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

    ERIC Educational Resources Information Center

    Ricketts, Samuel C.

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

  7. 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…

  8. 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…

  9. 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.…

  10. Agricultural Education Science Activity--Nos. GGEB 1-2.

    ERIC Educational Resources Information Center

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

    This packet contains two science learning activities that can be used in agricultural education courses. The first activity, "Using Ethanol as a Solvent," is intended to help students describe the characteristics of a solvent, to enhance student observational skills dealing with physical changes, and to demonstrate the acid or alkaline nature 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. Agricultural sciences and education in the 21st century.

    PubMed

    Gomes, W R

    1998-12-01

    Rapid, ever-accelerating changes in science and technology will make current educational knowledge and systems obsolete as quickly as we reinvent them. Changes in demographics in our nation and changes in international trade will require us to encourage participation by all Americans, regardless of race or gender. Historically, change in higher education has faced strong resistance, but the establishment of the Land-Grant University system, the G.I. Bill, and other changes have encouraged participation by new groups of Americans. In order to take full advantage of all of the talent necessary to address the needs of a changing world, animal science departments and agricultural colleges must seek new partnerships to enhance recruitment of people from diverse groups, ensure that courses and curricula address the future, and encourage and promote women and minority faculty. Members of the American Society of Animal Science should continue to lead such changes. PMID:9928602

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  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. Agriculture Education. Agriculture Structures.

    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 agriculture structures. The guide presents units of study in the following areas: (1) shop safety, (2) identification and general use of hand tools, (3) power tools, (4) carpentry, (5) blueprint…

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

    PubMed

    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

  2. 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

  3. 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…

  4. 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…

  5. The Benefits and Barriers toward Diversity Inclusion regarding Agricultural Science Teachers in Texas Secondary Agricultural Education Programs

    ERIC Educational Resources Information Center

    LaVergne, Douglas D.; Larke, Alvin, Jr.; Elbert, Chanda D.; Jones, Wash A.

    2011-01-01

    This study analyzed Texas secondary agricultural education teachers' (n = 232) attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web-based questionnaire, the researcher employed a nonproportional stratified random sampling technique. Researchers used descriptive statistics to report demographic and…

  6. Graduates of Higher Education in the Food and Agricultural Sciences: An Analysis of Supply/Demand Relationships. Volume I--Agriculture, Natural Resources, and Veterinary Medicine.

    ERIC Educational Resources Information Center

    Coulter, Kyle Jane, Ed.; Stanton, Marge, Ed.

    Information on the current and projected supply of and demand for graduates of higher education in the food and agricultural sciences is presented, based on federal data bases. The supply data are aggregated by 11 educational clusters, and employment demand data are aggregated by eight occupational clusters. Analysis reveals imbalances in the…

  7. 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…

  8. AGRICULTURAL EDUCATION.

    ERIC Educational Resources Information Center

    DEALTON, ERNEST L.

    TODAY'S SUCCESSFUL FARMER MUST POSSESS THE SKILLS OF A BUSINESSMAN, SCIENTIST, AND MECHANIC TO SURVIVE COMPETITION IN AGRICULTURE, THE LARGEST INDUSTRY IN THE UNITED STATES. THIS COMPETITION HAS CAUSED AN INCREASE IN THE SIZE OF FARMS AND RANCHES IN AN ATTEMPT TO CURTAIL OPERATIONAL EXPENSES AND TO INCREASE PRODUCTION. WITH THE SCIENTIFIC…

  9. 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…

  10. 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…

  11. Dutch Agricultural Education.

    ERIC Educational Resources Information Center

    Netherlands Ministry of Agriculture and Fisheries, The Hauge.

    Agricultural Education in the Netherlands is categorized as Scientific, Higher Secondary, Middle Secondary, and Lower Secondary. Scientific education is given at the agricultural university which has a 6- or 7-year curriculum. Higher secondary education is given at agricultural and horticultural colleges with a 3- to 4-year curriculum. Middle…

  12. 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…

  13. 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…

  14. 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…

  15. 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.

  16. Teaching Adult Education Courses: The Business Management Model. Social Sciences. Agricultural Education 3. Information Bulletin 98.

    ERIC Educational Resources Information Center

    Bail, Joe P.; Cushman, Harold R.

    The model described here was developed for use as a program planning guide by teachers, many of them business and other lay people, at the secondary school level who offer adult education courses on how to make management decisions and solve problems. Ten features of the model are listed: (1) The purpose is to assist owner-operators or managers to…

  17. 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…

  18. 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…

  19. Vocational Agriculture Education. Agricultural Mechanics.

    ERIC Educational Resources Information Center

    Smith, Eddie; And Others

    To assist teachers in agricultural mechanics in providing comprehensive instruction to their students, this curriculum guide treats both the mechanical skills and knowlege necessary for this specialized area. Six sections are included, as follow: orientation and safety; agricultural mechanics skills; agricultural power and machinery; agricultural…

  20. 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

  1. 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

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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)

  7. Vocational Agriculture Teachers' Opinions Relative to Selected Animal Science Competencies.

    ERIC Educational Resources Information Center

    Thomas, Larry G.; Groves, Ramsey

    1986-01-01

    The attitudes of 107 vocational agriculture teachers toward animal science competencies were compared to those of respondents to the National Agriculture Occupations Competency Study. The areas of disagreement indicate a need for increased cooperation between agricultural education and animal science departments in teacher preparation. (SK)

  8. Agriculture in History of Science and Technology Curricula.

    ERIC Educational Resources Information Center

    Beaver, Donald, de

    1986-01-01

    Points out agriculture's central position in the human economy and advocates its placement in liberal education. Provides a list of topics highlighting agriculture in the history of science and technology curriculum. Discusses the potential for using agriculture material in undergraduate science courses. (ML)

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. Collaboration as a Tool to Improve Career and Technical Education: A Qualitative Study of Successful Collaboration among Extension Agents and Agricultural Science Teachers

    ERIC Educational Resources Information Center

    Murphrey, Theresa Pesl; Miller, Kimberley A.; Harlin, Julie; Rayfield, John

    2011-01-01

    Collaboration among Extension agents and agricultural science teachers has the potential to increase the reach of both organizations to serve clientele in obtaining critical skills and knowledge important to Career and Technical Education. However, successful collaboration requires that barriers be minimized and aspects of facilitation be…

  16. 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)

  17. Facilities for Agricultural Education Curriculums.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Agricultural Education Section.

    Expansion of the vocational agriculture program to include education for off-farm agricultural occupations has placed increasing demands on existing facilities for agricultural programs. The facility requirements of the new curriculums are often not met by the existing facilities. Vocational agriculture teachers, state supervisory staff members,…

  18. Embracing the Role of Science in Agriculture.

    ERIC Educational Resources Information Center

    Sparace, Salvatore A.; Layfield, K. Dale

    2003-01-01

    The approach to agricultural production has come to rely on the application of modern science and technology for improvements and innovation. There has been a shift from traditional production careers to those involving science-driven agricultural development. (JOW)

  19. 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…

  20. Teacher Education for Technical Education in Agriculture

    ERIC Educational Resources Information Center

    Halterman, Jerry J.

    1970-01-01

    Discusses educational qualifications of the technical teacher and identifies emerging trends in education and the agricultural complex. Implications are derived for selection and recruitment of teachers as well as preservice and inservice education. (SB)

  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. 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

    NASA Astrophysics Data System (ADS)

    Shoulders, Catherine Woglom

    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 the impacts of a nine-week unit that incorporated a socioscientific issue into instruction on secondary agriculture students' agriscience content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. The population for this study was Florida's secondary students enrolled in agricultural education. The accessible population was students enrolled in Agriscience Foundations classes in Florida. A convenience sample of Florida's Agriscience Foundations teachers attending a summer professional development or Chapter Officer Leadership Training session was taken. Paired-samples t tests were conducted to determine the impact the treatment had on students' agriscience content knowledge on distal and proximal assessments, as well as on students' scientific reasoning ability, argumentation skills related to number of argumentation justifications and quality of those justifications, and views of the nature of science. Paired-samples t tests were also conducted to determine whether the treatment yielded results with middle school or high school students. Statistical analysis found significant improvements in students' agriscience content knowledge, scientific reasoning ability, and argumentation skills. High school students' scores resulted in significant improvements in proximal content knowledge assessments and argumentation justification quality. Middle school students' scores resulted in significant improvements in proximal content knowledge assessments and scientific reasoning ability. No significant difference was found between students' views of the nature of science before and after

  4. Vocational Agriculture II Curriculum Guide, 10th Grade. Kansas Vocational Agriculture Education: Basic Core Curriculum II.

    ERIC Educational Resources Information Center

    Pittsburg State Univ., KS. Kansas Vocational Curriculum and Research Center.

    This basic core curriculum for vocational agriculture education contains 35 units of instruction in five content areas: agricultural chemicals (1 unit), leadership (2 units), farm management (5 units), plant and soil science (10 units), animal science (8 units), and farm mechanics (9 units). Each unit follows a typical format that includes…

  5. Institute for Science Education

    ERIC Educational Resources Information Center

    Schaefer, G.

    1974-01-01

    The functions of the Institute for Science Education (IPN) at Kiel, West Germany, are described. The main activities of the IPN focus on development of curricula for science education and investigation of special problems arising in science teaching. (PEB)

  6. Theme: Teaching Physical Science Applications in Agriculture.

    ERIC Educational Resources Information Center

    Osborne, Edward W.; And Others

    1996-01-01

    Includes "Preparing Teachers to Teach Agriscience" (Osborne); "Physical Sciences and Agriculture" (Buriak); "Using Experiments to Teach Agriculture" (Miller); "Oooh-Ahhh: So That's How It Works!" (Loschen); "Keeping Agriculture in Agriscience" (Moss); "Sharpening Twist Drills" (McHargue, Hood); and "Safety in the Agriscience Laboratory"…

  7. 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…

  8. Agricultural Education--Instructional Materials.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Center for Vocational and Technical Education.

    This compilation presents over 950 resumes of instructional materials in agricultural education, which have appeared quarterly in "Abstracts of Instructional Materials in Vocational and Technical Education" (AIM), Fall 1967 through Fall 1971. Resumes cover a broad range of fields and occupations, such as agribusiness, agronomy, animal and plant…

  9. Science teaching in science education

    NASA Astrophysics Data System (ADS)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-04-01

    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.

  10. 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.

  11. Agriculture Cluster Brief. Vocational Education in Oregon.

    ERIC Educational Resources Information Center

    Galbraith, Gordon

    This guide sets forth minimum approval criteria for vocational agriculture cluster programs in Oregon. The agriculture cluster program includes instruction in six areas: animal science, soil science, plant science, agricultural economics, agriculture mechanics, and leadership development. The information in the guide is intended for use by…

  12. 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…

  13. On Humanistic Science Education

    ERIC Educational Resources Information Center

    Hadzigeorgiou, Yannis

    2005-01-01

    As the potency of science and its impact upon society grow, the need for a humanistic perspective on science education becomes ever more urgent. Although there is not a consensus about a humanistic conception of science education, this monograph presents a normative conception of humanistic science education, which places primacy on the notion of…

  14. Science and citizenship education

    NASA Astrophysics Data System (ADS)

    Davies, Ian

    I argue that there is potential for collaborative work between science educators and citizenship educators. However, following comments about that potential, I raise a number of challenges. Those challenges relate to the public perception of science, narrow academic perspectives of some science educators, and problematic attempts to develop a form of science education that, at times, some have claimed is relevant to -- or, even, a form of -- citizenship education. The latter point is considered with reference to some science educators' perceptions concerning the nature of citizenship and citizenship education. I argue that the perceptions of some science educators seem to suggest significant differences in understanding from at least some of those who would regard themselves as citizenship education specialists. In the final main section of the article, I suggest, briefly, some ways in which further work to develop collaboration between science educators and citizenship educators could be considered.

  15. 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…

  16. 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…

  17. 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…

  18. 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)

  19. 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:

  20. 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…

  1. Agricultural Science Protects Our Environment.

    ERIC Educational Resources Information Center

    1967

    Included are a 49 frame filmstrip and a script for narrating a presentation. The presentation is aimed at the secondary school level with an emphasis on how agricultural scientists investigate problems in farmland erosion, stream pollution, road building erosion problems, air pollution, farm pollution, pesticides, and insect control by biological…

  2. Earth Science Education in Eritrea

    NASA Astrophysics Data System (ADS)

    Teklay, Mengist

    1999-05-01

    In Eritrea, Earth Science Education is taught only by the Earth Sciences Department based at the College of Science, University of Asmara. Currently, the University of Asmara has eight teaching Colleges: Agriculture & Aquatic Sciences, Arts and Social Sciences, Business and Economics, Education, Engineering, Health Sciences, Law, and Science offering Bachelor degrees, Diplomas and Certificates in various fields. The Earth Sciences Department was established as a Geology Unit in 1983 and until 1996 offered minor and service geology courses for students of Science and Agriculture. The Department started a four-year degree programme in Geology (B.Sc. in Geology) at the beginning of the 1996/97 academic year. The B.Sc. programme in Geology provides students with a Geology major and a minor in Physics or Chemistry. Potential major organisations which employ the geology graduates include the Ministry of Mines and Energy, and the Ministry of Land, Water and Environment, as well as mining and petroleum companies which are currently active in mineral resources exploration in the country.

  3. Teachers' Use of Agricultural Laboratories in Secondary Agricultural Education

    ERIC Educational Resources Information Center

    Shoulders, Catherine W.; Myers, Brian E.

    2012-01-01

    Trends in the agriculture industry require students to have the ability to solve problems associated with scientific content. Agricultural laboratories are considered a main component of secondary agricultural education, and are well suited to provide students with opportunities to develop problem-solving skills through experiential learning. This…

  4. A science framework (SF) for agricultural sustainability.

    PubMed

    Ahmed, Ferdous; Al-Amin, Abul Q; Masud, Muhammad M; Kari, Fatimah; Mohamad, Zeeda

    2015-09-01

    The significance of Science Framework (SF) to date is receiving more acceptances all over the world to address agricultural sustainability. The professional views, however, advocate that the SF known as Mega Science Framework (MSF) in the transitional economies is not converging effectively in many ways for the agricultural sustainability. Specially, MSF in transitional economies is mostly incapable to identify barriers in agricultural research, inadequate to frame policy gaps with the goal of strategizing the desired sustainability in agricultural technology and innovation, inconsistent in finding to identify the inequities, and incompleteness to rebuild decisions. Therefore, this study critically evaluates the components of MSF in transitional economies and appraises the significance, dispute and illegitimate issue to achieve successful sustainable development. A sound and an effective MSF can be developed when there is an inter-linkage within principal components such as of (a) national priorities, (b) specific research on agricultural sustainability, (c) adequate agricultural research and innovation, and (d) alternative policy alteration. This maiden piece of research which is first its kind has been conducted in order to outline the policy direction to have an effective science framework for agricultural sustainability. PMID:26221988

  5. Focus on science education

    NASA Astrophysics Data System (ADS)

    Richman, Barbara T.

    That the quality of precollege science and mathematics education in this country is sagging is not news. What is noteworthy, though, is that the science community is sizing up the dilemma and beginning to take official action. Last month, the National Academy of Sciences (NAS) hosted a National Convocation on Precollege Education in Mathematics and Science, and the American Association for the Advancement of Science (AAAS) and its affiliate societies met to form a coalition of affiliate societies on science and mathematics education. In addition, in mid-April the National Science Board, the policy-making arm of the National Science Foundation (NSF), announced the establishment of a new Commission on Precollege Education in Mathematics, Science, and Technology.

  6. Science Education Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1984

    1984-01-01

    Presents eight separate articles on science education. Topic areas addressed include: an inservice course in primary science; improving physics teaching; reducing chemistry curriculum; textbook readability measures; school-industry link for introductory engineering; local education authority initiatives in primary school science; and "Winnie the…

  7. Politicizing Science Education.

    ERIC Educational Resources Information Center

    Gross, Paul R.

    This report examines issues of politicization in elementary and secondary school science and science teaching. An introductory section introduces the issue of purposeful intrusion of politics into education theories, standards, and curricula. It focuses on the point of entry of politics into science education; the technology of truth; whether or…

  8. 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…

  9. 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,…

  10. 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…

  11. Vocational Agriculture Education: Agricultural Livestock Skills.

    ERIC Educational Resources Information Center

    Pierce, Greg

    Ten units of instruction are provided in this curriculum guide on agricultural livestock skills. Unit topics are as follow: (1) restraining, (2) vaccination, (3) livestock castration, (4) dehorning, (5) docking, (6) growth stimulants, (7) identification, (8) shearing, (9) hoof trimming, and (10) birth assistance. Each instructional unit generally…

  12. 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…

  13. 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…

  14. 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.

  15. 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)

  16. 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…

  17. 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…

  18. 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…

  19. Scholarship in Science Education

    ERIC Educational Resources Information Center

    Pringle, Rose M.

    2004-01-01

    Science education reform efforts set expectations for K-12 education to produce scientifically literate individuals. Implicit in this reform is the need for preservice teachers to be engaged in learning that builds their knowledge, understanding, and ability toward good science teaching. In this paper, I describe some of the experiences in science…

  20. 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…

  1. 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,…

  2. 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…

  3. 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…

  4. Literacy, science, and science education

    NASA Astrophysics Data System (ADS)

    McVittie, Janet Elizabeth

    In examining the connections between literacy, science and science education, I laid out a number of questions. For example, what sorts of literate tools might facilitate writing to learn, and do children who are just becoming literate use these tools? I then examined the writing of children in science class in an attempt to determine if their writing can indeed facilitate their learning. The results of this research could help teachers make decisions about the use of writing in the learning of science. The kinds of literate tools I identified as being potentially helpful were transitionals---those words or grammatical devices which demonstrate how ideas are connected. Also, I suggested that data tables, sentences and paragraphs were also useful for students to learn. I found that grade 5/6 students used a wide range of literate tools, but that they were much more competent with those tools which were both oral and literate than those which could only be used for writing (punctuation, sentences, paragraphs, and data tables). When I attempted to determine if the children used their writing to learn, I found very little evidence that this was certainly so. However, there was some evidence that paragraphs had the potential to create a "dialogue" between student writing and thinking, so the students could make more explicit connections between science ideas. Lastly, I noticed certain gender difference in the classroom. Because of this, I contrasted the writing of the girls with the writing of the boys. I learned the girls were generally much more capable writers than the boys. More interesting, however, was that the girls generally attempted to explain their science concepts in different ways than did the boys. The girls were more likely to rely on their own reasoning, whereas the boys were more likely to persist in using culturally created science explanations. The research findings have important implications for analyzing students' learning and for finding ways to

  5. Research in Science & Mathematics Education.

    ERIC Educational Resources Information Center

    Wanchoo, V. N., Ed.; Raina, T. N., Ed.

    This publication examines science and mathematics educational research in India and the question of whether science and mathematics education in that country has been an instrument of social change. Seven areas of research are included: (1) science education; (2) mathematics education; (3) science curriculum; (4) methods of teaching science; (5)…

  6. Assessment of teachers' ability to integrate science concepts into secondary agriculture programs

    NASA Astrophysics Data System (ADS)

    Scales, Jason A.

    For the past two decades, the idea of integrating more science concepts into the agricultural education curriculum has been gaining support. The purposes of this study were two fold: (1) To assess the knowledge base and interest levels among agriculture instructors in teaching concepts related to science; (2) To assess how such a change in the curriculum would impact current agricultural education programs. The sample was derived from the population of agriculture instructors teaching in Missouri secondary schools. For this descriptive correlational research, an instrument was developed to assess the instructors' perceived level of competence to teach selected science grade level expectations (GLE) and their relationship to the agricultural education curriculum and programs. A second instrument, solicited from the American Board for Certification in Teacher Excellence, was used to assess the general biological science knowledge of the teachers. Agriculture instructors perceive that they are competent to teach and integrate science GLEs into the agriculture curriculum. However, their scores on the examination of knowledge of biological science brings into question their competence to teach this subject matter. Teachers believe integrating science into the agriculture curriculum will benefit their program and their students; however, they unsure if their classes should count for science credit or if FFA programs and activities are a good match for a more science-based curriculum.

  7. Computer Assisted Instruction in Agricultural Education.

    ERIC Educational Resources Information Center

    Hudson, C. Jordan

    1980-01-01

    The author discusses the impact of the computer upon education and describes specific applications of automation for agricultural education, including drill and practice, testing, simulation, and student records maintenance. (SK)

  8. 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…

  9. Science education research program

    NASA Astrophysics Data System (ADS)

    A deadline for receipt of research proposals on science literacy and science, technology, and society has been set by the National Science Foundation's Research in Science and Education (RISE) program. March 9 is the target date set by NSF to insure that proposals are considered for the RISE fiscal 1981 budget, which is expected to total $6 million.RISE'S purpose is to examine the science literacy of the U.S. public and to determine the publics needs. Although schools have been responsible for teaching science, only 50% of the American public receive formal science instruction after 15 years of age, according to NSF. Those who do not receive formal training must rely on a combination of electronic and print media, museums, and public agencies for science information.

  10. 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…

  11. 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…

  12. 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…

  13. 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.

  14. 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.

  15. Individualized Adult Science Education.

    ERIC Educational Resources Information Center

    Lawrence, C. G.

    As the proceedings of a national seminar on individualized adult science education, a total of 13 articles is compiled in this volume concerning the theory and techniques of curriculum development and the individualization process in upgrading Canadian science courses. The topics include: The Characteristics and Formulation of Behavioral…

  16. 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'…

  17. 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.

  18. [Theme: Computers in Agricultural Education.].

    ERIC Educational Resources Information Center

    Leising, James G.; And Others

    1982-01-01

    This theme issue on computer applications in agriculture covers uses of computers in farm management and vocational agriculture instruction; strategies for evaluating and purchasing hardware and software; and ideas for improving the computer literacy of teachers and students. (SK)

  19. Reforming Science Education.

    ERIC Educational Resources Information Center

    Donmoyer, Robert, Ed.; Merryfield, Merry M., Ed.

    1995-01-01

    This theme issue highlights the diversity of reform initiatives in order to provide a deep understanding of the complexities associated with educational reform in general and the reform of science education in particular. Systemic reform initiatives at the national and state levels along with locally-inspired efforts at reform are outlined.…

  20. Science Education in Malta.

    ERIC Educational Resources Information Center

    Gatt, Suzanne V.

    2000-01-01

    Presents an historical background of changes in the Maltese science curriculum for boys and girls. Describes the levels of the Maltese educational system and briefly summarizes subject areas and objectives for physics, biology, chemistry, mathematics, and the arts taught in schools from preschool to postsecondary education. (YDS)

  1. 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)

  2. Secondary Agricultural Science as Content and Context for Teaching

    ERIC Educational Resources Information Center

    Roberts, T. Grady; Ball, Anna L.

    2009-01-01

    The purpose of this philosophical article was to examine the role of agriculture in agricultural education. This philosophical argument, in many ways, reexamines the very discussions pondered by Dewey and Snedden almost a century ago. In secondary agricultural education classes today, is agriculture the content learned, or the context in which…

  3. 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.

  4. Data Science: The Revolution in Science Education

    NASA Astrophysics Data System (ADS)

    Borne, K. D.

    2011-12-01

    I will describe the data science undergraduate and graduate programs at George Mason University, within the context of the ongoing revolution in data-intensive science. Both general and specific recommendations regarding science education will also be presented, extending from graduate training, to undergraduate science majors, and to undergraduate general education students. Examples of professional opportunities for data scientists in the key informatics (data science) research areas will be highlighted.

  5. How California Educators and CE Directors View "Agricultural Literacy" Programs.

    ERIC Educational Resources Information Center

    Braverman, Marc T.; Rilla, Ellen L.

    1991-01-01

    Surveyed county superintendents, Cooperative Extension county directors, and district superintendents to determine their views on agricultural literacy education. Respondents favored addressing the topic in the middle grades (4-9), through science and social studies. Critical topics identified included toxins in food and the environment, water…

  6. Educational Technology for a Science of Education

    ERIC Educational Resources Information Center

    Ofiesh, Gabriel D.

    1970-01-01

    Dr. Ofiesh's essay introduces a series of articles on science education and educational technology by discussing the meaning of educational technology and its implications for the educational process. (LS)

  7. 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)

  8. 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,…

  9. 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…

  10. 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…

  11. 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...

  12. 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...

  13. 25 CFR 166.904 - What is agriculture education outreach?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 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...

  14. 25 CFR 166.904 - What is agriculture education outreach?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 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...

  15. 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...

  16. Science and Education in the People's Republic of China.

    ERIC Educational Resources Information Center

    Risch, Stephen J.; Hansen, Michael K.

    1982-01-01

    An overview of the role of science and education in society in the People's Republic of China is provided, focusing on agricultural science and research. Topics include the four-level agro-science network, scientists and their social consciousness, and recent changes in educational policy. (DC)

  17. Progress and Opportunities for Women in Agricultural Sciences.

    ERIC Educational Resources Information Center

    Kuehl, R. J.; And Others

    1987-01-01

    Reviews the numerical gains that women have made in employment in the agricultural sciences in the last five years, and the career opportunities that currently exist. Discusses trends in recruiting women into the agricultural sciences, the increase in doctoral degrees conferred upon women, and the need for more women in agronomy and soil science.…

  18. 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…

  19. Animal Science, Including Instruction in Agricultural Mechanics, Careers, Leadership, and Supervised Occupational Experience.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Education, Jefferson City. Agricultural Education Section.

    Developed and reviewed by a committee of 16 teachers, the state supervisory staff, and the teacher education staff, this curriculum guide is for vocational agriculture teacher use with ninth grade students interested in agricultural occupations. Some objectives for this 1-year course in animal science are--(1) to develop competencies in…

  20. Follow-Up of Pennsylvania Governor's School for the Agricultural Sciences Program Participants.

    ERIC Educational Resources Information Center

    Houser, Marianne L.

    A study investigated the effectiveness of the Pennsylvania Governor's School for the Agricultural Sciences (PGSAS) in stimulating high school students' interest in agriculture. It explored whether PGSAS provided participants with experiences and information that expanded their knowledge of educational and career opportunities related to the…

  1. 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…

  2. Enhancing the Undergraduate Experience: The Role of a Student Organization for Preservice Agricultural Science Teachers

    ERIC Educational Resources Information Center

    Roberts, T. Grady; Harlin, Julie F.; Murphrey, Theresa P.; Dooley, Kim E.

    2007-01-01

    The purpose of this study was to determine if a need exists to establish an organization specifically for preservice agricultural science teachers and if so, the attributes of such an organization. Selected peer preservice agricultural education programs were examined and focus groups were conducted with preservice and inservice teachers. Results…

  3. 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…

  4. Ocean Science Educator Award

    NASA Astrophysics Data System (ADS)

    The Office of Naval Research announces a program to identify and support academic ocean scientists (“Educators”) who have a distinguished record of educating high-quality doctoral and/or postdoctoral students and who will, under this program, draw postdoctoral scientists from other disciplines into the ocean sciences. Named “Educators” must be U.S. citizens with research and training experience in the ocean sciences and must have a current research and teaching position at a U.S. institution that confers doctoral degrees in ocean sciences.Participation is sought from U.S. institutions that confer doctoral degrees in one or more areas of ocean sciences; show a viable plan to identify, attract, and train, in the ocean sciences, U.S. citizen post-docs (Fellows) from other disciplines; and can show institutional commitment to ocean science education at the doctoral level. Three awards will be made via grants to institutions for a period of 3 years at $75,000 per year (at least $65,000 of these funds are intended for direct support of Fellows).

  5. Issues in Science Education: Changing Purposes of Science Education.

    ERIC Educational Resources Information Center

    Williamson, Stan

    This paper addresses the role of science education in today's society and the objectives of instruction in science. Observing that science cannot solve all of the problems of the world, and that science education has had little effect on the willingness of the general public to accept superstitions, the author argues that instructional approaches…

  6. The National Science Education Standards.

    ERIC Educational Resources Information Center

    Bybee, Rodger W.; Champagne, Audrey B.

    2000-01-01

    Describes efforts under the sponsorship of the National Research Council (NRC) to improve science education. Provides an overview of the National Science Education Standards. First published in 1995. (YDS)

  7. Science Education - Deja Vu Revised.

    ERIC Educational Resources Information Center

    Walsh, John

    1982-01-01

    Summarizes views expressed and issues raised at the National Convocation on Precollege Education in Mathematics and Science and another meeting to establish a coalition of affiliates for science and mathematics education. (DC)

  8. 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…

  9. Science education ahead?

    NASA Astrophysics Data System (ADS)

    1999-01-01

    In spite of the achievements and successes of science education in recent years, certain problems undoubtedly remain. Firstly the content taught at secondary level has largely remained unchanged from what had been originally intended to meet the needs of those who would go on to become scientists. Secondly the curriculum is overloaded with factual content rather than emphasizing applications of scientific knowledge and skills and the connections between science and technology. Thirdly the curriculum does not relate to the needs and interests of the pupils. A recent report entitled Beyond 2000: Science Education for the Future, derived from a series of seminars funded by the Nuffield Foundation, attempts to address these issues by setting out clear aims and describing new approaches to achieve them. Joint editors of the report are Robin Millar of the University of York and Jonathan Osborne of King's College London. The recommendations are that the curriculum should contain a clear statement of its aims, with the 5 - 16 science curriculum seen as enhancing general `scientific literacy'. At key stage 4 there should be more differentiation between the literacy elements and those designed for the early stages of a specialist training in science; up to the end of key stage 3 a common curriculum is still appropriate. The curriculum should be presented clearly and simply, following on from the statement of aims, and should provide young people with an understanding of some key `ideas about science'. A wide variety of teaching methods and approaches should be encouraged, and the assessment approaches for reporting on students' performance should focus on their ability to understand and interpret information as well as their knowledge and understanding of scientific ideas. The last three recommendations in the report cover the incorporation of aspects of technology and the applications of science into the curriculum, with no substantial change overall in the short term but a

  10. 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 universities in the…

  11. Science Education and Interactive Technology.

    ERIC Educational Resources Information Center

    Ittelson, John C.; Moriarty, Patricia J.

    The capabilities and applications of interactive video in science education are examined in four chapters. Chapter 1 discusses technology in science education, providing a comparative evaluation of interactive videodisc (IVD) systems and the microcomputer. Specific uses of microcomputers in science education are noted. Chapter 2 is a discussion of…

  12. 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.

  13. Beyond Filling the World's Breadbasket: A Challenge for Agricultural Education.

    ERIC Educational Resources Information Center

    Thuemmel, William L.

    1979-01-01

    Describes the international food supply situation and the challenge it presents for agricultural education. Seven recommendations are listed and discussed on how agricultural and extension education can play a key role in furthering agricultural and rural development abroad. (LRA)

  14. Science Education Newsletter No. 28.

    ERIC Educational Resources Information Center

    British Council, London (England). Science Dept.

    This issue, number 28 in the series, is divided into the sections of: (1) British science activities, (2) Overseas science activities, and (3) 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…

  15. 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…

  16. Science Credit for Agriculture: Perceived Support, Preferred Implementation Methods and Teacher Science Course Work.

    ERIC Educational Resources Information Center

    Johnson, Donald M.

    1996-01-01

    Arkansas agriculture teachers (213 of 259 surveyed) expressed support for granting science credit for agriculture (88.8%); 65.6% supported science credit for a limited number of agriculture courses. Blanket endorsement for all certified agriculture teachers was favored by 71.5%; 56.6% preferred endorsement only for certified teachers completing an…

  17. 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

  18. The Strategic Plan for Agricultural Education. A National Mobilization Plan for Revolutionary Change in Agricultural Education.

    ERIC Educational Resources Information Center

    1990

    Bold, innovative thinking must be encouraged in the changing field of agricultural education. More than ever, the community needs fresh ideas. The agricultural education community will lose nothing of the past by working together to embrace the challenges and opportunities of the future as long as the essential values are not discarded. The…

  19. 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

  20. 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…

  1. 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…

  2. 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…

  3. Competencies and Traits of Successful Agricultural Science Teachers

    ERIC Educational Resources Information Center

    Roberts, T. Grady; Dooley, Kim E.; Harlin, Julie F.; Murphrey, Theresa P.

    2006-01-01

    The purpose of this mixed-methods study was to identify the required competencies and traits of successful agricultural science teachers. Data was collected from focus groups of agricultural science teachers and a content analysis of existing research. Results identified 47 unique traits or competencies that were divided into the categories of…

  4. 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.); "Student Achievement,…

  5. Developing Curriculum Markers for Agricultural Extension Education in South Africa

    ERIC Educational Resources Information Center

    Worth, S. H.

    2008-01-01

    Sufficient changes have occurred in both the agricultural and educational sectors of South Africa to warrant a careful scrutiny of the agricultural education offerings in South Africa. Agricultural extension is identified as an important part of the intended transformation of the agricultural sector. Further, agricultural extension is essentially…

  6. 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…

  7. 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 America] looks at careers in…

  8. 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…

  9. 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)

  10. 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);…

  11. 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…

  12. 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.

  13. 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…

  14. Science Education Newsletter No. 17.

    ERIC Educational Resources Information Center

    British Council, London (England).

    Short notes on the progress of five science and four mathematics curriculum projects in Britain; reports of conferences on mathematics and science education, educational technology, and the Mathematics Association; reports on the activities of a number of educational and professional associations; comments on examination procedures, a teachers'…

  15. 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…

  16. 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…

  17. 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.

  18. 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…

  19. Supervisory Behaviors of Cooperating Agricultural Education Teachers

    ERIC Educational Resources Information Center

    Thobega, Moreetsi; Miller, Greg

    2007-01-01

    The purpose of this study was to determine the extent to which cooperating agricultural education teachers used selected supervision models. The relationships between maturity characteristics of the cooperating teachers and their choices of a supervision model were also examined. Results showed that cooperating teachers commonly used clinical,…

  20. Teaching Science through Physical Education.

    ERIC Educational Resources Information Center

    Kumar, David; Whitehurst, Michael

    1997-01-01

    Physical education can serve as a vehicle for teaching science and make student understanding of certain personal health-related science concepts meaningful. Describes activities involving the musculoskeletal system, the nervous system, and the cardiovascular system. (DKM)

  1. Science, Sciencing and Science Education: An Integrated Approach to Science Education in Early Childhood.

    ERIC Educational Resources Information Center

    Feng, Jianhua

    This article discusses the nature of science and of the child, and the implications of these natures for the teaching of science in the preschool. It is argued that science has three interrelated aspects: content, process, and attitude. Science education should integrate all three aspects. Content can be separated into the areas of physical, life,…

  2. 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.

  3. 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 Louisiana" (Moss); "Attitudes Held by…

  4. 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…

  5. Guidelines for Preparing Educational Specifications for Agricultural Education.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee. Agricultural Education Section.

    These guidelines have been prepared to assist educators, school planning personnel, architects, and other concerned individuals in developing facilities for programs of agricultural education in senior high school and post-high school settings. Major sections include: (1) Statement of Philosophy, (2) Major Program Objectives, (3) Instructional…

  6. Education and the Behavioral Sciences.

    ERIC Educational Resources Information Center

    Helwig, Carl

    The author delineates characteristics of research in education, focusing on the influence of the educational philosophies of logical positivism, operationalism, and pragmatism and on the strong behavioristic movements in education. A comparison is made between techniques in behavioral science research and traditional educational research methods.…

  7. Educational Concepts in Library Science.

    ERIC Educational Resources Information Center

    Derr, Richard L.

    1980-01-01

    Uses techniques from analytic philosophy of education to clarify key concepts in library education, such as "training,""education,""knowing," and "teaching." Implications of the viewing of professional programs in library science as training programs rather than education are discussed, and references are provided. (Author/BK)

  8. 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)

  9. Islam, Science and Science Education: Conflict or Concord?

    ERIC Educational Resources Information Center

    Loo, Seng Piew

    2001-01-01

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

  10. 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…

  11. 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

  12. 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. PMID:26317458

  13. Heroism and Science Education Reform.

    ERIC Educational Resources Information Center

    White, Robyn; Wallace, John

    1999-01-01

    Describes the activities of two prominent science educators who presided over Australian science curriculum reforms during the 1960s and 1970s. Represents the educators' actions as heroic and describe how the Heroes shaped, modified, and united the culture through referents, rituals, and artifacts. Speculates on the importance of heroic activity…

  14. "Futuring" About Science Teacher Education.

    ERIC Educational Resources Information Center

    Hurd, Paul Dehart

    As a background paper for discussion at the 1973 National Annual Convention of the Association for the Education of Teachers of Science, analyses are made concerning the present status and future development of science teacher education. Shortcomings in current teacher preparation are discussed in connection with recent changes in the economy and…

  15. Artificial Intelligence and Science Education.

    ERIC Educational Resources Information Center

    Good, Ron

    1987-01-01

    Defines artificial intelligence (AI) in relation to intelligent computer-assisted instruction (ICAI) and science education. Provides a brief background of AI work, examples of expert systems, examples of ICAI work, and addresses problems facing AI workers that have implications for science education. Proposes a revised model of the Karplus/Renner…

  16. 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…

  17. 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…

  18. A Model for Agricultural Education in Public Schools.

    ERIC Educational Resources Information Center

    Hughes, Matthew; Barrick, R. Kirby

    1993-01-01

    A model for public school agricultural education is based on changes in the agriculture industry, student population, society, education, and the workplace. Its three components are classroom/lab instruction, application (supervised agricultural experience and Future Farmers of America), and employment/additional education and career (including…

  19. 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…

  20. Risk and School Science Education

    ERIC Educational Resources Information Center

    Christensen, Clare

    2009-01-01

    In this paper I consider a role for risk understanding in school science education. Grounds for this role are described in terms of current sociological analyses of the contemporary world as a "risk society" and recent public understanding of science studies where science and risk are concerns commonly linked within the wider community. These…

  1. 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…

  2. Interdisciplinary Approaches to Science Education.

    ERIC Educational Resources Information Center

    McGinnis, Jane

    This paper addresses the problem of an inadequate science teaching approach at a time when students need to be familiar with, and be able to understand, global problems and personal problems delving into complex, interrelated issues based on the science of a living universe. This report focuses on research about the problems in science education,…

  3. 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

  4. 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…

  5. Is Christian Education Compatible With Science Education?

    NASA Astrophysics Data System (ADS)

    Martin, Michael

    Science education and Christian education are not compatible if by Christian education one means teaching someone to be a Christian. One goal of science education is to give students factual knowledge. Even when there is no actual conflict of this knowledge with the dogmas of Christianity, there exists the potential for conflict. Another goal of science education is to teach students to have the propensity to be sensitive to evidence: to hold beliefs tentatively in light of evidence and to reject these beliefs in the light of new evidence if rejection is warranted by this evidence. This propensity conflicts with one way in which beliefs are often taught in Christian education: namely as fundamental dogmas, rather than as subject to revision in the light of the evidence.

  6. 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".

  7. 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 impact of agricultural…

  8. 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…

  9. Agricultural Biology, Science (Experimental): 5314.09.

    ERIC Educational Resources Information Center

    Basnett, Fred D.

    This unit of instruction was designed as a laboratory study of soils, plants, crop improvements and pesticides, and gives consideration to fish farming, tropical fish, and careers in agriculture. The booklet lists the relevant state-adopted texts and states the performance objectives for the unit. It provides an outline of the course content and…

  10. 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…

  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" (Eleanor Linn); (3) "Race Equity and…

  12. A Program in Agricultural Education in Nevada Based on Off-Farm Agricultural Occupations.

    ERIC Educational Resources Information Center

    Christensen, Howard Harward

    To investigate the further development of agricultural education in Nevada in light of current and future opportunities for employment in off-farm agricultural occupations, personal interviews were conducted with 363 agricultural firms and 30 agricultural agencies. Data were summarized for the 148 companies where some employees needed agricultural…

  13. 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/.

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

    ERIC Educational Resources Information Center

    Balschweid, Mark; Huerta, Alexandria

    2008-01-01

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

  15. 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

    ... Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview... in the Education Sciences. Research on Statistical and Research Methodology in Education. Under the... of Education Sciences: FY 2012 Grant Competitions To Support Education Research and Special...

  16. 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.

  17. 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.

  18. Business involvement in science education

    SciTech Connect

    Winter, P.

    1995-12-31

    Science and math education in grades K through 12 directly affects America`s ability to meet tomorrow`s challenges. If America is to stay competitive in the world, we will need highly qualified scientists and engineers in industry and government and at universities. Jobs of the future will require greater technical and mathematical literacy than jobs of the past. Our goal is both to improve the quality of science education and to encourage more students to pursue science careers. General Atomics, a privately held research and development company, has joined the growing list of businesses that are committed to helping educators prepare students to meet these challenges.

  19. 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.

  20. Satellite Observations in Science Education

    NASA Astrophysics Data System (ADS)

    Jasmin, T. J.; Whittaker, T. M.; Ackerman, S. A.; Howles, L. L.

    2005-12-01

    Satellite Observations in Science Education (SOSE) is a five year project funded by the NASA REASoN (Research, Education, Applications Solutions Network) mission. The goal is to develop an Internet-based education environment which provides interactive learning activities teaching remote sensing principles and exploratory data analysis. A toolkit of Reusable Content Objects will allow scientists and educators from many disciplines to easily assemble learning modules accessible from any Java-enabled web browser.

  1. 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.…

  2. 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…

  3. Enrollment Issues in Agricultural Education Programs and FFA Membership.

    ERIC Educational Resources Information Center

    Hoover, Tracy S.; Scanlon, Dennis C.

    1991-01-01

    Factors influencing enrollment in agricultural education and Future Farmers of America were identified in a survey of 540 secondary students in 12 states. Overriding barriers to enrollment were the image of the agriculture profession and perceived future value of agricultural education. Most enrollees are white males whose parents are likely in…

  4. 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…

  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. Problems with German Science Education

    NASA Astrophysics Data System (ADS)

    Riess, Falk

    The main problems of science (especially physics) teaching in Germany are students'' lack of interest and motivation in the subject, their poor understanding of scientific concepts, ideas, methods,and results, and their lack of comprehension of the social, political, and epistemological role of science. These circumstances result in a growing `scientific illiteracy'' of the population and adecline in democratic quality concerning decision making processes about scientific and technological projects. One means of improving this situation lies in the use of history and philosophy of science in science teaching. School science curricula and textbooks neglect almost completely the importance of history and philosophy of science. In this paper, the main empirical results concerning motivation and knowledge are given. Some examples from science curricula and textbooks are presented, and some of the few reform projects in Germany are listed. As a consequence a compensatory program is proposed in order to create the prerequisites for raising science education in Germany to an international standard.

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

    ERIC Educational Resources Information Center

    Stewart, Bob R.; McCaskey, Michael J.

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

  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. Computer Sciences in Secondary Education.

    ERIC Educational Resources Information Center

    Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

    Speeches presented to an international seminar on computer science are reprinted. These aspects of computer science courses in secondary education are considered: the significance of including such courses in the curriculum; objectives and contents for such courses; the integration of computer courses with other school subjects; methods and…

  11. Research on Early Science Education.

    ERIC Educational Resources Information Center

    Landry, Christopher E.; Forman, George E.

    The implementation of basic research on children's scientific thinking into science curricula continues to be a slow process. This chapter summarizes research on cognitive development that has helped to establish the goals for much of early science education and examines its implications. The chapter begins by describing scientific thinking and…

  12. Education for Health Sciences Librarianship.

    ERIC Educational Resources Information Center

    Smith, Linda C.

    1998-01-01

    An overview is provided of education for health sciences librarianship by considering its development, current status, and possible future evolution. Discusses the role of the professional association in providing a credentialing program for its members. Resources for the study of health sciences librarianship are appended. Contains 50 references.…

  13. 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…

  14. [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…

  15. Science Education for the Nonscientist

    ERIC Educational Resources Information Center

    Andrews, Ted F.

    1970-01-01

    "The primary goal of education in the sciences in American schools and colleges is to produce a body politic that is scientifically literate. A leading scientist/educator discusses what is being done, what is not being done, and what should be being done in this area. (Author/LS)

  16. 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…

  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. 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…

  20. 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…

  1. Guidelines for Building Science Education

    SciTech Connect

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

    2015-03-11

    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

  2. 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

  3. 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

  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. Science Education Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1990

    1990-01-01

    Described is the Graded Assessment in Science Project (GASP). Students' attitudes toward this program were assessed using essays, questionnaires, and interviews. The results, conclusions, and cautions about this program are included. (KR)

  6. 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,…

  7. 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…

  8. 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…

  9. Space Science Education Resource Directory

    NASA Astrophysics Data System (ADS)

    Christian, C. A.; Scollick, K.

    The Office of Space Science (OSS) of NASA supports educational programs as a by-product of the research it funds through missions and investigative programs. A rich suite of resources for public use is available including multimedia materials, online resources, hardcopies and other items. The OSS supported creation of a resource catalog through a group lead by individuals at STScI that ultimately will provide an easy-to-use and user-friendly search capability to access products. This paper describes the underlying architecture of that catalog, including the challenge to develop a system for characterizing education products through appropriate metadata. The system must also be meaningful to a large clientele including educators, scientists, students, and informal science educators. An additional goal was to seamlessly exchange data with existing federally supported educational systems as well as local systems. The goals, requirements, and standards for the catalog will be presented to illuminate the rationale for the implementation ultimately adopted.

  10. 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…

  11. Space Science and Interdisciplinary Education

    NASA Astrophysics Data System (ADS)

    Foing, B. H.

    The contribution of space science to an education cursus can be conceived as a series of educational modules (each including text books for teacher and pupil, exercises, CD-roms, observations or study projects, kits for hands-on projects, and Internet products from space agencies) covering different age groups (elementary 7-10, middle 10-14, high school 15-17). These modules should not be limited to the science teacher area, but must pervade in all topics of education the same way as space is part of everyday life. Space agencies can contribute to this by supporting a pilot group of teachers on sabbatical residence to develop these modules. These teachers should cover different European languages (e.g. English, French, German, other languages), different educational systems experience, and different backgrounds (Language/arts, science, history, technology). These modules could be developed in one year, in partnership with education ministers, publishers, for validation and production. They should be distributed and inserted in curricula via education authorities and networks of teachers. We list some examples of space (science) modules to be developed, in different teachers courses for a total of about 20 hours courses/yr, with basic modules for age group (7-10 yr) and Advanced Modules for (10-15 yr).

  12. 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

  13. Science Education with the LSST

    NASA Astrophysics Data System (ADS)

    Jacoby, S. H.; Khandro, L. M.; Larson, A. M.; McCarthy, D. W.; Pompea, S. M.; Shara, M. M.

    2004-12-01

    LSST will create the first true celestial cinematography - a revolution in public access to the changing universe. The challenge will be to take advantage of the unique capabilities of the LSST while presenting the data in ways that are manageable, engaging, and supportive of national science education goals. To prepare for this opportunity for exploration, tools and displays will be developed using current deep-sky multi-color imaging data. Education professionals from LSST partners invite input from interested members of the community. Initial LSST science education priorities include: - Fostering authentic student-teacher research projects at all levels, - Exploring methods of visualizing the large and changing datasets in science centers, - Defining Web-based interfaces and tools for access and interaction with the data, - Delivering online instructional materials, and - Developing meaningful interactions between LSST scientists and the public.

  14. 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,…

  15. 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…

  16. 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;…

  17. Studies in Science Education, Volume Nine, 1982.

    ERIC Educational Resources Information Center

    Layton, David, Ed.

    1982-01-01

    Studies in Science Education is an international review of research for all who are interested in the educational dimensions of science. This issue contains these articles: "Teaching about Science, Technology and Society at the Secondary School Level in the United States. An Educational Dilemma for the 1980s" (Mary C. McConnell); Science Education…

  18. 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,…

  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. Factors Influencing the Occurrence of Adult Agricultural Education Programs.

    ERIC Educational Resources Information Center

    Christmas, Oren L.; Warmbrod, J. Robert

    A study examined the institutional factors the influence whether or not adult agricultural education programs are offered in high schools. All Ohio secondary schools that offered vocational agriculture programs in agricultural production or farm business management during 1985-1986 (a total of 260 schools) were included in the study. Data were…

  1. Molokai Community Needs Assessment for Agriculture Education and Training.

    ERIC Educational Resources Information Center

    Pezzoli, Jean A.

    In order to assess the needs of agriculture (AG) education and ascertain the potential employment demand for pre-service and in-service training in agriculture over the next 5 years, Maui Community College (MCC) sent questionnaires to Molokai community businesses, inquiring about their agricultural labor demand. In December 1997, 68 questionnaires…

  2. 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…

  3. Alternatives for Science Education: A Consultative Document.

    ERIC Educational Resources Information Center

    Association for Science Education, Cambridge (England).

    Prepared by a small working party established under the auspices of the Education (Research) Committee of the Association for Science Education, this consultative document provides information for educational administrators and science teachers who are concerned with the place of science in education. Part one of the document reviews the…

  4. 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…

  5. Ocean science educator award announced

    NASA Astrophysics Data System (ADS)

    The Office of Naval Research has announced a program to identify and support academic ocean scientists (“educators”) who have a distinguished record of educating high-quality doctoral and/or postdoctoral students and who will, under this program, draw postdoctoral scientists from other disciplines into the ocean sciences.Named “educators” must be U.S. citizens with research and training experience in the ocean sciences and must have a current research and teaching position at a U.S. institution that confers doctoral degrees in ocean sciences.

  6. Archaeoastronomy and Science Education

    NASA Astrophysics Data System (ADS)

    Dearborn, David S. P.

    1994-12-01

    Acquisition and utilization of knowledge can be a determinate for survival and prosperity. As a process for exploring nature, science has enabled people with the tremendous capabilities of modern technology, but many students fail to see the connection between their lives and this process. Even those students that do appreciate a connection, frequently leave high school or non-major college classes, confusing the scientific process itself with a catalog of abstract facts. Archaeoastronomy provides a vehicle to teach both scientific methodology, and the range of human reason for the pursuit of science. As a study of the interaction between societies and their science, it may included the development of mathematics, navigation, surveying, units of measurement, and urban planning. Astronomy serves as a focus across many cultures, because the need to respond to the seasons is biologically based, and these seasons are driven and defined by celestial motions. This connection between sky and earth exists for all people, and sophisticated sky watching activities developed on every inhabited continent. At the foundation of archaeoastronomy studies are the mechanics of astronomical observation, methods for organizing those observations, and making interpretations. The celestial phenomena of interest are readily available and easily observable. This permits a discovery basis for teaching how the scientific method developed and how is used. A course in archaeoastronomy permits students of wide disciplinary and cultural backgrounds to appreciate the interrelation between science and society. Additionally, students that will not pursue scientific research, who will instead become leaders in other areas, will be enriched with an understanding of how the process operates whether watching for the first appearance of the new moon, or attempting to detect the top quark.

  7. 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); "Visioning by Region" (Vaughn); "The Local Perspective"…

  8. Teacher Burnout and Job Satisfaction among Agricultural Education Teachers

    ERIC Educational Resources Information Center

    Chenevey, Jamie L.; Ewing, John C.; Whittington, M. Susie

    2008-01-01

    The demands on teachers both in and out of classrooms combined with increased budget cuts have led many to question the levels of job satisfaction and burnout among agricultural education teachers. The purpose of this study was to describe the occurrence of burnout and the level at which burnout exists among agricultural education teachers in…

  9. 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…

  10. 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…

  11. Salaries and Working Conditions of Agricultural Education Teachers in Virginia.

    ERIC Educational Resources Information Center

    Vaughn, Paul R.; McMillion, Martin B.

    The salaries and working conditions of agricultural education teachers in public schools in Virginia were studied. The sample consisted of all 390 agricultural education teachers employed during the 1976-1977 school year. A questionnaire was used to secure information. Findings for the typical teacher include the following: years of teaching…

  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. 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)

  14. 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.

  15. 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

  16. Collaboration between nurses and agricultural teachers to prevent adolescent agricultural injuries: the Agricultural Disability Awareness and Risk Education Model.

    PubMed

    Reed, Deborah B; Kidd, Pamela S

    2004-01-01

    Nearly 2 million children live or work on America's farms and ranches. Despite the increasing mechanization of production agriculture in the United States, children still constitute a considerable portion of the work force on farms and ranches. When adjusted for actual work exposure time, adolescent injury rates on agricultural establishments surpass those of adults (Castillo, D. N., Landen, D. D., & Layne, L. A. (1994). American Journal of Public Health, 84, 646-649). This project, headed by two public health nurses, developed and tested an agricultural safety curriculum [Agricultural Disability Awareness and Risk Education (AgDARE)] for use in high school agriculture classes. Students who participated in AgDARE scored significantly higher in farm safety attitude and intent to change work behavior than the control group. School and public health nurses, working together with agriculture teachers, may make an effective team in reducing injuries among teen agricultural workers. PMID:15260837

  17. 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…

  18. Statistical Handbook of Science Education.

    ERIC Educational Resources Information Center

    Petersen, Richard J.

    This publication by the National Science Foundation (NSF) is a compilation of pertinent statistical information on the education and training of scientists and engineers in the United States primarily during the period of 1950-1960. This publication is divided into three parts: (1) human resources data; (2) data that deal with the institutional…

  19. Science Education News, September 1976.

    ERIC Educational Resources Information Center

    McCarley, Orin, Ed.

    This issue of the newsletter of the American Association for the Advancement of Science (AAAS) presents articles relating to minorities in engineering, declining enrollment, introducing metric, descriptions of 1976 high school graduates, child understanding, and hand calculators in schools. Articles presented relating to higher education include…

  20. Blogs: Applications in Science Education

    ERIC Educational Resources Information Center

    Brownstein, Erica; Klein, Robert

    2006-01-01

    Blogs are reshaping our political, social, and cultural environment. Education is affected by blogs because of their potential for learning and teaching, and also their risks. This article elaborates a set of rules for evaluating and implementing blogs in teaching college science. (Contains 5 figures.)

  1. 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…

  2. Educational Television: "Let's Explore Science".

    ERIC Educational Resources Information Center

    King, Kenneth P.

    2000-01-01

    Provides an historical overview of the development of instructional television as a tool within the context of science education. Traces the technology from its beginning as experiments in public service broadcasting by universities and television networks. Examines the use of the technology as a teaching tool in terms of scientific literacy.…

  3. The Educational Role of Health Sciences Librarians.

    ERIC Educational Resources Information Center

    Rankin, Jocelyn A.; Sayre, Jean Williams

    1993-01-01

    Considers the expanding educational role of health sciences librarians in both academic centers and in hospitals resulting from influences of new educational models and new technology. Topics addressed include undergraduate health sciences education; continuing education; new technology and medical informatics; library educational programs;…

  4. 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)

  5. 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.

  6. 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.

  7. 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,…

  8. 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),…

  9. 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)…

  10. Agriculture and the Development Process: Tentative Guidelines for Teaching. Education and Rural Development--1.

    ERIC Educational Resources Information Center

    Malassis, L.

    Concerned with the application of science and technology to agriculture, this book is intended to be used as a reference for rural education groups and as a guide for teachers in an attempt to formulate a new approach to teaching rural economics by integrating it into the overall analysis of social and economic development. The book is divided…

  11. 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…

  12. 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, and James J.…

  13. Science Education as South Africa's Trojan Horse.

    ERIC Educational Resources Information Center

    Rogan, John M.; Gray, Brian V.

    1999-01-01

    Presents the story of one nongovernmental organization (NGO) and the role it played in reconceptualizing science education in South Africa. Describes the success of the Science Education Project (SEP) in confronting authoritarian practices of government organizations and those within its own ranks. Science education can become the Trojan horse of…

  14. Science Education in the United States.

    ERIC Educational Resources Information Center

    Champagne, Audrey B.

    1997-01-01

    Discusses science education in the United States, which is in the midst of an unprecedented reform movement driven by national standards developed with support from the federal government. These standards are redefining the character of science education from kindergarten to the post-graduate education of scientists and science teachers. The new…

  15. Linking General Education and Science Teacher Preparation

    ERIC Educational Resources Information Center

    Talanquer, Vicente; Morgan, Del; Maeyer, Jenine; Young, Krista

    2007-01-01

    This educational project involves prospective science teachers in implementing a natural science course for nonscience majors. The model creates a space for nonscience majors to experience learner-centered teaching practices while giving prospective teachers an opportunity to apply their science and science education course knowledge and learning.…

  16. 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…

  17. 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 elusive…

  18. 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…

  19. 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,...

  20. Kansas Vocational Agriculture Education. Basic Core Curriculum IV.

    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 four sections: (1) Supervised Training Programs, (2) Leadership, (3) Plant and Soil Science, and (4) Farm Mechanics. Each unit is comprised…

  1. 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…

  2. "Contributions of Piaget to Science Education." Science Education. Science Curriculum Concept Paper #2.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    This paper discusses the implications of Piaget's theory to science education. The first section of the paper, "What Science Teachers Need To Know: Scientific Knowledge and Its Source," describes three sources of students' knowledge and corresponding educational practices. The second section, "Functions of Intelligence," discusses the concept of…

  3. 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 Agriculture as the…

  4. 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

  5. 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

  6. 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…

  7. North Carolina Agricultural and Technical State University Drug Education Policy.

    ERIC Educational Resources Information Center

    Welborne, Sullivan; And Others

    This drug education policy statement for North Carolina Agricultural and Technical State University establishes two educational objectives: to develop an educational program that increases the university community's knowledge and competency regarding controlled substances and to increase the skills required to take corrective action for potential…

  8. Educating Children of Colorado's Agricultural Laborers.

    ERIC Educational Resources Information Center

    Wallace, George N.

    1980-01-01

    The article discusses potential remedies for three major issues that prevent seasonal agricultural workers from maintaining the kind of working and living conditions which lead to cohesive cumulative social experience: undocumented workers; worsening living and working environments; and societal attitudes regarding agricultural labor and its…

  9. Descriptions and Source Listings of Professional Information in Agricultural Education, 1966-67, 1967-68, and 1968-69.

    ERIC Educational Resources Information Center

    American Vocational Association, Washington, DC. Professional Information Committee.

    These annotated bibliographies contain a total of 449 references of professional information in agricultural education published annually. References are organized under headings of: (1) Agricultural Mechanics, (2) Animal Science, (3) Conservation and Forestry, (4) Curriculum Development and Course of Study, (5) Farm Business Management and…

  10. Innovations in Science and Technology Education through Science Teacher Associations

    ERIC Educational Resources Information Center

    Akpan, Ben B.

    2010-01-01

    One emerging issue highlighted in a UNESCO booklet (Fensham, 2008, p6) is to draw attention to the need for students to receive science education from able science teachers. The booklet emphasizes that quality science learning time, albeit less, is preferable to the damage done by underequipped science teachers. It also draws attention to the…

  11. 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…

  12. Empowering Women in Agricultural Education for Sustainable Rural Development.

    ERIC Educational Resources Information Center

    Ugbomeh, George M. M.

    2001-01-01

    Discusses the concepts of agricultural education, women empowerment, and sustainable rural development. Suggests that, because women make up more than half of Nigeria's population, their empowerment would assist the efforts for sustainable rural development. (Contains 48 references.) (JOW)

  13. Junior High Programs For Career Education In Agriculture

    ERIC Educational Resources Information Center

    Snowden, Oben L.; Shoemake, R. Glenn

    1973-01-01

    Second of three articles stemming from a research project in which the objective is to obtain and validate data to be used in developing a core curriculum for agriculture on all levels of education. (SB)

  14. 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…

  15. Kansas Vocational Education in Agriculture Supervised Occupational Experience.

    ERIC Educational Resources Information Center

    Parmley, John D.

    Intended for secondary and postsecondary teachers of agriculture, this handbook presents guidelines for developing and supervising occupational experience programs. The first section is a general discussion of vocational education in agriculture. The next section considers identification of student occupational goals and development of an…

  16. Innovative Agricultural Education Secondary School Programs in Southeast Asia.

    ERIC Educational Resources Information Center

    Gagni, Arsenio O.; And Others

    In an effort to seek out and describe exemplary and innovative features of agricultural high schools in Asian countries, letters of inquiry were sent to the directors of agricultural education programs in Thailand, Republic of China, Japan, and South Korea informing them of a study tour planned by three members of the University of the Philipines…

  17. 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…

  18. The Role of Vocational Education in Agriculture--Economic Efficiency.

    ERIC Educational Resources Information Center

    McMillion, Martin B.

    1982-01-01

    Vocational agriculture is education for work. By meeting the needs of the economy and the job market, it can meet the needs of the individual. Although human resource development is important, vocational agriculture should focus on job-relevant competencies and cost effectiveness. (SK)

  19. Basic space science education in Nigeria

    NASA Astrophysics Data System (ADS)

    Onuora, L. I.; Ubachukwu, A. A.; Asogwa, M. O.

    1995-01-01

    The role of basic space science in the present curriculum for primary and secondary schools is discussed as well as the future development of Space Science Education at all levels (Primary, Secondary, and Tertiary). The importance of educating teachers in basic space science is emphasized. Provision of Planetariums in the country could go a long way to help in the education process as well as in popularizing space science.

  20. 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,…

  1. 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.

  2. 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.

  3. 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…

  4. 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,…

  5. 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

    ..., Education, and Economics Advisory Board AGENCY: Research, Education, and Economics, USDA. ACTION... to fill 10 vacancies on the National Agricultural Research, Extension, Education, and Economics... October 1, 2012. ADDRESSES: National Agricultural Research, Extension, Education, and Economics...

  6. 78 FR 25691 - Request for Nominations of Members for the National Agricultural Research, Extension, Education...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-02

    ..., Extension, Education, and Economics Advisory Board AGENCY: Research, Education, and Economics, USDA. ACTION... the National Agricultural Research, Extension, Education, and Economics Advisory Board. DATES: All... Agriculture, National Research, Extension, Education, and Economics Advisory Board Office, 1400...

  7. Science and Religion: Implications for Science Educators

    ERIC Educational Resources Information Center

    Reiss, Michael J.

    2010-01-01

    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…

  8. 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…

  9. 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…

  10. Science Education Reform in a Rural County.

    ERIC Educational Resources Information Center

    Veal, William R.; Elliott, Thomas D.

    The recent release of the National Science Education Standards and the previous release of Benchmarks for Scientific Literacy have initiated science education reform at the state, district, and local school levels. The purpose of this study was to investigate the extent to which a group of science teachers, administrators, and a curriculum…

  11. Reflections on Science Education. 1976 AETS Yearbook.

    ERIC Educational Resources Information Center

    Capie, William, Ed.; Fox, Fred W., Ed.

    This publication, the third in a yearly series, follows the intent of previous editions in which rapid changes in the field of science teacher education were assessed. Accordingly, 14 contributed articles appearing in this volume are grouped under the following headings: (1) The Mission of Science Education, (2) The People of Science Teaching, and…

  12. Developing a Research Agenda in Science Education

    ERIC Educational Resources Information Center

    Simmons, Patricia E.; Brunkhorst, Herb; Lunetta, Vincent; Penick, John; Peterson, Jodi; Pietrucha, Barbara; Staver, John

    2005-01-01

    The Science Summit reinforced a question upon which many of us in science education are focused: How can we, the science education community of researchers, practitioners, and consumers, lead policy? We include a brief review of the No Child Left Behind Act and its implications for teachers, and elaborate about one ongoing and growing effort to…

  13. 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.

  14. The Emperor's Clothes Phenomenon in Science Education.

    ERIC Educational Resources Information Center

    Raths, James

    As a paper presented at the 1972 Convention of the National Association for Research in Science Teaching, discussions are included concerning research activities and misperceptions about scientific endeavors in the science education community. The purpose is to suggest some acts necessary for science teachers and educators to implement science…

  15. Science Education in Asia and the Pacific.

    ERIC Educational Resources Information Center

    Cahill, Bruce, Ed.

    1984-01-01

    This bulletin presents reports on science and technology education in the countries of the Asia and Pacific region. The first section is composed of an introduction which defines science and technology and how it is dealt with both within and outside the formal education system. It also summarizes the highlights of science and technology education…

  16. 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…

  17. Addressing the Nature of Science in Preservice Science Teacher Preparation Programs: Science Educator Perceptions

    ERIC Educational Resources Information Center

    Backhus, DeWayne A.; Thompson, Kenneth Wayne

    2006-01-01

    The nature of science (NOS) has a prominent role among the national science education content standards at all grade levels, K-12. Results from a national survey of collegiate science educators indicate the perception that the greatest contributors to preservice teachers' understanding of the nature of science were science methods courses,…

  18. 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.

  19. 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.

  20. 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.…

  1. Relationships between Special Education Confidence, Knowledge, and Selected Demographics for Agricultural Education Student Teachers

    ERIC Educational Resources Information Center

    Kessell, John; Wingenbach, Gary J.; Lawver, David

    2009-01-01

    The purpose of this study was to describe the relationship between special education confidence, knowledge, and selected demographics of agricultural education student teachers in the American Association of Agricultural Education southern region. A significant, low, positive association existed between total confidence and knowledge of providing…

  2. 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.

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

    NASA Astrophysics Data System (ADS)

    Hadzigeorgiou, Yannis; Schulz, Roland

    2014-09-01

    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.

  4. 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…

  5. Model Learner Outcomes for Science Education.

    ERIC Educational Resources Information Center

    Clark, Richard C.; Hessler, Edward

    This document provides curriculum planners with models of learner outcomes that can be incorporated into a science curriculum and science essential learner outcomes. The first chapter includes a list of educational system values and learner values, philosophy of education, the mission for public education, and learner goals that describe the…

  6. 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

  7. 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…

  8. 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,…

  9. Science Education in Two-Year Colleges: Interdisciplinary Social Sciences.

    ERIC Educational Resources Information Center

    Beckwith, Miriam M.

    Anthropology and interdisciplinary social sciences (ISS) education at two-year colleges are examined as revealed in a study of science education conducted by the Center for the Study of Community Colleges that involved a review of the literature, an examination of the catalogs and class schedules from 175 institutions, and a survey of 1,125…

  10. 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.

  11. 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…

  12. 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…

  13. 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...

  14. 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...

  15. 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...

  16. 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...

  17. 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)

  18. 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…

  19. 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.

  20. 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.…

  1. 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.

  2. Biotechnology Enters Vocational Agriculture.

    ERIC Educational Resources Information Center

    Martin, Robert A.

    1988-01-01

    Points out that the agriculture industry is changing and that vocational agriculture students must learn more science than before to be prepared. Iowa formed groups of educators and business representatives to advise on which curricula should be funded. (JOW)

  3. 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)

  4. Investigating Community Factors as Predictors of Rural 11th-Grade Agricultural Science Students' Choice of Careers in Agriculture

    ERIC Educational Resources Information Center

    Adedokun, Omolola A.; Balschweid, Mark A.

    2008-01-01

    This study investigates the links between community contexts/factors and rural 11th-grade agricultural science students' choice of careers in agriculture. A logistic regression model was developed and tested to examine the extent to which nine measures of community contexts (i.e., membership in FFA, membership in 4-H, community attachment,…

  5. 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.

  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. 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.

  8. 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.

  9. 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…

  10. 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

  11. 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

  12. 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

  13. Educational technology usage and needs of science education in Turkey

    NASA Astrophysics Data System (ADS)

    Turkmen, Hakan

    The purpose of this study was to examine Turkish science teachers and pre-service teachers' attitudes towards the use of technological tools in their science lessons in Turkish colleges of education in the assist of Turkish government projects, and how science education teachers, who have earned a science education degree from western countries, influence the use technology in Turkish higher education. The research method employed were quantitative data sources, including a technology background questionnaire, which is cross-sectional design, and qualitative historical research data sources. The study analyzed the data under a cross-section or between subjects' method with four factors: Turkish science teachers; Turkish pre-service science teachers; Turkish science teachers who have earned science degrees from western universities; and Turkish graduate students whose majors are in science education in U.S. It was anticipated that an analysis of variance (ANOVA) would be used to analyze data and "level 0.05" was established. Major findings of the study include: (1) Science education faculty members who have earned science education degrees from western countries have a positive effect on the use of technological tools in science courses in Turkish higher education. (2) Science education faculty members who have earned science degrees from Turkish universities have a limited knowledge on the use of technological tools in science courses in Turkish higher education. (3) Science education graduate students who have been studying in science education in western countries have positive attitudes for the use of technological tools in science courses have potential to impact Turkish higher education, when they return to Turkey. (4) Most Turkish pre-service teachers know very little about effective use of technology in education. Gender differences are apparent and females consistently indicated that they knew less and hence may not integrate technological tools in their

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

    NASA Astrophysics Data System (ADS)

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

    2010-10-01

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

  15. 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.

  16. 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.

  17. 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. PMID:21563604

  18. 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.

  19. Universalism, Multiculturalism, and Science Education.

    ERIC Educational Resources Information Center

    Irzik, Gurol

    2001-01-01

    Describes the division of universalists and multiculturalists over the question of the nature of science. Universalists maintain that science has a universal essence and western modern science is the paradigm example of such science. Multiculturalists appeal to the disunity of science thesis to undermine the view that all sciences must have a…

  20. Focusing Research in Agricultural Education. Proceedings of the Annual Central Region Research Conference in Agricultural Education (47th, St. Louis, Missouri, March 6, 1993).

    ERIC Educational Resources Information Center

    Birkenholz, Robert J., Comp.; Schumacher, Leon G., Comp.

    A conference proceedings on agricultural education research included: "Focusing for Excellence" (Jordan); "Factors Related to the Integration of International Agricultural Concepts into the Secondary Agricultural Education (AE) Curriculum" (Ibezim, McCracken); "Perceptions of State Vocational Education (VE) Administrators Relevant to AE in the…

  1. Positions Held by Teachers, Teacher Educators, and State Supervisors about Selected National Issues in Agricultural Education.

    ERIC Educational Resources Information Center

    Sutphin, H. Dean; Newcomb, L. H.

    1983-01-01

    Opinions about nine issues were examined: agricultural education's purpose, desired clientele, content, supervised occupational experience (SOE) requirements, types of SOE for production and nonproduction agriculture, Future Farmers of America membership, class instruction in FFA, and title for agricultural programs. The extent of consensus on a…

  2. 78 FR 52496 - Meeting Notice of the National Agricultural Research, Extension, Education, and Economics...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-23

    ... Meeting Notice of the National Agricultural Research, Extension, Education, and Economics Advisory Board AGENCY: Research, Education, and Economics, Office of the Secretary, USDA. ACTION: Notice of meeting..., Education, and Economics Advisory Board. DATES: The National Agricultural Research, Extension,...

  3. 77 FR 27013 - Request for Nominations of Members for the National Agricultural Research, Extension, Education...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-08

    ... Agricultural Research, Extension, Education, and Economics Advisory Board AGENCY: Research, Education, and Economics, USDA. ACTION: Solicitation for membership. SUMMARY: In accordance with the Federal Advisory... nominations to fill 9 vacancies on the National Agricultural Research, Extension, Education, and...

  4. 77 FR 11064 - National Agricultural Research, Extension, Education, and Economics Advisory Board Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-24

    ... Office of the Secretary National Agricultural Research, Extension, Education, and Economics Advisory Board Notice of Meeting AGENCY: Research, Education, and Economics, USDA. ACTION: Notice of meeting..., Education, and Economics Advisory Board. DATES: The National Agricultural Research, Extension,...

  5. 77 FR 58978 - Notice of the National Agricultural Research, Extension, Education, and Economics Advisory Board...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-09-25

    ... Office of the Secretary Notice of the National Agricultural Research, Extension, Education, and Economics Advisory Board Meeting AGENCY: Research, Education, and Economics, USDA. ACTION: Notice of meeting. SUMMARY..., and Economics Advisory Board. DATES: The National Agricultural Research, Extension, Education,...

  6. The Nature of Science Education for Enhancing Scientific Literacy

    ERIC Educational Resources Information Center

    Holbrook, Jack; Rannikmae, Miia

    2007-01-01

    This article explores the meaning of the nature of science education to enhance scientific literacy. It argues that the teaching approach for science education should be regarded as "education through science", rather than "science through education". A model of the nature of science education is proposed, having its foundations based on activity…

  7. 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…

  8. Informal Research and Development for Agricultural Development--Key Roles for Agricultural and Extension Educators.

    ERIC Educational Resources Information Center

    Kitinoja, Lisa

    Informal research and development (R & D) is defined as any small-scale, decentralized agricultural or extension education program that involves the population of learners in the process of planning, implementation, and evaluation of a learning process. It involves simple experimentation with potential solutions to common problems. The presence of…

  9. 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.

  10. 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…

  11. Science and Sanity in Special Education.

    ERIC Educational Resources Information Center

    Dammann, James E.; Vaughn, Sharon

    2001-01-01

    This article describes the usefulness of a scientific approach to improving knowledge and practice in special education. Of four approaches to knowledge (superstition, folklore, craft, and science), craft and science are supported and implications for special education drawn including the need to bridge the gulf between research knowledge and…

  12. SCIENCE EDUCATION INFORMATION REPORT, BIBLIOGRAPHY 4, CURRICULUM.

    ERIC Educational Resources Information Center

    ERIC Information Analysis Center for Science Education, Columbus, OH.

    THIS IS THE FOURTH IN A SERIES OF GENERAL BIBLIOGRAPHIES WHICH ARE BEING DEVELOPED TO DISSEMINATE INFORMATION CONCERNING DOCUMENTS ANALYZED AT THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. REPORTED ARE OVER 350 CITATIONS TO SELECTED DOCUMENTS ON CURRICULUM AND CURRICULUM DEVELOPMENT IN SCIENCE EDUCATION. THE DOCUMENTS INCLUDED…

  13. 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,…

  14. Science Education for Everyone: Why and What?

    ERIC Educational Resources Information Center

    Trefil, James

    2008-01-01

    What the author explores in this essay is not so much the "whether" of general science education, but the "why." What exactly constitutes good science education, and how can one recognize when students have received it? Once this question has been answered, the answer to the "what" question--the actual content of the curriculum--is relatively easy…

  15. 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…

  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. Hermeneutics and science education: An introduction

    NASA Astrophysics Data System (ADS)

    Eger, Martin

    1992-12-01

    This paper is a programmatic sketch of a line of theoretical investigation in the philosophy of science education. The basic idea is that philosophical hermeneutics is an appropriate framework for science education in most of its aspects. A brief discussion is given of hermeneutics in general, of the version of it developed by H. G. Gadamer, and of the reasons for its relevance to science and to the problem of meaning in science education. A key element in this approach is the suggestion that each science be biewed as a language. Arguments against the appropriateness of hermeneutics to natural science are also discussed. One application of the theory to ongoing educational research — ‘misconceptions’ — is specifically treated.

  18. 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.

  19. 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…

  20. 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…

  1. 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…

  2. Mathematics/Science. Educational Policy Seminar Papers.

    ERIC Educational Resources Information Center

    City Univ. of New York, NY.

    Seven papers presenting recent findings on mathematics and science education are included in this report. Most of the papers deal with improving the mathematics/science instruction for minorities and women, and were presented at a series of seminars for the improvement of teaching math and science. Paper titles (and authors) are: (1) "Neurological…

  3. Girls and Science Education - Cause For Concern?

    ERIC Educational Resources Information Center

    Kelly, Alison; And Others

    This collection of papers resulted from the observation that girls, before boys, are eased out of science education. An overview of the problem is presented in the first paper, with an identification of some of the factors that discourage girls from pursuing study or careers in science. Justification for teaching science to girls as well as to…

  4. 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…

  5. 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...

  6. 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…

  7. 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…

  8. 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

    ..., Education, and Economics Advisory Board AGENCY: Research, Education, and Economics, USDA. ACTION... to 9 member positions of the National Agricultural Research, Extension, Education, and Economics..., Education, and Economics Advisory Board; Research Extension, Education, and Economics Advisory Board...

  9. 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.

  10. Hermeneutics and Science Education: The role of history of science

    NASA Astrophysics Data System (ADS)

    Bevilacqua, Fabio; Giannetto, Enrico

    1995-04-01

    Eger's contribution towards a reapprochment of Hermeneutics, Science and Science Education is very welcome. His focus on the problem of misconceptions is relevant. All the same in our opinion some not minor points need a clarification. We will try to argue that: a) Hermeneutics cannot be reduced to a semantical interpretation of science texts; its phenomenological aspects have to be taken in account. b) Science has an unavoidable historical dimension; original papers and advanced textbooks are the real depositaries of scientific research. Standard textbooks are a caricature not worth it of a hermeneutical analysis. c) A parallelism can be traced between two dicothomies: the lifeworld of hermeneutics and the scienceworld of epistemology on one side and the extraordinary and the normal science on the other. d) For an overcoming of the misconceptions' problem we propose that the previous dicothomies be bridged through a hermeneutical phenomenological approach to science education that stresses the alternative, historical interpretations of natural phenomena.

  11. 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…

  12. 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,…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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,…

  18. 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…

  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. Peer Advising in Agricultural Education: A Supplement to Faculty Advising.

    ERIC Educational Resources Information Center

    Flores, Bob; Weeks, William

    Peer Advising in Agricultural Education has been operating since the Fall Semester, 1987, at Texas A & M University. The program involves several undergraduate students nominated by faculty, who are supervised by two doctoral students. Responsibilities of the peer advisors include informing students of campus procedures, assisting in prescheduling…

  1. 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…

  2. Agricultural Education Competencies and Progress toward a Doctoral Degree.

    ERIC Educational Resources Information Center

    Lindner, James R.; Dooley, Kim E.

    2002-01-01

    A study of 18 first-semester, 32 midprogram, and 18 graduating/graduated agricultural education doctoral students showed that degree progress increased the following competencies: foundations, applications, and international knowledge; social, content, process, problem-solving, systems, and resource management skills; and verbal, reasoning,…

  3. 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 at…

  4. 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…

  5. 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;…

  6. 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…

  7. Metacognition in Math and Science Education.

    ERIC Educational Resources Information Center

    Narode, Ronald

    In the past 15 years, educators and education researchers have increasingly emphasized the importance of cognitive processes for effective education in mathematics and science. This may be characterized as a shift away from the epistemology which treats knowledge as a compilation and categorization of facts toward the notion that knowledge is the…

  8. 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…

  9. Gender Equity in Science Education

    ERIC Educational Resources Information Center

    Hall, Johanna R.

    2011-01-01

    The dearth of females in high-level science courses and professions is a well-documented phenomenon in modern society. Inequality in science instruction is a crucial component to the under representation of females in science. This paper provides a review of current literature published concerning gender inequality in K-12 science instruction.…

  10. Science Education as It Relates to Technical Education.

    ERIC Educational Resources Information Center

    American Association for the Advancement of Science, Washington, DC. Commission on Science Education.

    The purpose of the symposium was to bring to the attention of the scientist, the industrialist, and the educator some of the critical problems facing the implementation of program offerings for technicians. Presentations were "The Science, and Mathematics Base of A Technical Curriculum" by Maurice W. Roney, "Science-Based Technical Education in…

  11. 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 is no…

  12. 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.

  13. 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.

  14. 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 and…

  15. 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

  16. 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…

  17. Can Education Become a Science?

    ERIC Educational Resources Information Center

    Hansgen, Richard D.

    1991-01-01

    The study of education does not lend itself well to an experimental approach. Educators cannot even agree on a fixed body of common knowledge constituting a discipline of education. Education is subjective, lacking governing equations, unifying principles, and invariant experiments. Education must be dealt with in words, with feelings, and from a…

  18. 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.

  19. Linking Science Education to the Workplace

    NASA Astrophysics Data System (ADS)

    Hurd, Paul Dehart

    1998-12-01

    This article examines the issue of linking education in the sciences with the world of work for all students. Traditionally, science teaching has been limited to preparing student for research career in science at the university level. The reform movement in science education is focused on intellectual skills that serve to fortify the human capital of all students and the economic productivity of the nation. The educational issue arises from evolutionary changes that are taking place in the practice of science, the development of a global economy, the nation's entrance into an Information Age, and the changing nature of the workplace. To identify and integrate these factors in the practice of science teaching is the goal of this article.

  20. 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…

  1. Beliefs and Values in Science Education. Developing Science and Technology Education.

    ERIC Educational Resources Information Center

    Poole, Michael

    This book asserts that beliefs and values are integral to the scientific enterprise and the theory and practice of education and hence science education, and that it is desirable to explore such matters in the classroom. It aims at helping science teachers demonstrate how spiritual, moral, social, and cultural factors affect science. Chapter 1,…

  2. 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 initiative are…

  3. 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…

  4. 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…

  5. 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,...

  6. 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...

  7. 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.,...

  8. 7 CFR 2.68 - Administrator, National Agricultural Statistics Service.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... promote and support the development of a viable and sustainable global agricultural system. Such work may... committees concerned with agricultural science, education, and development activities, including library...

  9. 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…

  10. Improving science literacy and education through space life sciences

    NASA Astrophysics Data System (ADS)

    MacLeish, Marlene Y.; Moreno, Nancy P.; Tharp, Barbara Z.; Denton, Jon J.; Jessup, George; Clipper, Milton C.

    2001-08-01

    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 institutions—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.

  11. 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…

  12. 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.

  13. 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.

  14. [Challenges of basical sciences in medical education].

    PubMed

    Rodríguez Carranza, Rodolfo

    2014-12-01

    The relevance of basic sciences in medical education has been recognized for centuries, and the importance of exposing medical students to science was acknowledged and reinforced by the recommendations of Flexner in 1910. Since then, traditional medical education has been divided into preclinical and clinical subjects; within this scheme, the first terms of undergraduate medical education usually concentrate on basic sciences, while subsequent ones focus on clinical sciences and clinical training. Since 1956, this educational scheme has been questioned and, in some schools, the medical curriculum has undergone significant structural changes; some of these reforms, especially integrated curricula, are associated with important reductions in the time allotted to individual basic science courses or even with their removal. The removal of basic science subjects from the medical curriculum is paradoxical because nowadays the value of biomedical knowledge and the scientific reasoning to make medical decisions is more appreciated than ever. To maintain its relevance in medical education, basic sciences have to confront three challenges: a) increasing its presence in clinical education; b) developing nuclear programs; and c) renewing laboratory instruction. PMID:25643888

  15. 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)

  16. 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…

  17. 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…

  18. 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.

  19. 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)

  20. Reconceptualising Inquiry in Science Education

    ERIC Educational Resources Information Center

    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…

  1. 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…

  2. 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…

  3. 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…

  4. 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.

  5. 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…

  6. Theme: Is Public School Agricultural Education Needed in the 21st Century?

    ERIC Educational Resources Information Center

    Hillison, John, Ed.; And Others

    1999-01-01

    Includes "It Is No Longer Vocational Agriculture" (Hillison); "Do We Still Need Agricultural Education" (Vaughn); "'Academic' Dimension of Instruction in and about Agriculture" (Warmbrod); "Agricultural Education" (Hillison); "Teaching Elementary Students in Fast Changing Times" (Layfield, Knobloch, Davis); "An Indictment" (Bajerma); and "Ag…

  7. 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…

  8. Summer Institute in Agricultural Mechanics Education, Southern Region, Proceedings (Blacksburg, Virginia, August 3-7, 1970).

    ERIC Educational Resources Information Center

    Virginia Polytechnic Inst. and State Univ., Blacksburg.

    This summer institute emphasizes the establishment of minimum measurable standards of attainment in agricultural engineering phases of teacher education in agriculture. Speeches presented are: (1) "Where We Are in Agricultural Mechanics Education," by Alfred H. Krebs, (2) "Research Offerings for More Effective Teaching in Agricultural Mechanics,"…

  9. 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.

  10. 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.

  11. 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…

  12. Meaning of Educating Science Volunteer Leaders

    NASA Astrophysics Data System (ADS)

    Taniguchi, Masa-aki; Hoshino, T.; Yoshimura, T.; Hashimoto, T.; Uchida, T.; Kawakatsu, H.

    2010-07-01

    We hold many science events for non-scientists such as primary school students and their parents in a year. We prepare and carry out these events with students who are mainly fast-track students belonging to our center. We encourage them to be instructors in some events, and they teach simple science experiments to children and their parents. While they have experiences to hold several events, they learn a lot of science knowledge and experiments gradually, and become so-called science volunteer leaders. In this article, we consider the meaning of educating science volunteer leaders such as them.

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

    ERIC Educational Resources Information Center

    Markowitz, Dina G.; DuPre, Michael J.

    2007-01-01

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

  14. The Philippine System of Education: Some Implications to Agricultural Education.

    ERIC Educational Resources Information Center

    Mancebo, Samuel T.

    The Philippine educational system views education as a human development resource conversion process that can maximize the realization of the national developmental goals. Students comprise the principal input of this manpower resource conversion process. The output is individuals who can find useful and productive employment. Two broad strategies…

  15. 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

  16. 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.

  17. Standardizing and personalizing science in medical education.

    PubMed

    Lambert, David R; Lurie, Stephen J; Lyness, Jeffrey M; Ward, Denham S

    2010-02-01

    In the century since the initial publication of the Flexner Report, medical education has emphasized a broad knowledge of science and a fundamental understanding of the scientific method, which medical educators believe are essential to the practice of medicine. The enormous growth of scientific knowledge that underlies clinical practice has challenged medical schools to accommodate this new information within the curricula. Although innovative educational modalities and new curricula have partly addressed this growth, the authors argue for a systematic restructuring of the content and structure of science education from the premedical setting through clinical practice. The overarching goal of science education is to provide students with a broad, solid foundation applicable to medicine, a deep understanding of the scientific method, and the attitudes and skills needed to apply new knowledge to patient care throughout their careers. The authors believe that to accomplish this successfully, the following changes must occur across the three major stages of medical education: (1) a reshaping of the scientific preparation that all students complete before medical school, (2) an increase in individualized science education during medical school, and (3) an emphasis on knowledge acquisition skills throughout graduate medical education and beyond to assure lifelong scientific learning. As students progress through the educational continuum, the balance of standardized and personalized scientific knowledge will shift toward personalization. Greater personalization demands that physicians possess well-refined skills in information acquisition, interpretation, and application for optimal lifelong learning and effective clinical practice. PMID:20107368

  18. 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…

  19. 75 FR 32736 - Notice of Solicitation for Members of the National Agricultural Research, Extension, Education...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-09

    ..., Extension, Education and Economics Advisory Board AGENCY: Research, Education and Economics, USDA. ACTION... National Agricultural Research, Extension, Education and Economics Advisory Board. DATES: Deadline for..., Extension, Education, and Economics Advisory Board Office, 1400 Independence Avenue, SW., Room...

  20. 76 FR 22667 - Solicitation of Members to the National Agricultural Research, Extension, Education, and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-22

    ... Research, Extension, Education, and Economics Advisory Board AGENCY: Research, Education, and Economics... to fill 8 vacancies on the National Agricultural Research, Extension, Education, and Economics..., National Research, Extension, Education, and Economics Advisory Board Office, 1400 Independence Avenue,...

  1. Analyzing Arguments for Objectives in Science Education.

    ERIC Educational Resources Information Center

    Orpwood, Graham W. F.

    Described is the development and use of a scheme for probing arguments in defense of instructional objectives in science education. The perspective used in the development of the scheme is derived from a consideration of science curriculum as a practical enterprise, in the Aristotelian sense. Such a perspective sees curriculum action as the…

  2. Understanding Adolescent Student Perceptions of Science Education

    ERIC Educational Resources Information Center

    Ebert, Ellen Kress

    2012-01-01

    This study used the "Relevance of Science Education" (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on…

  3. 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…

  4. Education: Firms Offer Academics Polymer Science Training.

    ERIC Educational Resources Information Center

    Chemical and Engineering News, 1983

    1983-01-01

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

  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. A Partnership in Outdoor Science Education

    ERIC Educational Resources Information Center

    Falk, John H.

    1977-01-01

    A Maryland school district and the Smithsonian Institution have become partners in outdoor science education. Working together, they have developed a series of activities for students in grades 1-8 that are an integrated part of a total unified science curriculum, meeting the need of teachers and students alike. (MA)

  7. 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.

  8. New Horizons in Mathematics and Science Education.

    ERIC Educational Resources Information Center

    Thorson, Annette, Ed.

    2001-01-01

    This journal, intended for classroom teachers, provides a collection of essays organized around the theme of new horizons in mathematics and science education as well as a guide to instructional materials related to the theme. Topics addressed in the essays include digital libraries, the future of science curricula, integrated curricula, and…

  9. 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…

  10. 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…

  11. 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.…

  12. 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…

  13. 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…

  14. 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…

  15. Agricultural Education Early Field Experience through the Lens of the EFE Model

    ERIC Educational Resources Information Center

    Smalley, Scott W.; Retallick, Michael S.

    2012-01-01

    The purpose of this national study was to describe agricultural teacher education early field experience (EFE) practices using the EFE model. The population for this study was all agricultural education teacher preparation programs (N = 83) listed in the AAAE Directory of University Faculty in Agricultural Education. Data were collected via an…

  16. The Development of the Integrated Three-Component Model of Agricultural Education

    ERIC Educational Resources Information Center

    Croom, D. Barry

    2008-01-01

    This research project sought to determine the origin of the three-component model of agricultural education in the United States and provided a contextual base for future research into the three-component model for agricultural education. The study concluded that each of the three components of the agricultural education model originated at…

  17. 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…

  18. Engaging Stakeholders in Productive Meetings to Reform Science Education

    ERIC Educational Resources Information Center

    Spector, Barbara; Greely, Teresa; Kingsley, Gordon

    2004-01-01

    This paper presents suggestions for leaders in science education to assist in developing effective stakeholder groups contributing to the reform in science education. In this political climate initiatives to reform science teacher education and science education for students K-16 are expected to involve stakeholders from a variety of sectors in…

  19. Science Education Partnerships. Manual for Scientists and K-12 Teachers.

    ERIC Educational Resources Information Center

    Sussman, Art, Ed.

    Many involved in science education reform agree that one ingredient of future science education programs should be effective partnerships. Partnerships often will embrace people and organizations who traditionally have not been involved in science education. This book offers "how to" guidelines for forming effective science education partnership.…

  20. Improving Science Education. Information Bulletin. No. 3, 1985.

    ERIC Educational Resources Information Center

    Blosser, Patricia E.

    The two science education digests for 1985 contained reports of research related to science curriculum and instruction. This information bulletin has been designed to continue making suggestions for improving education, more specifically education in science classrooms. It focuses on: (1) findings from science education studies (including "Project…