`Discover, Understand, Implement, and Transfer': Effectiveness of an intervention programme to motivate students for science

NASA Astrophysics Data System (ADS)

Schütte, Kerstin; Köller, Olaf

2015-09-01

Considerable research has focused on how best to satisfy modern societies' needs for skilled labour in the field of science. The present study evaluated an intervention programme designed to increase secondary school students' motivation to pursue a science career. Students from 3 schools of the highest educational track participated for up to 2 years in the intervention programme, which was implemented as an elective in the school curriculum. Our longitudinal study design for evaluating the effectiveness of the intervention programme included all students at the grade levels involved in the programme with students who did not participate serving as a control group. Mixed-model analyses of variance showed none of the intended effects of the intervention programme on science motivation; latent growth models corroborated these results. When the programme began, students who enrolled in the science elective (n = 92) were already substantially more motivated than their classmates (n = 228). Offering such an intervention programme as an elective did not further increase the participating students' science motivation. It seems worthwhile to carry out intervention programmes with talented students who show (comparatively) little interest in science at the outset rather than with highly motivated students who self-select into the programme.

The EuroDIVERSITY Programme: Challenges of Biodiversity Science in Europe

NASA Astrophysics Data System (ADS)

Jonckheere, I.

2009-04-01

In close cooperation with its Member Organisations, the European Science Foundation (ESF) has launched since late 2003 a series of European Collaborative Research (EUROCORES) Programmes. Their aim is to enable researchers in different European countries to develop cooperation and scientific synergy in areas where European scale and scope are required in a global context. The EUROCORES instrument represents the first large scale attempt of national research (funding) agencies to act together against fragmentation, asynchronicity and duplication of research (funding) within Europe. Although covering all scientific fields, there are presently 13 EUROCORES Programmes dealing with cutting edge science in the fields of Earth, Climate and Environmental Sciences. The aim of the EuroDIVERSITY Programme is to support the emergence of an integrated biodiversity science based on an understanding of fundamental ecological and social processes that drive biodiversity changes and their impacts on ecosystem functioning and society. Ecological systems across the globe are being threatened or transformed at unprecedented rates from local to global scales due to the ever-increasing human domination of natural ecosystems. In particular, massive biodiversity changes are currently taking place, and this trend is expected to continue over the coming decades, driven by the increasing extension and globalisation of human affairs. The EuroDIVERSITY Programme meets the research need triggered by the increasing human footprint worldwide with a focus on generalisations across particular systems and on the generation and validation of theory relevant to experimental and empirical data. The EURODIVERSITY Programme tries to bridge the gaps between the natural and social sciences, between research work on terrestrial, freshwater and marine ecosystems, and between research work on plants, animals and micro-organisms. The Programme was launched in April 2006 and includes 10 international

Common Core Science Standards: Implications for Students with Learning Disabilities

ERIC Educational Resources Information Center

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

2013-01-01

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

Early-Years Teachers' Professional Upgrading in Science: A Long-Term Programme

ERIC Educational Resources Information Center

Kallery, Maria

2018-01-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at…

A Longitudinal Investigation of the Preservice Science Teachers' Beliefs about Science Teaching during a Science Teacher Training Programme

ERIC Educational Resources Information Center

Buldur, Serkan

2017-01-01

The aim of this longitudinal study was to investigate the changes in preservice science teachers' beliefs about science teaching during a science teacher training programme. The study was designed as a panel study, and the data were collected from the same participants at the end of each academic year during a four-year period. The participants…

Primary Science Curriculum Development in Africa--Strategies, Problems and Prospects with Particular Reference to the African Primary Science Programme.

ERIC Educational Resources Information Center

Bajah, Sam Tunde

1981-01-01

The African Primary Science Programme (APSP) was one of the three major projects in Africa sponsored by Educational Services Incorporated (ESI), later the Educational Development Center (EDC), Newton, Massachusetts. The problems of introducing this programme in the anglophone African States and its implications for science education are discussed.…

Using the Instructional Core to Implement a Professional Learning Programme for Primary Science Teachers in Australia: Teacher Learning and Student Skill Outcomes

ERIC Educational Resources Information Center

Loughland, Tony; Nguyen, Hoa Thi Mai

2016-01-01

There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…

Early-Years Teachers' Professional Upgrading in Science: a Long-Term Programme

NASA Astrophysics Data System (ADS)

Kallery, Maria

2017-04-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at developing and implementing curriculum activities to which they would contribute and thus meaningfully engaging them in their own learning. The programme used a `collaborative partnership' model for the development of the activities. In this model, the collaborative notion is defined as an act of `shared creation': partners share a goal and members bring their expertise to the partnership. Within this context, the partners were a researcher in science education with a background in physics, who also served as a facilitator, and six in-service early-years teachers with a background in early-years pedagogy and developmental sciences, who had many years of experience (classroom experts). These teachers participated in the programme as co-designers, but were involved to a significantly lesser degree than the researcher. The programme procedures comprised group work and individual teachers' class work. Data sources included teachers' essays, field-notes, lesson recordings and group-work records. Data were qualitatively analysed. The main results indicate improvement of teachers' `transformed' knowledge of the subject matter, development/improvement of knowledge of instructional strategies, including factors related to quality of implementation of the activities, knowledge of the pupils and improvement of the teachers' efficacy.

A Reflection upon the "Getting Practical" Programme: Rethinking How We Teach Practical Science

ERIC Educational Resources Information Center

Brennan, Nikki

2010-01-01

In this article, the author provides an overview of the "Getting Practical" training programme of professional development for all those involved with teaching practical science at primary, secondary, and post-16 levels. The programme is being led by the ASE, working with its co-ordinating partners: the Centre for Science Education,…

The Incorporation of the USA "Science Made Sensible" Programme in South African Primary Schools: A Cross-Cultural Approach to Science Education

ERIC Educational Resources Information Center

de Villiers, Rian; Plantan, Tiffany; Gaines, Michael

2016-01-01

The Science Made Sensible (SMS) programme began as a partnership between the University of Miami (UM), Florida, USA, and some public schools in Miami. In this programme, postgraduate students from UM work with primary school science teachers to engage learners in science through the use of inquiry-based, hands-on activities. Due to the success of…

The Role of Foundation Programmes in Science Education: The UNIFY Programme at the University of Limpopo, South Africa

ERIC Educational Resources Information Center

Mabila, T. E.; Malatje, S. E.; Addo-Bediako, A.; Kazeni, M. M. M.; Mathabatha, S. S.

2006-01-01

Since its inception in 1992, the University of the North's, Science Foundation Year (UNIFY) Programme has provided access to higher education to over 1500 previously disadvantaged students. However, there has always been doubt about whether the concept of a foundation programme is a worthwhile endeavour. To date, government has not yet fully…

Technology-Enhanced Physics Programme for Community-Based Science Learning: Innovative Design and Programme Evaluation in a Theme Park

ERIC Educational Resources Information Center

Tho, Siew Wei; Chan, Ka Wing; Yeung, Yau Yuen

2015-01-01

In this study, a new physics education programme is specifically developed for a famous theme park in Hong Kong to provide community-based science learning to her visitors, involving her three newly constructed rides. We make innovative use of digital technologies in this programme and incorporate a rigorous evaluation of the learning…

Science strategy for Core Science Systems in the U.S. Geological Survey, 2013-2023

USGS Publications Warehouse

Bristol, R. Sky; Euliss, Ned H.; Booth, Nathaniel L.; Burkardt, Nina; Diffendorfer, Jay E.; Gesch, Dean B.; McCallum, Brian E.; Miller, David M.; Morman, Suzette A.; Poore, Barbara S.; Signell, Richard P.; Viger, Roland J.

2012-01-01

Core Science Systems is a new mission of the U.S. Geological Survey (USGS) that grew out of the 2007 Science Strategy, “Facing Tomorrow’s Challenges: U.S. Geological Survey Science in the Decade 2007–2017.” This report describes the vision for this USGS mission and outlines a strategy for Core Science Systems to facilitate integrated characterization and understanding of the complex earth system. The vision and suggested actions are bold and far-reaching, describing a conceptual model and framework to enhance the ability of USGS to bring its core strengths to bear on pressing societal problems through data integration and scientific synthesis across the breadth of science.The context of this report is inspired by a direction set forth in the 2007 Science Strategy. Specifically, ecosystem-based approaches provide the underpinnings for essentially all science themes that define the USGS. Every point on earth falls within a specific ecosystem where data, other information assets, and the expertise of USGS and its many partners can be employed to quantitatively understand how that ecosystem functions and how it responds to natural and anthropogenic disturbances. Every benefit society obtains from the planet—food, water, raw materials to build infrastructure, homes and automobiles, fuel to heat homes and cities, and many others, are derived from or effect ecosystems.The vision for Core Science Systems builds on core strengths of the USGS in characterizing and understanding complex earth and biological systems through research, modeling, mapping, and the production of high quality data on the nation’s natural resource infrastructure. Together, these research activities provide a foundation for ecosystem-based approaches through geologic mapping, topographic mapping, and biodiversity mapping. The vision describes a framework founded on these core mapping strengths that makes it easier for USGS scientists to discover critical information, share and publish

Report of Programme Commission II (Natural Sciences).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France). General Conference.

As the first part of the report of the Programme Commission II, a summary of discussions on plans for natural sciences and their applications is presented in this document. The two agenda items are: (1) detailed consideration of the 1973-74 draft program and budget and of the 1973-78 draft medium-term outline, and (2) desirability of adopting an…

Support of Herschel Key Programme Teams at the NASA Herschel Science Center

NASA Astrophysics Data System (ADS)

Shupe, David L.; Appleton, P. N.; Ardila, D.; Bhattacharya, B.; Mei, Y.; Morris, P.; Rector, J.; NHSC Team

2010-01-01

The first science data from the Herschel Space Observatory were distributed to Key Programme teams in September 2009. This poster describes a number of resources that have been developed by the NASA Herschel Science Center (NHSC) to support the first users of the observatory. The NHSC webpages and Helpdesk serve as the starting point for information and queries from the US community. Details about the use of the Herschel Common Science Software can be looked up in the Helpdesk Knowledgebase. The capability of real-time remote support through desktop sharing has been implemented. The NHSC continues to host workshops on data analysis and observation planning. Key Programme teams have been provided Wiki sites upon request for their team's private use and for sharing information with other teams. A secure data storage area is in place for troubleshooting purposes and for use by visitors. The NHSC draws upon close working relationships with Instrument Control Centers and the Herschel Science Center in Madrid in order to have the necessary expertise on hand to assist Herschel observers, including both Key Programme teams and respondents to upcoming open time proposal calls.

Optimizing performance by improving core stability and core strength.

PubMed

Hibbs, Angela E; Thompson, Kevin G; French, Duncan; Wrigley, Allan; Spears, Iain

2008-01-01

Core stability and core strength have been subject to research since the early 1980s. Research has highlighted benefits of training these processes for people with back pain and for carrying out everyday activities. However, less research has been performed on the benefits of core training for elite athletes and how this training should be carried out to optimize sporting performance. Many elite athletes undertake core stability and core strength training as part of their training programme, despite contradictory findings and conclusions as to their efficacy. This is mainly due to the lack of a gold standard method for measuring core stability and strength when performing everyday tasks and sporting movements. A further confounding factor is that because of the differing demands on the core musculature during everyday activities (low load, slow movements) and sporting activities (high load, resisted, dynamic movements), research performed in the rehabilitation sector cannot be applied to the sporting environment and, subsequently, data regarding core training programmes and their effectiveness on sporting performance are lacking. There are many articles in the literature that promote core training programmes and exercises for performance enhancement without providing a strong scientific rationale of their effectiveness, especially in the sporting sector. In the rehabilitation sector, improvements in lower back injuries have been reported by improving core stability. Few studies have observed any performance enhancement in sporting activities despite observing improvements in core stability and core strength following a core training programme. A clearer understanding of the roles that specific muscles have during core stability and core strength exercises would enable more functional training programmes to be implemented, which may result in a more effective transfer of these skills to actual sporting activities.

Special Advanced Course for Core Sciences to Bring Up Project Leaders

NASA Astrophysics Data System (ADS)

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

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

Science Teachers Accelerated Programme Model: A Joint Partnership in the Pacific Region

ERIC Educational Resources Information Center

Sharma, Bibhya; Lauano, Faatamali'i Jenny; Narayan, Swasti; Anzeg, Afshana; Kumar, Bijeta; Raj, Jai

2018-01-01

The paper heralds a new pedagogical model known as the Science Teachers Accelerated Programme as a platform to upgrade the qualifications of secondary school science teachers throughout the Pacific region. Based on a tripartite partnership between a higher education provider, a regional government and a cohort of science teachers, the model offers…

Earth Sciences' Capacity Building In Developing Countries through International Programmes

NASA Astrophysics Data System (ADS)

Eder, W.

2007-12-01

Within the framework of "traditional" programmes, like the joint UNESCO-IUGS "International Geoscience Programme" (IGCP), the "International Continental Scientific Drilling Program" (ICDP), the "Integrated Ocean Drilling Program" (IODP) or the "International Lithosphere Programme" (ILP) numerous opportunities are provided to strengthen postgraduate geo-scientific education of representatives from developing countries. Recently established new initiatives, such as the "International Year of Planet Earth" (IYPE) or UNESCO's Global Network of Geoparks complement these in addition as important components to UNESCO's 'Education for All' programme, notably the youth, as well as to the United Nations Decade of Education for Sustainable Development (2005 - 2014). The "International Year of Planet Earth" is a joint initiative of the International Union of Geological Sciences (IUGS) and UNESCO. The central aims and ambitions of the Year, proclaimed for 2008 by the UN General Assembly, are to demonstrate the great potential of the Earth sciences in building a safer, healthier and wealthier society, and to encourage more widespread and effective application of this potential by targeting politicians and other decision-makers, educational systems, and the general public. Promotion of international collaboration, as well as capacity building and training of students of developing countries in all fields of Earth Sciences seem to be the most appropriate way to meet also the challenges of the IYPE. Another opportunity to improve the international recognition of Earth Scinces, also in developing countries, is the use of Geoparks as a promotional tool for education and popularization of Earth Sciences. Geoparks, notably those included in the European and/or Global Geoparks Networks, provide an international platform of cooperation and exchange between experts and practitioners in geological heritage matters, and are as such excellent instruments in highlighting Earth sciences. The

Art and Science Education Collaboration in a Secondary Teacher Preparation Programme

ERIC Educational Resources Information Center

Medina-Jerez, William; Dambekalns, Lydia; Middleton, Kyndra V.

2012-01-01

Background and purpose: The purpose of this study was to record and measure the level of involvement and appreciation that prospective teachers in art and science education programmes demonstrated during a four-session integrated activity. Art and science education prospective teachers from a Rocky Mountain region university in the US worked in…

Evaluating the Success of a Science Academic Development Programme at a Research-Intensive University

ERIC Educational Resources Information Center

Engelbrecht, Johann; Harding, Ansie; Potgieter, Marietjie

2014-01-01

Academic development (AD) programmes for students not complying with the entrance requirements of mainstream programmes in science have been running at a number of universities in South Africa. In this study we contribute to the debate on criteria for the success of AD programmes, specifically in the context of research-intensive universities in…

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

NASA Astrophysics Data System (ADS)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related

Beyond Constructivism: The Progressive Research Programme into Learning Science

ERIC Educational Resources Information Center

Taber, Keith S.

2006-01-01

In this paper, it is suggested that while there are a variety of frames or perspectives that guide research into learning science, a pre-paradigmatic field need not be a "free-for-all". Lakatos suggested that academic research fields were characterised by research programmes (RP), which offered heuristic guidance to researchers, and which…

Environmental Science for All? Considering Environmental Science for Inclusion in the High School Core Curriculum

ERIC Educational Resources Information Center

Edelson, Daniel C.

2007-01-01

With the dramatic growth of environmental science as an elective in high schools over the last decade, educators have the opportunity to realistically consider the possibility of incorporating environmental science into the core high school curriculum. Environmental science has several characteristics that make it a candidate for the core…

Developing a virtual community for health sciences library book selection: Doody's Core Titles.

PubMed

Shedlock, James; Walton, Linda J

2006-01-01

The purpose of this article is to describe Doody's Core Titles in the Health Sciences as a new selection guide and a virtual community based on an effective use of online systems and to describe its potential impact on library collection development. The setting is the availability of health sciences selection guides. Participants include Doody Enterprise staff, Doody's Library Board of Advisors, content specialists, and library selectors. Resources include the online system used to create Doody's Core Titles along with references to complementary databases. Doody's Core Titles is described and discussed in relation to the literature of selection guides, especially in comparison to the Brandon/Hill selected lists that were published from 1965 to 2003. Doody's Core Titles seeks to fill the vacuum created when the Brandon/Hill lists ceased publication. Doody's Core Titles is a unique selection guide based on its method of creating an online community of experts to identify and score a core list of titles in 119 health sciences specialties and disciplines. The result is a new selection guide, now available annually, that will aid health sciences librarians in identifying core titles for local collections. Doody's Core Titles organizes the evaluation of core titles that are identified and recommended by content specialists associated with Doody's Book Review Service and library selectors. A scoring mechanism is used to create the selection of core titles, similar to the star rating system employed in other Doody Enterprise products and services.

Accreditation of Library and Information Science Programmes in the Gulf Cooperation Council Nations

ERIC Educational Resources Information Center

Rehman, Sajjad ur

2012-01-01

This paper investigates the accreditation possibilities and prospects for the library and information science education programmes located in the six member nations of the Gulf Cooperation Council. This paper has been based on the findings of a study focused on the evaluation practices of these programmes and the perceptions of the leading…

Report of Programme Commission II (Natural Sciences), Annex - Recommendations.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France). General Conference.

As the second part of the report of the Programme Commission II, a summary of recommendations on plans for natural sciences and their applications is presented in this document. Resolutions and budgetary appropriations are two major concerns in the document. The topics are related to the 1973-74 draft program and budget, the 1973-78 draft…

Science Teacher Training Programme in Rural Schools: An ODL Lesson from Zimbabwe

ERIC Educational Resources Information Center

Mhishi, Misheck; Bhukuvhani, Crispen Erinos; Sana, Abel Farikai

2012-01-01

This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE)'s Virtual and Open Distance Learning (VODL) programme. It also looked at the challenges…

The Impact of a Professional Development Programme on Primary Teachers' Classroom Practice and Pupils' Attitudes to Science

NASA Astrophysics Data System (ADS)

Smith, Greg

2015-04-01

This study investigates the relationship, if any, between teacher participation in a targeted professional development programme and changes in participants' instructional practice and their pupils' attitudes to learning primary science. The programme took place over a 2-year period in 15 small rural schools in the West of Ireland. Data sources include teacher and pupil questionnaires, semi-structured interviews and informal classroom observations. The findings reveal that as a result of their involvement in the programme, (a) teachers' instructional practice in science lessons became more inquiry-based and they were engaging their pupils in substantially more hands-on activities in science lessons and (b) pupils developed more positive attitudes towards learning science. The findings from this study add to what is known about delivering effective professional development.

Stratified NH and ND emission in the prestellar core 16293E in L1689N

NASA Astrophysics Data System (ADS)

Bacmann, A.; Daniel, F.; Caselli, P.; Ceccarelli, C.; Lis, D.; Vastel, C.; Dumouchel, F.; Lique, F.; Caux, E.

2016-03-01

Context. High degrees of deuterium fractionation are commonly found in cold prestellar cores and in the envelopes around young protostars. As it brings strong constraints to chemical models, deuterium chemistry is often used to infer core history or molecule formation pathways. Whereas a large number of observations are available regarding interstellar deuterated stable molecules, relatively little is known about the deuteration of hydride radicals, as their fundamental rotational transitions are at high frequencies where the atmosphere is mostly opaque. Aims: Nitrogen hydride radicals are important species in nitrogen chemistry, as they are thought to be related to ammonia formation. Observations have shown that ammonia is strongly deuterated, with [NH2D]/[NH3] ~ 10%. Models predict similarly high [ND]/[NH] ratios, but so far only one observational determination of this ratio is available, towards the envelope of the protostar IRAS16293-2422. To test model predictions, we aim here to determine [ND]/[NH] in a dense, starless core. Methods: We observed NH and ND in 16293E with the HIFI spectrometer on board the Herschel Space Observatory as part of the CHESS guaranteed time key programme, and derived the abundances of these two species using a non local thermodynamic equilibrium radiative transfer model. Results: Both NH and ND are detected in the source, with ND in emission and NH in absorption against the continuum that arises from the cold dust emission. Our model shows, however, that the ND emission and the NH absorption originate from different layers in the cloud, as further evidenced by their different velocities. In the central region of the core, we can set a lower limit to the [ND]/[NH] ratio of ≳2%. This estimate is consistent with recent pure gas-phase models of nitrogen chemistry. Herschel is an ESA space observatory with science instruments provided by European-led Principal Investigator consortia and with important participation from NASA.

An Approach toward the Development of Core Syllabuses for the Anatomical Sciences

ERIC Educational Resources Information Center

Moxham, Bernard John; Plaisant, Odile; Smith, Claire F.; Pawlina, Wojciech; McHanwell, Stephen

2014-01-01

There is increasingly a call for clinical relevance in the teaching of the biomedical sciences within all health care programs. This presupposes that there is an understanding of what is "core" material within the curriculum. To date, the anatomical sciences have been poorly served by the development of core syllabuses, although there…

Developing a virtual community for health sciences library book selection: Doody's Core Titles

PubMed Central

Shedlock, James; Walton, Linda J.

2006-01-01

Purpose: The purpose of this article is to describe Doody's Core Titles in the Health Sciences as a new selection guide and a virtual community based on an effective use of online systems and to describe its potential impact on library collection development. Setting/Participants/Resources: The setting is the availability of health sciences selection guides. Participants include Doody Enterprise staff, Doody's Library Board of Advisors, content specialists, and library selectors. Resources include the online system used to create Doody's Core Titles along with references to complementary databases. Brief Description: Doody's Core Titles is described and discussed in relation to the literature of selection guides, especially in comparison to the Brandon/Hill selected lists that were published from 1965 to 2003. Doody's Core Titles seeks to fill the vacuum created when the Brandon/Hill lists ceased publication. Doody's Core Titles is a unique selection guide based on its method of creating an online community of experts to identify and score a core list of titles in 119 health sciences specialties and disciplines. Results/Outcome: The result is a new selection guide, now available annually, that will aid health sciences librarians in identifying core titles for local collections. Evaluation Method: Doody's Core Titles organizes the evaluation of core titles that are identified and recommended by content specialists associated with Doody's Book Review Service and library selectors. A scoring mechanism is used to create the selection of core titles, similar to the star rating system employed in other Doody Enterprise products and services. PMID:16404471

Integrated Science and Logistical Planning to Support Big Questions in Antarctic Science

NASA Astrophysics Data System (ADS)

Vaughan, D. G.; Stockings, T. M.

2015-12-01

Each year, British Antarctic Survey (BAS) supports an extensive programme of science at five Antarctic and sub-Antarctic stations, ranging from the tiny Bird Island Research Station at 54°S in the South Atlantic, to the massive, and fully re-locatable, Halley Research Station on Brunt Ice Shelf at 75°S. The BAS logistics hub, Rothera Research Station on the Antarctic Peninsula supports deployment of deep-field and airborne field campaigns through much of the Antarctic continent, and an innovative new UK polar research vessel is under design, and planned to enter service in the Southern Ocean in 2019. BAS's core science programme covering all aspects of physical, biological and geological science is delivered by our own science teams, but every year many other UK scientists and overseas collaborators also access BAS's Antarctic logistics to support their own programmes. As an integrated science and logistics provider, BAS is continuously reviewing its capabilities and operational procedures to ensure that the future long-term requirements of science are optimally supported. Current trends are towards providing the capacity for heavier remote operations and larger-scale field camps, increasing use of autonomous ocean and airborne platforms, and increasing opportunities to provide turnkey solutions for low-cost experimental deployments. This talk will review of expected trends in Antarctic science and the opportunities to conduct science in Antarctica. It will outline the anticipated logistic developments required to support future stakeholder-led and strategically-directed science programmes, and the long-term ambitions of our science communities indentified in several recent horizon-scanning activities.

Technology-Enhanced Physics Programme for Community-Based Science Learning: Innovative Design and Programme Evaluation in a Theme Park

NASA Astrophysics Data System (ADS)

Tho, Siew Wei; Chan, Ka Wing; Yeung, Yau Yuen

2015-10-01

In this study, a new physics education programme is specifically developed for a famous theme park in Hong Kong to provide community-based science learning to her visitors, involving her three newly constructed rides. We make innovative use of digital technologies in this programme and incorporate a rigorous evaluation of the learning effectiveness of the programme. A total of around 200 students from nine local secondary schools participated in both the physics programme and its subsequent evaluation which consists of a combination of research and assessment tools, including pre- and post-multiple-choice tests, a questionnaire survey and an interview as specifically developed for this programme, or adopted from some well-accepted research instruments. Based on the evaluation of students' academic performance, there are two educationally significant findings on enhancing the students' physics learning: (a) traditionally large gender differences in physics performance and interest of learning are mostly eliminated; and (b) a less-exciting ride called the aviator (instead of the most exciting roller-coaster ride) can induce the largest learning effect (or gain in academic performance) amongst teenagers. Besides, findings from the questionnaire survey and interviews of participants are reported to reveal their views, perceptions, positive and negative comments or feedback on this programme which could provide valuable insights for future development of other similar community-based programmes.

A Delphi study to determine the European core curriculum for Master programmes in genetic counselling.

PubMed

Skirton, Heather; Barnoy, Sivia; Ingvoldstad, Charlotta; van Kessel, Ingrid; Patch, Christine; O'Connor, Anita; Serra-Juhe, Clara; Stayner, Barbara; Voelckel, Marie-Antoinette

2013-10-01

Genetic counsellors have been working in some European countries for at least 30 years. Although there are great disparities between the numbers, education, practice and acceptance of these professionals across Europe, it is evident that genetic counsellors and genetic nurses in Europe are working autonomously within teams to deliver patient care. The aim of this study was to use the Delphi research method to develop a core curriculum to guide the educational preparation of these professionals in Europe. The Delphi method enables the researcher to utilise the views and opinions of a group of recognised experts in the field of study; this study consisted of four phases. Phases 1 and 4 consisted of expert workshops, whereas data were collected in phases 2 and 3 (n=35) via online surveys. All participants in the study were considered experts in the field of genetic counselling. The topics considered essential for genetic counsellor training have been organised under the following headings: (1) counselling; (2) psychological issues; (3) medical genetics; (4) human genetics; (5) ethics, law and sociology; (6) professional practice; and (7) education and research. Each topic includes the knowledge, skills and attitudes required to enable genetic counsellors to develop competence. In addition, it was considered by the experts that clinical practice should comprise 50% of the educational programme. The core Master programme curriculum will enable current courses to be assessed and inform the design of future educational programmes for European genetic counsellors.

The Adoption of Tablet and E-Textbooks: First Grade Core Curriculum and School Administration Attitude

ERIC Educational Resources Information Center

Al-Mashaqbeh, Ibtesam; Al Shurman, Muneera

2015-01-01

This study aimed to investigate the effect of using e-textbooks, activities, games, and worksheets that loaded onto students tablets on first grade students' achievement on their core curriculum (science, math, English, Arabic) compared to the use of the traditional teaching method. It also, investigated the school administration reflection toward…

Key Programme Science lessons from an HIV prevention 'Learning Site' for sex workers in Mombasa, Kenya.

PubMed

McClarty, Leigh M; Bhattacharjee, Parinita; Isac, Shajy; Emmanuel, Faran; Kioko, Japheth; Njiraini, Margaret; Gichangi, Peter; Okoth, Clifford Duncan; Musimbi-Mbole, Janet; Blanchard, James F; Moses, Stephen; Muysyoki, Helgar; Becker, Marissa L

2017-12-14

In 2013, Kenya's National AIDS and STI Control Programme established a Learning Site (LS) in Mombasa County to support and strengthen capacity for HIV prevention programming within organisations working with sex workers. A defining feature of LS was the use of a Programme Science approach throughout its development and implementation. We provide an overview of the key components of LS, present findings from 23 months of programme monitoring data, and highlight key Programme Science lessons from its implementation and monitoring. Routine monitoring data collected from September 2013 through July 2015 are presented. Individual-level service utilisation data were collected monthly and indicators of interest were analysed over time to illustrate trends in enrolment, programme coverage and service utilisation among sex workers in Mombasa County. Over the monitoring period, outreach programme enrolment occurred rapidly; condom distribution targets were met consistently; rates of STI screening remained high and diagnoses declined; and reporting of and response to violent incidents increased. At the same time, enrolment in LS clinics was relatively low among female sex workers, and HIV testing at LS was low among both female and male sex workers. Lessons learnt from operationalising the Programme Science framework through the Mombasa LS can inform the development and implementation of similar LS in different geographical and epidemiological contexts. Importantly, meaningful involvement of sex workers in the design, implementation and monitoring processes ensures that overall programme performance is optimised in the context of local, 'on-the-ground' realities. Additionally, learnings from LS highlight the importance of introducing enhanced monitoring and evaluations systems into complex programmes to better understand and explain programme dynamics over time. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights

Bioinformatics core competencies for undergraduate life sciences education.

PubMed

Wilson Sayres, Melissa A; Hauser, Charles; Sierk, Michael; Robic, Srebrenka; Rosenwald, Anne G; Smith, Todd M; Triplett, Eric W; Williams, Jason J; Dinsdale, Elizabeth; Morgan, William R; Burnette, James M; Donovan, Samuel S; Drew, Jennifer C; Elgin, Sarah C R; Fowlks, Edison R; Galindo-Gonzalez, Sebastian; Goodman, Anya L; Grandgenett, Nealy F; Goller, Carlos C; Jungck, John R; Newman, Jeffrey D; Pearson, William; Ryder, Elizabeth F; Tosado-Acevedo, Rafael; Tapprich, William; Tobin, Tammy C; Toro-Martínez, Arlín; Welch, Lonnie R; Wright, Robin; Barone, Lindsay; Ebenbach, David; McWilliams, Mindy; Olney, Kimberly C; Pauley, Mark A

2018-01-01

Although bioinformatics is becoming increasingly central to research in the life sciences, bioinformatics skills and knowledge are not well integrated into undergraduate biology education. This curricular gap prevents biology students from harnessing the full potential of their education, limiting their career opportunities and slowing research innovation. To advance the integration of bioinformatics into life sciences education, a framework of core bioinformatics competencies is needed. To that end, we here report the results of a survey of biology faculty in the United States about teaching bioinformatics to undergraduate life scientists. Responses were received from 1,260 faculty representing institutions in all fifty states with a combined capacity to educate hundreds of thousands of students every year. Results indicate strong, widespread agreement that bioinformatics knowledge and skills are critical for undergraduate life scientists as well as considerable agreement about which skills are necessary. Perceptions of the importance of some skills varied with the respondent's degree of training, time since degree earned, and/or the Carnegie Classification of the respondent's institution. To assess which skills are currently being taught, we analyzed syllabi of courses with bioinformatics content submitted by survey respondents. Finally, we used the survey results, the analysis of the syllabi, and our collective research and teaching expertise to develop a set of bioinformatics core competencies for undergraduate biology students. These core competencies are intended to serve as a guide for institutions as they work to integrate bioinformatics into their life sciences curricula.

Bioinformatics core competencies for undergraduate life sciences education

PubMed Central

Wilson Sayres, Melissa A.; Hauser, Charles; Sierk, Michael; Robic, Srebrenka; Rosenwald, Anne G.; Smith, Todd M.; Triplett, Eric W.; Williams, Jason J.; Dinsdale, Elizabeth; Morgan, William R.; Burnette, James M.; Donovan, Samuel S.; Drew, Jennifer C.; Elgin, Sarah C. R.; Fowlks, Edison R.; Galindo-Gonzalez, Sebastian; Goodman, Anya L.; Grandgenett, Nealy F.; Goller, Carlos C.; Jungck, John R.; Newman, Jeffrey D.; Pearson, William; Ryder, Elizabeth F.; Tosado-Acevedo, Rafael; Tapprich, William; Tobin, Tammy C.; Toro-Martínez, Arlín; Welch, Lonnie R.; Wright, Robin; Ebenbach, David; McWilliams, Mindy; Olney, Kimberly C.

2018-01-01

Although bioinformatics is becoming increasingly central to research in the life sciences, bioinformatics skills and knowledge are not well integrated into undergraduate biology education. This curricular gap prevents biology students from harnessing the full potential of their education, limiting their career opportunities and slowing research innovation. To advance the integration of bioinformatics into life sciences education, a framework of core bioinformatics competencies is needed. To that end, we here report the results of a survey of biology faculty in the United States about teaching bioinformatics to undergraduate life scientists. Responses were received from 1,260 faculty representing institutions in all fifty states with a combined capacity to educate hundreds of thousands of students every year. Results indicate strong, widespread agreement that bioinformatics knowledge and skills are critical for undergraduate life scientists as well as considerable agreement about which skills are necessary. Perceptions of the importance of some skills varied with the respondent’s degree of training, time since degree earned, and/or the Carnegie Classification of the respondent’s institution. To assess which skills are currently being taught, we analyzed syllabi of courses with bioinformatics content submitted by survey respondents. Finally, we used the survey results, the analysis of the syllabi, and our collective research and teaching expertise to develop a set of bioinformatics core competencies for undergraduate biology students. These core competencies are intended to serve as a guide for institutions as they work to integrate bioinformatics into their life sciences curricula. PMID:29870542

Core Journal Networks and Cocitation Maps in the Marine Sciences: Tools for Information Management in Interdisciplinary Research.

ERIC Educational Resources Information Center

McCain, Katherine W.

1992-01-01

Demonstrates the interrelationship between two traditionally separate literatures, i.e., marine biology and physical oceanography, and develops a joint core journal list. The use of journal intercitation data from "Journal Citation Reports" for "Science Citation Index" and from SCISEARCH on DIALOG to create a cocitation map is…

The impact of the `Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work

NASA Astrophysics Data System (ADS)

Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael

2014-09-01

Background:Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The 'Getting Practical' CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers' predominantly 'hands-on' approach to practical work to one which manifests a more equitable balance between 'hands-on' and 'minds-on'. Purpose:To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers' ideas and practice in science practical work in primary and secondary schools in England. Programme description:The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample:Ten teachers of primary science and 20 secondary science teachers. Design and methods:The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within 30 schools. Results:Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice.