between Federal agencies, and between public and private sectors. The report of the conference co-chairmen and participants is provided in this document. 41 figs.

  17. Global reproduction and transformation of science education

    NASA Astrophysics Data System (ADS)

    Tobin, Kenneth

    2011-03-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and derivative sensibilities, including standards, competition, and accountability systems, that mediate enacted curricula. I investigate these referents in relation to science education in two geographically and temporally discrete contexts Western Australia in the 1960s and 1970s and more recently in an inner city high school in the US. In so doing I problematize some of the taken for granted aspects of science education, including holding teachers responsible for establishing and maintaining control over students, emphasizing competition between individuals and between collectives such as schools, school districts and countries, and holding teachers and school leaders accountable for student achievement.

  18. Philosophy of Education and Other Educational Sciences

    ERIC Educational Resources Information Center

    Howe, Kenneth R.

    2014-01-01

    This article largely agrees with John White's characterizations of the relationships among philosophy of education, philosophy more generally, and the conventional world. It then extends what White identifies as the fundamental problem that should now be occupying philosophy of education--the irreconcilable opposition between education for…

  19. Science and Mathematics Education. Education Policy White Paper

    ERIC Educational Resources Information Center

    Kilpatrick, Jeremy, Ed.; Quinn, Helen, Ed.

    2009-01-01

    Not since the launch of the Soviet Sputnik satellite spurred the federal government to begin investing in science and mathematics education through the National Defense Education Act have these two areas of the school curriculum been so high on state and federal policy agendas. Policy makers, business leaders, educators, and the media again worry…

  20. Innovations in Undergraduate Science Education: Going Viral

    PubMed Central

    2015-01-01

    Bacteriophage discovery and genomics provides a powerful and effective platform for integrating missions in research and education. Implementation of the Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) program facilitates a broad impact by including a diverse array of schools, faculty, and students. The program generates new insights into the diversity and evolution of the bacteriophage population and presents a model for introducing first-year undergraduate students to discovery-based research experiences. PMID:26018168

  1. Innovations in Undergraduate Science Education: Going Viral.

    PubMed

    Hatfull, Graham F

    2015-08-01

    Bacteriophage discovery and genomics provides a powerful and effective platform for integrating missions in research and education. Implementation of the Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) program facilitates a broad impact by including a diverse array of schools, faculty, and students. The program generates new insights into the diversity and evolution of the bacteriophage population and presents a model for introducing first-year undergraduate students to discovery-based research experiences.

  2. Peak Performance...Reaching for Excellence in Agricultural Education Research. Proceedings of the Annual National Agricultural Education Research Meeting (22nd, Denver, Colorado, December 1, 1995). Volume XXII.

    ERIC Educational Resources Information Center

    Birkenholz, Robert J., Ed.; Schumacher, Leon G., Ed.

    The theme of this conference reflects the continuing need to conduct and report research that addresses significant problems and issues in Agricultural Education. Selected research papers are as follows: "Opportunities and Obstacles for Distance Education in Agricultural Education (AE)" (Murphy, Terry); "Faculty Needs Associated with Agricultural…

  3. The Education of Migrant Children. A Study of the Educational Opportunities and Experiences of Agricultural Migrants.

    ERIC Educational Resources Information Center

    Greene, Shirley E.

    In 1951, the National Council on Agricultural Life and Labor and 6 of its member organizations sponsored a research project designed to provide a factual, objective basis for plans and programs to improve the educational opportunities and experience of migratory agricultural workers' children. The project extended from July 1, 1952 to December 31,…

  4. Infrared Astronomy in Science and Education

    ERIC Educational Resources Information Center

    Mayeur, Paul Anthony

    2013-01-01

    This dissertation looks at the effects of an educator-scientist partnership on the creation of an inquiry based science lesson for the middle school classroom. The lesson was initially created by a scientist following their science research, but changed as the scientist began working with teachers. The changes in the lesson show that scientists…

  5. Pseudoscience, the Paranormal, and Science Education.

    ERIC Educational Resources Information Center

    Martin, Michael

    1994-01-01

    Given the widespread acceptance of pseudoscientific and paranormal beliefs, this article suggests that science educators need to seriously consider the problem of how these beliefs can be combated. Proposes teaching science students to critically evaluate the claims of pseudoscience and the paranormal. (LZ)

  6. Russian Science and Education: Problems and Prospects

    ERIC Educational Resources Information Center

    Lebedev, S. A.

    2014-01-01

    Higher education in Russia is not able to provide the science personnel and research that the country needs for its future economic well-being. Urgent changes are needed to improve the situation, not least among them being significant increases in the salaries of scientists, bringing Russian science into line with world standards of scientific…

  7. Rural Science Education: Valuing Local Knowledge

    ERIC Educational Resources Information Center

    Avery, Leanne M.

    2013-01-01

    Whether playing outdoors or working on the farm, rural children acquire science and engineering skills throughout their daily lives. Although 11.4 million children in the United States grow up in rural areas, compared to 14.6 million in urban areas, relatively little attention is given to rural science education. This article demonstrates that…

  8. Constructivism and Science Education: A Further Appraisal.

    ERIC Educational Resources Information Center

    Matthews, Michael R.

    2002-01-01

    Examines the philosophical underpinnings of the theory, outlines the impact of the doctrine on contemporary science education, and details the relativist and subjectivist interpretation of Thomas Kuhn's work found in constructivist writings. Indicates the problems that constructivist theory places in the way of teaching the content of science.…

  9. Fundamental Ideas: Rethinking Computer Science Education.

    ERIC Educational Resources Information Center

    Schwill, Andreas

    1997-01-01

    Describes a way to teach computer science based on J.S. Bruner's psychological framework. This educational philosophy has been integrated into two German federal state schools. One way to cope with the rapid developments in computer science is to teach the fundamental ideas, principles, methods, and ways of thinking to K-12 students, (PEN)

  10. Science: An Unreliable Friend to Environmental Education?

    ERIC Educational Resources Information Center

    Ashley, Martin

    2000-01-01

    Focuses on the uneasy relationship between science and environmental education. Argues that science probably offers the strongest justification for the adoption of pro-environmental behaviors and policies, but that the relationship between environmentalism is strained by conflicts over fundamental values that are apparent in the interpretation of…

  11. Science as Myth in Physical Education.

    ERIC Educational Resources Information Center

    Kirk, David

    Scientization is a process that refers to the mythologies that are generated around the practices of working scientists. This paper discusses how science works on popular consciousness and how particular occupational groups use science to legitimatize their discipline, specifically in physical education. Two examples are presented to illustrate…

  12. Science Education in a Secular Age

    ERIC Educational Resources Information Center

    Long, David E.

    2013-01-01

    A college science education instructor tells his students he rejects evolution. What should we think? The scene unfolds in one of the largest urban centers in the world. If we are surprised, why? Expanding on Federica Raia's (2012) first-hand experience with this scenario, I broaden her discussion by considering the complexity of science education…

  13. NASA's Earth Science Enterprise: 1998 Education Catalog

    NASA Technical Reports Server (NTRS)

    1998-01-01

    The goals of the Earth Science Enterprise (ESE) are to expand the scientific knowledge of the Earth system; to widely disseminate the results of the expanded knowledge; and to enable the productive use of this knowledge. This catalog provides information about the Earth Science education programs and the resources available for elementary through university levels.

  14. A Delphi Approach to the Preparation of Early-Career Agricultural Educators in the Curriculum Area of Agricultural Mechanics: Fully Qualified and Highly Motivated or Status Quo?

    ERIC Educational Resources Information Center

    Saucier, P. Ryan; McKim, Billy R.; Tummons, John D.

    2012-01-01

    According to the National Research Agenda for Agricultural Education and Communication, preservice agriculture teacher education programs should "prepare and provide an abundance of fully qualified and highly motivated agricultural educators at all levels" (Osborne, 2007, 8). The lack of preparation of entry career agricultural educators…

  15. Reforming Science Education: Part II. Utilizing Kieran Egan's Educational Metatheory

    NASA Astrophysics Data System (ADS)

    Schulz, Roland M.

    2009-04-01

    This paper is the second of two parts and continues the conversation which had called for a shift in the conceptual focus of science education towards philosophy of education, with the requirement to develop a discipline-specific “philosophy” of science education. In Part I, conflicting conceptions of science literacy were identified with disparate “visions” tied to competing research programs as well as school-based curricular paradigms. The impasse in the goals of science education and thereto, the contending views of science literacy, were themselves associated with three underlying fundamental aims of education (knowledge-itself; personal development; socialization) which, it was argued, usually undercut the potential of each other. During periods of “crisis-talk” and throughout science educational history these three aims have repeatedly attempted to assert themselves. The inability of science education research to affect long-term change in classrooms was correlated not only to the failure to reach a consensus on the aims (due to competing programs and to the educational ideologies of their social groups), but especially to the failure of developing true educational theories (largely neglected since Hirst). Such theories, especially metatheories, could serve to reinforce science education’s growing sense of academic autonomy and independence from socio-economic demands. In Part II, I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general, and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science.

  16. An Examination of University Agricultural Education Faculty Attitudes toward the Implementation of High Impact Learning Experiences

    ERIC Educational Resources Information Center

    Murphrey, Theresa Pesl; Odom, Summer F.; Sledd, James

    2016-01-01

    Meaningful learning is a goal across the broad field of agricultural education and high impact learning (HIL) experiences are a mechanism to facilitate that goal. The purpose of this study was to examine university agricultural education faculty attitudes toward the implementation of HIL. Faculty (n=85) from 10 agricultural education departments…

  17. An Analysis of Post-Secondary Agricultural Education Students' Choice to Teach

    ERIC Educational Resources Information Center

    Lawver, Rebecca G.; Torres, Robert M.

    2012-01-01

    The purpose of this study was to identify and describe factors that influence senior agricultural education students' choice to become a secondary agricultural education teacher. The study focused on the extent to which students' beliefs and attitude about teaching influenced their intent to select teaching secondary agricultural education as a…

  18. Finding a Plausible Option for Revitalising Agricultural Higher Education in India: A Systematic Review

    ERIC Educational Resources Information Center

    Kumar, Niraj

    2016-01-01

    The objectives of this paper were to explore the existing status of agricultural higher education in India, application of marketing concepts in similar institutions and to find the most appropriate marketing concept to make agricultural higher education more competitive. Extensive searches of relevant agricultural education, business management…

  19. The American Association for Agricultural Education: Our Powerful Professional Organization Made Up of Remarkable Faculty Members

    ERIC Educational Resources Information Center

    Thompson, Gregory

    2016-01-01

    Dr. Gregory Thompson presented the 2015 AAAE [American Association for Agricultural Education] Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in San Antonio, Texas in May, 2015. The article is a philosophical work based upon the author's experiences in the agricultural education profession.

  20. Sidewalks and City Streets: A Model for Vibrant Agricultural Education in Urban American Communities

    ERIC Educational Resources Information Center

    Brown, Nicholas R.; Kelsey, Kathleen D.

    2013-01-01

    In 2005, The National Council for Agricultural Education (NCAE) unveiled The Long Range Goal for Agricultural Education also known as 10 x 15. According to NCAE, the primary goal of 10 x 15 was to create 10,000 new agricultural education programs by 2015 that focused on an integrated model of classroom and laboratory instruction, experiential…

  1. The Role of Supervisors of Agricultural Education in Educating Society about Agriculture. A Position Paper.

    ERIC Educational Resources Information Center

    National Association of Supervisors of Agricultural Education.

    The vocational agriculture supervisor should assist consumers in making better choices, provide career information for young adults, point out job change and retraining opportunities, and impart accurate facts to be used for decision making. Certain personal characteristics are necessary for success in fulfilling the expected role of the…

  2. Teaching the Nature of Science in a Course in Sustainable Agriculture

    ERIC Educational Resources Information Center

    Cessna, Stephen; Neufeld, Douglas Graber; Horst, S. Jeanne

    2013-01-01

    Claims of the (non-)sustainability of a given agricultural practice generally hinge on scientific evidence and the reliability of that evidence, or at least the perception of its reliability. Advocates of sustainable agriculture may dismiss science as purely subjective, or at the other extreme, may inappropriately elevate scientific findings to…

  3. State of science of phosphorus modeling in tile drained agricultural systems using APEX

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Phosphorus losses through tile drained systems in agricultural landscapes may be causing the persistent eutrophication problems observed in surface water. The purpose of this paper is to evaluate the state of the science in the Agricultural Policy/Environmental eXtender (APEX) model related to surf...

  4. Agricultural Science Teachers' Barriers, Roles, and Information Source Preferences for Teaching Biotechnology Topics

    ERIC Educational Resources Information Center

    Mowen, Diana L.; Wingenbach, Gary J.; Roberts, T. Grady; Harlin, Julie F.

    2007-01-01

    The purpose of this study was to determine barriers, roles, and information source preferences for teaching agricultural biotechnology topics. Agricultural science teachers were described primarily as 37 year-old males who had taught for 12 years, had bachelor's degrees, and had lived or worked on a farm or ranch. Equipment was perceived as the…

  5. Special Examination of the Institute of Food and Agricultural Sciences. Report.

    ERIC Educational Resources Information Center

    Houston, Rashada; King, Jeanine; McKee, Benny

    In response to a legislative request, the efficiency of program operations of the University of Floridas Institute of Food and Agricultural Sciences (IFAS) was evaluated using data from multiple sources. IFAS is the entity responsible for carrying out the University of Floridas land grant mission. IFAS offers programs in agriculture, family and…

  6. Exploring Resource Sharing between Secondary School Teachers of Agriculture and Science Departments Nationally.

    ERIC Educational Resources Information Center

    Dormody, Thomas J.

    1992-01-01

    A survey of 372 secondary agriculture teachers received 274 responses showing a majority of agriculture and science departments share resources, although at low levels. Many more predicted future sharing. Equipment and supplies were most often shared, instructional services least often. (SK)

  7. A Comparison of the Cognitive Behaviors Exhibited by Secondary Agriculture and Science Teachers

    ERIC Educational Resources Information Center

    Ulmer, Jonathan D.; Torres, Robert M.

    2007-01-01

    The purpose of this study was to investigate the level of cognitive behavior exhibited by secondary agriculture teachers and compare the behavior to science teachers. Teachers within the two groups were found to have similar attitudes toward teaching at higher levels of cognition. Agriculture teachers spent 83% of their time on lower-order…

  8. Is Museum Education "Rocket Science"?

    ERIC Educational Resources Information Center

    Dragotto, Erin; Minerva, Christine; Nichols, Michelle

    2006-01-01

    The field of museum education has advanced and adapted over the years to meet the changing needs of audiences as determined by new research, national policy, and international events. Educators from Chicago's Adler Planetarium & Astronomy Museum provide insight into a (somewhat) typical museum education department, especially geared for readers…

  9. The National Educational Science Planning Conference.

    DTIC Science & Technology

    1983-01-27

    7D-A126 184 THE NATIONAL IEDUCATIONAL SCIENCE PLANNING CONFEENCE- i/i (U) FOREIGN TECHNOLOGY DIV &IIGHT-P TTERSON AFB ON U gS 2? JAN 83 FTD-ID(RS)T...OF STANDARDS-1963-A =7 FTD-ID(RS)T-1606-82 FOREIGN TECHNOLOGY DIVISION THE NATIONAL EDUCATIONAL SCIENCE PLANNING CONFERENCE DTIC EECTE %%C.. D...copy available.’ "ii * * GAP.CS-DSCLIME .o * F • .. ’ : ... THE NATIONAL EDUCATIONAL SCIENCE PLANNING CONFERENCE* Author unknown The Ministry of

  10. Report calls for Earth science education "revolution"

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    With just 7% of U.S. high school students taking classes in Earth and space science, in contrast to 88% studying biology, a new report calls for a "revolution" in Earth science education in the nation's schools, from kindergarten through 12th grade.The June 2002 report, "Blueprint for Change, notes that an increased emphasis on the Earth as a system and the expanded use of Internet resources is causing Earth and space science education to undergo "a revolution that is reshaping the nature and content of what is taught."

  11. Science in Action'': An interdisciplinary science education program

    SciTech Connect

    Horton, L.L.

    1991-01-01

    Science in Action is an education outreach program for pre-collegiate students. It is based on the concept that, in order to interest students in science, they must see science and scientists at work. The program encompasses the full range of scientific disciplines -- the core sciences, engineering and mathematics. A unique aspect of the program is the involvement and support of scientists and engineers representing local professional societies, industries, businesses, and academic institutions. The goal of the presentations is to be highly interactive. The students have some hands on'' experiences and leave with a good feeling about science and engineering. To present a broad spectrum of role models, scientists and engineers were involved as presenters, guides, and exhibitors.

  12. Education Department's Senese Outlines Science, Math Programs.

    ERIC Educational Resources Information Center

    Lepkowski, Wil

    1983-01-01

    Presented is an interview with Donald J. Senese (Department of Education Assistant Secretary) in which the department's functions, responsibilities, and philosophies in precollege science/mathematics education are outlined and discussed. Specific questions answered relate to curriculum development, creationism, copyright ownership of software,…

  13. Catalyzing curriculum evolution in graduate science education.

    PubMed

    Gutlerner, Johanna L; Van Vactor, David

    2013-05-09

    Strategies in life science graduate education must evolve in order to train a modern workforce capable of integrative solutions to challenging problems. Our institution has catalyzed such evolution through building a postdoctoral Curriculum Fellows Program that provides a collaborative and scholarly education laboratory for innovation in graduate training.

  14. Middle School Science Education for Sustainable Living

    ERIC Educational Resources Information Center

    Hudson, Peter

    2007-01-01

    This article discusses Science Education for Sustainable Living (SESL) and how SESL can empower middle school students. SESL implies educating people through scientific evidence toward justifiably potential solutions for sustaining life. In a school context, SESL may require students to understand current environmental issues, and this involves…

  15. HANDBOOK, TEACHING SCIENCE TO EDUCATIONALLY DISADVANTAGED YOUTH.

    ERIC Educational Resources Information Center

    BINGHAM, N.E.; AND OTHERS

    DESCRIBED ARE PROCEDURES AND LABORATORY MATERIALS WHICH ARE OUTGROWTHS OF A RESEARCH PROJECT OF THE SOUTHEASTERN EDUCATION LABORATORY FOR THE TEACHING OF SCIENCE TO DISADVANTAGED STUDENTS IN GRADES 7, 8, AND 9. PART 1 DEALS WITH THE CRITERIA USED IN DEVELOPING PROCEDURES AND MATERIALS FOR USE WITH EDUCATIONALLY DISADVANTAGED. INCLUDED ARE (1) THE…

  16. Interdisciplinary Science Research and Education

    ERIC Educational Resources Information Center

    MacKinnon, P. J.; Hine, D.; Barnard, R. T.

    2013-01-01

    Science history shows us that interdisciplinarity is a spontaneous process that is intrinsic to, and engendered by, research activity. It is an activity that is done rather than an object to be designed and constructed. We examine three vignettes from the history of science that display the interdisciplinary process at work and consider the…

  17. Culture Matters in Science Education

    ERIC Educational Resources Information Center

    Pang, Valerie Ooka; Lafferty, Karen Elizabeth; Pang, Jennifer M.; Griswold, Joan; Oser, Rick

    2014-01-01

    On the Saturday before Halloween, hundreds of students and their parents went from booth to booth participating in science activities at an annual Fall Festival and Learning Fair. The Fall Festival and Learning Fair is a valuable annual partnership where culturally relevant teaching engages each child in hands-on, standards-based science lessons.…

  18. Toward a New Generation of Agricultural System Data, Models, and Knowledge Products: State of Agricultural Systems Science

    NASA Technical Reports Server (NTRS)

    Jones, James W.; Antle, John M.; Basso, Bruno; Boote, Kenneth J.; Conant, Richard T.; Foster, Ian; Godfray, H. Charles J.; Herrero, Mario; Howitt, Richard E.; Janssen, Sander; Keating, Brian A.; Munoz-Carpena, Rafael; Porter, Cheryl H.; Rosenzweig, Cynthia; Wheeler, Tim R.

    2016-01-01

    We review the current state of agricultural systems science, focusing in particular on the capabilities and limitations of agricultural systems models. We discuss the state of models relative to five different Use Cases spanning field, farm, landscape, regional, and global spatial scales and engaging questions in past, current, and future time periods. Contributions from multiple disciplines have made major advances relevant to a wide range of agricultural system model applications at various spatial and temporal scales. Although current agricultural systems models have features that are needed for the Use Cases, we found that all of them have limitations and need to be improved. We identified common limitations across all Use Cases, namely 1) a scarcity of data for developing, evaluating, and applying agricultural system models and 2) inadequate knowledge systems that effectively communicate model results to society. We argue that these limitations are greater obstacles to progress than gaps in conceptual theory or available methods for using system models. New initiatives on open data show promise for addressing the data problem, but there also needs to be a cultural change among agricultural researchers to ensure that data for addressing the range of Use Cases are available for future model improvements and applications. We conclude that multiple platforms and multiple models are needed for model applications for different purposes. The Use Cases provide a useful framework for considering capabilities and limitations of existing models and data.

  19. Educational challenges of molecular life science: Characteristics and implications for education and research.

    PubMed

    Tibell, Lena A E; Rundgren, Carl-Johan

    2010-01-01

    Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life-often with deep, ethical dimensions. At the same time, the content is inherently complex, highly abstract, and deeply rooted in diverse disciplines ranging from "pure sciences," such as math, chemistry, and physics, through "applied sciences," such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together, these features pose diverse, important, and exciting challenges for tomorrow's teachers and educational establishments. With backgrounds in molecular life science research and secondary life science teaching, we (Tibell and Rundgren, respectively) bring different experiences, perspectives, concerns, and awareness of these issues. Taking the nature of the discipline as a starting point, we highlight important facets of molecular life science that are both characteristic of the domain and challenging for learning and education. Of these challenges, we focus most detail on content, reasoning difficulties, and communication issues. We also discuss implications for education research and teaching in the molecular life sciences.

  20. Wisconsin Earth and Space Science Education

    NASA Technical Reports Server (NTRS)

    Bilbrough, Larry (Technical Monitor); French, George

    2003-01-01

    The Wisconsin Earth and Space Science Education project successfilly met its objectives of creating a comprehensive online portfolio of science education curricular resources and providing a professional development program to increase educator competency with Earth and Space science content and teaching pedagogy. Overall, 97% of participants stated that their experience was either good or excellent. The favorable response of participant reactions to the professional development opportunities highlights the high quality of the professional development opportunity. The enthusiasm generated for using the curricular material in classroom settings was overwhelmingly positive at 92%. This enthusiasm carried over into actual classroom implementation of resources from the curricular portfolio, with 90% using the resources between 1-6 times during the school year. The project has had a positive impact on student learning in Wisconsin. Although direct measurement of student performance is not possible in a project of this kind, nearly 75% of participating teachers stated that they saw an increase in student performance in math and science as a result of using project resources. Additionally, nearly 75% of participants saw an increase in the enthusiasm of students towards math and science. Finally, some evidence exists that the professional development academies and curricular portfolio have been effective in changing educator behavior. More than half of all participants indicated that they have used more hands-on activities as a result of the Wisconsin Earth and Space Science Education project.