The Effective Research-Based Characteristics of Professional Development of the National Science Foundation's GK-12 Program

ERIC Educational Resources Information Center

Cormas, Peter C.; Barufaldi, James P.

2011-01-01

This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation's GK-12 Program--a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with…

Effect of Teacher Education Program on Science Process Skills of Pre-Service Science Teachers

ERIC Educational Resources Information Center

Yakar, Zeha

2014-01-01

Over the past three or more decades, many studies have been written about teacher education and the preparation of science teachers. Presented here is one which investigated the effectiveness of scientific process skills on pre-service science teachers of Pamukkale University Primary Science Teacher Education Program for four years. This study…

The Effect of a Literature-Based Program Integrated into Literacy and Science Instruction on Achievement, Use, and Attitudes toward Literacy and Science. Reading Research Report No. 37.

ERIC Educational Resources Information Center

Morrow, Lesley Mandel; And Others

A study determined the impact of integrating literacy and science programs on literacy achievement, use of literature, and attitude toward reading and science. Six third-grade classes (128 students) of ethnically diverse children were assigned to one control and two experimental groups (literature/science program and literature only program).…

Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

NASA Astrophysics Data System (ADS)

Rhee, Hyang-yon; Choi, Kyunghee

2014-05-01

The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants' perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers' perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.

Nevada Underserved Science Education Program

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

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.

Evaluating the Effectiveness of the 2002-2003 NASA SCIence Files(TM) Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Lambert, Matthew A.; Williams, Amy C.

2004-01-01

NASA SCIence Files (tm) is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 60-minute instructional distance learning (television and web-based) programs for students in grades 3-5. Respondents who evaluated the programs in the 2002-2003 NASA SCIence Files (tm) series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

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

NASA Astrophysics Data System (ADS)

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

2014-12-01

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

United States Air Force Graduate Student Summer Support Program 1986. Program Technical Report. Volume 1

DTIC Science & Technology

1986-12-01

Oxidant Damage Mediates Variant Red Cell Resistance to Malaria. Nature. 280 (1979) p. 245-47. 14. Geary, Timothy G. and James B. Jensen. Effects of...for research in the physical sciences, engineering, life sciences, business, and administrative sciences. The program has been effective in providing...Researcher Volume I 1 The Effects of Fourier Limited Targets Susan M. Abrams Upon Peripheral Perception 2 Studies of the Dimenslonality of William H

A Study on the Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non-Cognitive Outcomes and Academic Achievement

ERIC Educational Resources Information Center

Dionisio, Rui Meira

2017-01-01

The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result of a grant that was awarded by Professional Resources in Science and Mathematics (PRISM), a program affiliated with Montclair State University in conjunction with Bristol-Myers…

A crisis in the NASA space and earth sciences programme

NASA Technical Reports Server (NTRS)

Lanzerotti, Louis, J.; Rosendhal, Jeffrey D.; Black, David C.; Baker, D. James; Banks, Peter M.; Bretherton, Francis; Brown, Robert A.; Burke, Kevin C.; Burns, Joseph A.; Canizares, Claude R.

1987-01-01

Problems in the space and earth science programs are examined. Changes in the research environment and requirements for the space and earth sciences, for example from small Explorer missions to multispacecraft missions, have been observed. The need to expand the computational capabilities for space and earth sciences is discussed. The effects of fluctuations in funding, program delays, the limited number of space flights, and the development of the Space Station on research in the areas of astronomy and astrophysics, planetary exploration, solar and space physics, and earth science are analyzed. The recommendations of the Space and Earth Science Advisory Committee on the development and maintenance of effective space and earth sciences programs are described.

Carroll County hands-on elementary science

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

Herlocker, H.G.; Dunkleberger, G.L.

1994-12-31

Carroll County Hands-on Elementary Science is a nationally recognized Elementary Science Curriculum which has been disseminated in forty states, Puerto Rico, The Virgin Islands, Saipan, and Samoa. The curriculum is a non-textbook, process-based, constructivist approach to teaching science. Unique features of this curriculum include its teacher-written daily lesson plan format, its complete kit of science supplies, and its complete set of Spanish materials. In order to be included by the National Diffusion Network, Hands-on Elementary Science collected data to support the following claims: the program enhances teacher and student attitudes toward science; the program changes both the amount and themore » type of science instruction; the program is adaptable and transportable; the teacher training component is effective. The poster display will feature sample activities, data which demonstrates the effectiveness of the staff development plan, and samples which show the degree to which the program supports selected state curriculum frameworks.« less

Effects of an Interdisciplinary Science Professional Development Program on Teacher Pedagogical Content Knowledge, Science Inquiry Instruction, and Student Understanding of Science Crosscutting Concepts in Twelve Public Schools: A Multi-Level Modeling Study

ERIC Educational Resources Information Center

Yang, Yang

2017-01-01

Systematic studies on effectiveness of in-service teacher professional development (PD) are important for science education research and practice. Previous studies mostly focus on one certain aspect of the entire program, for example, effectiveness of PD on improvement of teachers' knowledge or students' learning outcomes. This study, however,…

Sex, grade, and course differences in attitudes that are related to cognitive performance in secondary science

NASA Astrophysics Data System (ADS)

Levin, James; Seymour Fowler, H.

The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

A Study of the Effects of a CCSSP Teacher Training Program on the Attitudes of Children Toward Science.

ERIC Educational Resources Information Center

Lawlor, Francis X.

Reported is a study of the attitudes of elementary school students toward science as a school subject. This study was undertaken in order to determine the effects of an in-service teacher training program in the use of the Science Curriculum Improvement Study (SCIS) program. Children in grades two through six (N-1941) from four suburban (85…

QuikSCience: Effective Linkage of Competitive, Cooperative, and Service Learning in Science Education

ERIC Educational Resources Information Center

Lemus, Judith D.; Bishop, Kristina; Walters, Howard

2010-01-01

The QuikSCience Challenge science education program combines a cooperative team project emphasizing community service with an academic competition for middle and high school students. The program aims to develop leadership abilities, motivate interest in ocean sciences, engage students in community service and environmental stewardship, and…

Effectiveness of Selected Advanced Placement Programs on the Academic Performance and College Readiness of High School Students

ERIC Educational Resources Information Center

Lewis, Traschell S.

2012-01-01

The purpose of this study was to examine the effectiveness of selected Advanced Placement (AP) programs on the academic performance and college readiness of high school students. Specifically, the researcher was concerned with ascertaining the effectiveness of social science, math, science, English, music/art and language AP programs on the…

The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students

ERIC Educational Resources Information Center

Paprzycki, Peter; Tuttle, Nicole; Czerniak, Charlene M.; Molitor, Scott; Kadervaek, Joan; Mendenhall, Robert

2017-01-01

This study investigates the effect of a Framework-aligned professional development program at the PreK-3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around…

STEM Enrichment Programs and Graduate School Matriculation: The Role of Science Identity Salience

ERIC Educational Resources Information Center

Merolla, David M.; Serpe, Richard T.

2013-01-01

Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student…

Improving epistemological beliefs and moral judgment through an STS-based science ethics education program.

PubMed

Han, Hyemin; Jeong, Changwoo

2014-03-01

This study develops a Science-Technology-Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students' epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program.

Informal Science Education for Girls: Careers in Science and Effective Program Elements

ERIC Educational Resources Information Center

Fadigan, Kathleen A.; Hammrich, Penny L.

2005-01-01

Addressing the need for continued support of after-school and summer science enrichment programs for urban girls and at-risk youth, this paper describes the educational and career paths of a sample of young women who participated in the Women in Natural Sciences (WINS) program during high school. This study also attempts to determine how the…

76 FR 46769 - Applications for New Awards; Minority Science and Engineering Improvement Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-03

... DEPARTMENT OF EDUCATION Applications for New Awards; Minority Science and Engineering Improvement... Information: Minority Science and Engineering Improvement Program (MSEIP) Notice inviting applications for new... effect long-range improvement in science and engineering education at predominantly minority institutions...

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 Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers

ERIC Educational Resources Information Center

Hsu, Pei-Ling

2016-01-01

The high attrition rate of new science teachers demonstrates the urgent need to incorporate effective practices in teacher preparation programs to better equip preservice science teachers. The purpose of the study is to demonstrate a way to enrich preservice science teachers' preparation by incorporating informal science teaching practice into…

Effect of Hyper-Resistivity on Nonlinear Tearing Modes

NASA Astrophysics Data System (ADS)

Yang, Wen; Li, Ding; Xu, Xue-qiao

2018-06-01

Not Available Supported by the National Natural Science Foundation of China under Grant No 11675257, the Strategic Priority Research Program of Chinese Academy of Sciences under Grant No XDB16010300, the Key Research Program of Frontier Science of Chinese Academy of Sciences under Grant No QYZDJ-SSW-SYS016, and the External Cooperation Program of Chinese Academy of Sciences under Grant No 112111KYSB20160039. This material is based upon the work supported by the US Department of Energy, Office of Science, Office of Fusion Energy Sciences, LLNL-JRNL-748586.

What Works! Encouraging Diversity in Science, Mathematics, Engineering, and Technology through Effective Mentoring. A 5-Year Overview of the Research Careers for Minority Scholars Program.

ERIC Educational Resources Information Center

National Science Foundation, Arlington, VA. Directorate for Education and Human Resources.

The National Science Foundation's (NSF) Research Careers for Minority Scholars (RCMS) program was initiated to encourage individuals from underrepresented groups in science, mathematics, engineering and technology (SMET) disciplines to complete undergraduate degree programs and matriculate to SMET graduate degree programs. This report describes…

With a New Lens: How Partnering Impacts Teachers' Views of and Approaches to Teaching Science.

ERIC Educational Resources Information Center

Bainer, Deborah L.

The Partnering for Elementary Environmental Science program provides a professional development model to improve elementary science education. The program pairs teachers with science content experts and instructs the partnership teams in the pedagogy essential for effective inquiry science. This paper reports a year-long qualitative study of nine…

Learnings and Recommendations to Advance 4-H Science Readiness

ERIC Educational Resources Information Center

Schmitt-McQuitty, Lynn; Carlos, Ramona; Smith, Martin H.

2014-01-01

The case study investigation reported here assessed California 4-H professionals' understanding of the essential components of effective 4-H Science programming as established by the National 4-H Science Mission Mandate. Using the 4-H Science Checklist as the basis for defining 4-H Science Readiness, academic and program staff were surveyed and…

Effects of an Inquiry-Based Science Program on Critical Thinking, Science Process Skills, Creativity, and Science Fair Achievement of Middle School Students

ERIC Educational Resources Information Center

Longo, Christopher M.

2012-01-01

This study investigated the impact of an inquiry-based science program on the critical thinking skills, science process skills, creativity, and science fair achievement of middle school students. Although research indicates the connection between inquiry and achievement, there is limited empirical research relating specific inquiry-based programs…

Learning to teach science in a professional development school program

NASA Astrophysics Data System (ADS)

Hildreth, David P.

1997-09-01

The purpose of this study was to determine the effects of learning to teach science in a Professional Development School (PDS) program on university elementary education preservice teachers' (1) attitudes toward science, (2) science process skills achievement, and (3) sense of science teaching efficacy. Data were collected and analyzed using both quantitative and qualitative methods. Quantitative data were collected using the Science Attitude Inventory (North Carolina Math and Science Education Network (1994), the Test of Integrated Process Skills, TIPS, (Dillashaw & Okey, 1980), and the Science Teaching Efficacy Belief Instrument, STEBI, form B (Enochs & Riggs, 1990). A pretest posttest research design was used for the attitude and process skills constructs. These results were analyzed using paired t test procedures. A pre-experimental group comparison group research design was used for the efficacy construct. Results from this comparison were analyzed using unpaired t test procedures. Qualitative data were collected through students' responses to open-ended questionnaires, narrative interviews, journal entries, small messages, and unsolicited conversations. These data were analyzed via pattern analysis. Posttest scores were significantly higher than pretests scores on both the Science Attitude Inventory and the TIPS. This indicated that students had improved attitudes toward science and science teaching and higher process skills achievement after three semesters in the science-focused PDS program. Scores on the STEBI were significantly higher for students in the pre-experimental group when compared to students in the comparison group. This indicates that students in the science-focused PDS program possessed more efficacious beliefs about science teaching than did the comparison group. Quantitative data were supported by analysis of qualitative data. Implications from this study point to the effectiveness of learning to teach science in a science-focused PDS program with respect to attitudes toward science, science process skills achievement, and sense of science teaching efficacy. In addition, qualitative data indicated that the most effective components of the science-focused PDS program rests largely on the fact that students learned to teach in a collaborative cohort team and that students spent extended periods of time in clinical internships and student teaching.

A Program to Prepare Graduate Students for Careers in Climate Adaptation Science

NASA Astrophysics Data System (ADS)

Huntly, N.; Belmont, P.; Flint, C.; Gordillo, L.; Howe, P. D.; Lutz, J. A.; Null, S. E.; Reed, S.; Rosenberg, D. E.; Wang, S. Y.

2017-12-01

We describe our experiences creating a graduate program that addresses the need for a next generation of scientists who can produce, communicate, and help implement actionable science. The Climate Adaptation Science (CAS) graduate program, funded by the National Science Foundation Research Traineeship (NRT) program, prepares graduate students for careers at the interfaces of science with policy and management in the field of climate adaptation, which is a major 21st-century challenge for science and society. The program is interdisciplinary, with students and faculty from natural, social, and physical sciences, engineering, and mathematics, and is based around interdisciplinary team research in collaboration with partners from outside of academia who have climate adaptation science needs. The program embeds students in a cycle of creating and implementing actionable science through a two-part internship, with partners from government, non-governmental organizations, and industry, that brackets and informs a year of interdisciplinary team research. The program is communication-rich, with events that foster information exchange and understanding across disciplines and workplaces. We describe the CAS program, our experiences in developing it, the research and internship experiences of students in the program, and initial metrics and feedback on the effectiveness of the program.

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-Based Teaching Practice

ERIC Educational Resources Information Center

Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

2013-01-01

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants…

Economic value analysis of the return from the Korean astronaut program and the science culture diffusion activity in Korea

NASA Astrophysics Data System (ADS)

Yi, Soyeon; Jang, Hyun-Jin; Lee, Hyo Suk; Yu, Jong-Phil; Kim, Soyeon; Lee, Joohee; Hur, Hee-Young

2013-06-01

In this study, we analyze the economic effects from the Korean Astronaut Program (KAP) and the subsequent Science Culture Diffusion Activity (SCDA). Korea has had a huge practical effect on the development of science and technology and has increased international awareness of Korea by producing Korea's first astronaut. There has also been a large, ripple effect on space related industries. In addition, the KAP has exercised a far-reaching influence on Korean society and culture by boosting all science and engineering and inspiring national pride. After the KAP, astronauts' outreach activities, such as lectures for the general public; interviews on television, newspapers and magazines; participating in children's science camps; and distributing publications and DVDs about astronaut program for general public, were instituted for diffusing science culture. Thus, positive effects such as the promotion of Korea's level of technology, student interest in science and engineering fields, and the expansion of the industrial base were reinforced after the KAP. This study is aimed at evaluating the economic significance and the value of return through analyzing the effects of the KAP and the subsequent Science Culture Diffusion Activity.

Offering a Geoscience Professional Development Program to Promote Science Education and Provide Hands-on Experiences for K-12 Science Educators

ERIC Educational Resources Information Center

Fakayode, Sayo O.; Pollard, David A.; Snipes, Vincent T.; Atkinson, Alvin

2014-01-01

Development of an effective strategy for promoting science education and professional development of K-12 science educators is a national priority to strengthen the quality of science, technology, engineering, and mathematics (STEM) education. This article reports the outcomes of a Geoscience Professional Development Program (GPDP) workshop…

Evaluating Student Success and Progress in the Maryland Sea Grant REU Program

NASA Astrophysics Data System (ADS)

Moser, F. C.; Allen, M. R.; Clark, J.

2012-12-01

The Maryland Sea Grant's Research Experiences for Undergraduate (REU) 12-week summer program is in its 24th year. This estuarine science-focused program has evolved, based in part on our use of assessment tools to measure the program's effectiveness. Our goal is to understand the REU program's effectiveness in such areas as improving student understanding of scientific research, scientific ethics and marine science careers. Initially, our assessment approach was limited to short surveys that used qualitative answers from students about their experience. However, in the last decade we have developed a more comprehensive approach to measure program effectiveness. Currently, we use paired pre- and post-survey questions to estimate student growth during the program. These matching questions evaluate the student's change in knowledge and perception of science research over the course of the summer program. Additionally, we administer several surveys during the 12 weeks of the program to measure immediate responses of students to program activities and to gauge the students' evolving attitudes to customize each year's program. Our 2011 cohort showed consistent improvement in numerous areas, including understanding the nature of science (pre: 4.35, post: 4.64 on a 5 point scale), what graduate school is like (3.71, 4.42), the job of a researcher (4.07, 4.50), and career options in science (3.86, 4.42). Student confidence also increased in numerous skills required for good scientists. To analyze the long-term impact of our program, we survey our alumni to assess graduate degrees earned and career choices. A large percentage (72%) of our tracked alumni have continued on to graduate school, with subsequent careers spanning the academic (51%), public (24%) and private (25%) sectors. These assessments demonstrate that our program is successful in meeting our key objectives of strengthening the training of undergraduates in the sciences and retaining them in marine science careers.

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

ERIC Educational Resources Information Center

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

2012-01-01

Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of…

Graduate Student Fellowship Program Effects on Attitude and Interest toward Science of Middle School Students

ERIC Educational Resources Information Center

Lindner, James R.; Rayfield, John; Briers, Gary; Johnson, Larry

2012-01-01

The purpose of this study was to describe the effects of a graduate student fellowship program on middle school students' attitude toward science and their interest in science. Using a descriptive and correlational research design, data were collected from 588 middle school students (grades 6, 7, and 8). Participants completed a pretest and a…

Do Early Childhood Programs Have Lasting Effects on Children? Evaluation Science Brief

ERIC Educational Resources Information Center

National Forum on Early Childhood Program Evaluation, 2008

2008-01-01

"Evaluation Science Briefs" summarize the findings and implications of a recent study evaluating the effects of an early childhood program or environment. This Brief evaluates the study "Early Intervention in Low Birthweight Premature Infants: Results at 18 Years of Age for the Infant Health and Development Program (IHDP)" (M.C. McCormick, J.…

Frontier Fields: A Cost-Effective Approach to Bringing Authentic Science to the Education Community

NASA Astrophysics Data System (ADS)

Eisenhamer, B.; Lawton, B.; Summers, F.; Ryer, H.

2015-11-01

For more than two decades, the Hubble EPO program has sought to bring the wonders of the universe to the education community and the public, and to engage audiences in the adventure of scientific discovery. Program components include standards-based, curriculum-support materials, exhibits and exhibit components, and professional development workshops. The main underpinnings of the program's infrastructure are scientist-educator development teams, partnerships, and an embedded program evaluation component. The Space Telescope Science Institute's Office of Public Outreach is leveraging this existing infrastructure to bring the Frontier Fields science program to the education community in a cost-effective way. Frontier Fields observations and results have been, and will continue to be, embedded into existing product lines and professional development offerings. We also are leveraging our new social media strategy to bring the science program to the public in the form of an ongoing blog.

EVALUATION AND FOLLOWUP STUDY OF A SUMMER SCIENCE AND MATHEMATICS PROGRAM FOR TALENTED SECONDARY SCHOOL STUDENTS.

ERIC Educational Resources Information Center

BASSETT, ROBERT D.; COOLEY, WILLIAM W.

THIS STUDY WAS TO EVALUATE A SUMMER PROGRAM IN SCIENCE AND MATHEMATICS FOR 60 PROMISING SCIENCE STUDENTS, AND TO DETERMINE THE EFFECTS OF SUCH A PROGRAM ON THE BEHAVIOR OF STUDENTS IN CLASSES DURING THE ENSUING YEAR AND ON THEIR FUTURE CAREER DECISIONS. THE FIRST 2 OF THE 10 WEEKS OF THIS PROGRAM THE STUDENTS WERE GIVEN ADVANCED INSTRUCTION BY…

PR^2EPS: Preparation, recruitment, retention and excellence in the physical sciences

NASA Astrophysics Data System (ADS)

Gallagher, Hugh; Labroo, Sunil; Schaumloffel, John; Bischoff, Paul; Bachman, Nancy

2007-04-01

The PR^2EPS program is a multidisciplinary effort to increase the number of majors attending (and graduating) from SUNY Oneonta with degrees in physics, chemistry, secondary physics or chemistry education and related areas. Components of the program include a walk-in tutoring center, a free, weeklong summer science camp, scholarship opportunities, professional conference experiences, and an equipment loan program for regional secondary science teachers. 2006 was the third year of this NSF-DUE funded program. Evaluation of our progress to date shows that the program is effective at steering students (or at least reinforcing their desire) to studying the sciences in college and retaining them in their science programs. A summary of our goals, challenges and accomplishments, including tutoring center operation and efficacy, activities and operational details for the summer camp, and the overall impact on science programs at a medium sized college will be presented.

A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students.

PubMed

Murray, Nancy G; Opuni, Kwame A; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M; Hobbs, Mary

2009-06-01

To test the effectiveness of a middle school, multimedia health sciences educational program called HEADS UP in non-Asian-minority (Hispanic and African American), inner-city students. The program designers hope to increase the number of these students entering the health sciences pipeline. The program includes video role-model stories featuring minority scientists and students, hands-on activities, and teacher resources. Collaborators from The University of Texas Health Science Center at Houston, Spring Branch Independent School District, and the Health Museum developed the modules. From 2004 to 2007, the authors used a quasi-experimental, two-group pretest/posttest design to assess program effects on students' performance and interest in science, their science self-efficacy, their fear of science, and their science-related careers self-efficacy. An independent third party matched the intervention school to a comparison school by test scores, school demographics, and student demographics and then matched pairs of sixth-grade students (N = 428) by fifth-grade science scores, gender, ethnicity, and participation in the free or reduced lunch program. The authors collected data on these students for three years. At eighth grade (2007), the intervention school students scored significantly higher (F = 12.38, P < .001) on the Stanford Achievement Test 10 in science and reported higher interest in science (F = 11.08, P < .001) than their matched, comparison-school pairs. Students in neither group reported an increase in their confidence to choose a science-related career, but students in one high-implementing teacher's class reported decreased fear of science. HEADS UP shows potential for improving inner-city, non-Asian-minority middle school students' performance and interest in science.

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

NASA Astrophysics Data System (ADS)

Steakley, Carrie Capers

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

Helping teachers change science instruction

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

Consuegra, G.F.

1994-12-31

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

Do State Pre-K Programs Improve Children's Pre-Literacy and Math Learning? Evaluation Science Brief

ERIC Educational Resources Information Center

National Forum on Early Childhood Program Evaluation, 2008

2008-01-01

"Evaluation Science Briefs" summarize the findings and implications of a recent study evaluating the effects of an early childhood program or environment. This Brief evaluates the study "An Effectiveness-Based Evaluation of Five State Pre-Kindergarten Programs" (V. C. Wong, T. D. Cook, W. S. Barnett, and K. Jung.) States have high aspirations for…

The effect of a science work experience program for teachers on the classroom environment: A qualitative program evaluation

NASA Astrophysics Data System (ADS)

Frazier, Wendy Michelle

Science Work Experience Programs for Teachers (SWEPTs) provide an opportunity for science and math teachers to work in research laboratories during the summer to experience science as it is practiced in the laboratory-setting. Through the use of interviews with teachers and students, classroom observations, and an analysis of printed student sheets and student work, the lived experience of a cohort of program participants in Columbia University's Summer Research Program for Secondary School Science Teachers was recorded in an effort to describe the effect of experience in a SWEPT on the classroom environment of teacher participants and student outcomes. Relying on Social Learning Theory and science education reform documentation as a theoretical framework the following dimensions of the classroom were examined: (1) emergent themes that include the participants' perceptions of the importance of technology in the classroom, (2) interpersonal relationships with the teachers at the participants' schools, fellow program participants, research scientists, and students, and (3) changes in epistemological structure, curriculum, instructional strategies, and classroom practices. Methodological and theoretical implications are addressed with respect to future studies, and suggestions for refinement of SWEPTs are provided.

Building the team for team science

USGS Publications Warehouse

Read, Emily K.; O'Rourke, M.; Hong, G. S.; Hanson, P. C.; Winslow, Luke A.; Crowley, S.; Brewer, C. A.; Weathers, K. C.

2016-01-01

The ability to effectively exchange information and develop trusting, collaborative relationships across disciplinary boundaries is essential for 21st century scientists charged with solving complex and large-scale societal and environmental challenges, yet these communication skills are rarely taught. Here, we describe an adaptable training program designed to increase the capacity of scientists to engage in information exchange and relationship development in team science settings. A pilot of the program, developed by a leader in ecological network science, the Global Lake Ecological Observatory Network (GLEON), indicates that the training program resulted in improvement in early career scientists’ confidence in team-based network science collaborations within and outside of the program. Fellows in the program navigated human-network challenges, expanded communication skills, and improved their ability to build professional relationships, all in the context of producing collaborative scientific outcomes. Here, we describe the rationale for key communication training elements and provide evidence that such training is effective in building essential team science skills.

United States Air Force Graduate Student Research Program for 1990. Program Management Report

DTIC Science & Technology

1992-06-05

were extensively studied using pencil lead breaks in a center notch. For the fatigue studies center crack samples of 2024 - T351 aluminum were used...Research Program (SFRP) provides opportunities for research in the physical sciences, engineering, and life sciences. The program has been effective ...positive effect on teaching. (WRDC/FDL) Several mentioned the opportunity for introduction to research interests of the Air Force and the opportunity to work

The American Science Pipeline: Sustaining Innovation in a Time of Economic Crisis

ERIC Educational Resources Information Center

Hue, Gillian; Sales, Jessica; Comeau, Dawn; Lynn, David G.; Eisen, Arri

2010-01-01

Significant limitations have emerged in America's science training pipeline, including inaccessibility, inflexibility, financial limitations, and lack of diversity. We present three effective programs that collectively address these challenges. The programs are grounded in rigorous science and integrate through diverse disciplines across…

The Effects of an After-School Science Program on Middle School Female Students' Attitudes towards Science, Mathematics and Engineering.

ERIC Educational Resources Information Center

Ferreira, Maria M.

This study examined the impact of an after-school science program that incorporated cooperative learning, hands-on activities, mentoring, and role models on a group of minority female students' attitudes toward science, engineering, and mathematics. Eighteen African American middle school students participated in the study. Seven female engineers…

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

ERIC Educational Resources Information Center

Kim, Hanna

2016-01-01

This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at…

Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers

NASA Astrophysics Data System (ADS)

Beckendorf, K.; Hammond, J.; McMahon, E.; Williams, E.; Bates, T.

2005-12-01

Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in helping me bridge the gap between meeting these teaching goals in a middle school science classroom and being able to truly utilize, in the classroom, what I learn in these research programs. Thus, by highlighting these aspects I hope to aid in the ongoing improvement of these teacher research programs.

The NASA Materials Science Research Program - It's New Strategic Goals and Plans

NASA Technical Reports Server (NTRS)

Schlagheck, Ronald A.

2003-01-01

In 2001, the NASA created a separate science enterprise, the Office of Biological and Physical Research (OBPR), to perform strategical and fundamental research bringing together physics, chemistry, biology, and engineering to solve problems needed for future agency mission goals. The Materials Science Program is one of basic research disciplines within this new Enterprise's Division of Physical Sciences Research. The Materials Science Program participates to utilize effective use of International Space Station (ISS) experimental facilities, target new scientific and technology questions, and transfer results for Earth benefits. The program has recently pursued new investigative research in areas necessary to expand NASA knowledge base for exploration of the universe, some of which will need access to the microgravity of space. The program has a wide variety of traditional ground and flight based research related types of basic science related to materials crystallization, fundamental processing, and properties characterization in order to obtain basic understanding of various phenomena effects and relationships to the structures, processing, and properties of materials. A summary of the types and sources for this research is presented and those experiments planned for the space. Areas to help expand the science basis for NASA future missions are described. An overview of the program is given including the scope of the current and future NASA Research Announcements with emphasis on new materials science initiatives. A description of the planned flight experiments to be conducted on the International Space Station program along with the planned facility class Materials Science Research Rack (MSRR) and Microgravity Glovebox (MSG) type investigations.

The Gateway Science Workshop Program: Enhancing Student Performance and Retention in the Sciences Through Peer-Facilitated Discussion

NASA Astrophysics Data System (ADS)

Drane, Denise; Smith, H. David; Light, Greg; Pinto, Larry; Swarat, Su

2005-09-01

Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields. This is a particular concern at selective universities where minority students enter with excellent academic credentials but receive lower average grades and have lower retention rates than majority students with similar credentials. This paper reports the first year results of a large scale peer-facilitated workshop program designed to increase performance and retention in Biology, Chemistry, and Physics at a selective research university. After adjusting for grade point average or SAT-Math score, workshop participants earned higher final grades than nonparticipants in Biology and Chemistry, but not in Physics. Similar effects on retention were found. While, positive effects of the program were observed in both majority and minority students, effect sizes were generally largest for minority students. Because of practical constraints in Physics, implementation of the program was not optimal, possibly accounting for the differential success of the program across disciplines.

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…

Attributions, Influences and Outcomes for Underrepresented and Disadvantaged Participants of a Medical Sciences Enrichment Pipeline Program

ERIC Educational Resources Information Center

Pinckney, Charlyene Carol

2014-01-01

The current study was undertaken to examine the effectiveness of the Rowan University-School of Osteopathic Medicine - Summer Pre-Medical Research and Education Program (Summer PREP), a postsecondary medical sciences enrichment pipeline program for under-represented and disadvantaged students. Thirty-four former program participants were surveyed…

Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

ERIC Educational Resources Information Center

Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

2013-01-01

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

Teacher Research Programs: An Effective Form of Professional Development to Increase Student Achievement and Benefit the Economy

NASA Astrophysics Data System (ADS)

Dubner, J.

2008-12-01

U.S. high school students perform markedly less well in science, technology, engineering and math (STEM) than students in other economically advanced countries. This low level of STEM performance endangers our democracy and economy. The President's Council of Advisors in Science and Technology's 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers. Nonetheless, the United States has made little progress in correcting these deficiencies. Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is buttressed by evidence from Columbia University's Summer Research Program for Science Teachers (SRP) that highly motivated, in-service science teachers require professional development to enable them and their students to perform up to their potential. Columbia's Summer Research Program is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. From its inception, SRP's goal has been to enhance interest and improve performance in science of students. It seeks to achieve this goal by increasing the professional competence of teachers. The reports of Elmore, Sanders and Rivers, and our own studies, show that professional development is a "key lever for improving student outcomes." While most middle and high school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional development. Columbia University's teacher research program is a very effective form of professional development for pre- college science teachers and has a direct correlation to increased student motivation and achievement in science. The Program is premised on the beliefs that hands-on experience in the practice of science improves the quality and authenticity of science teaching, and that improved science teaching is correlated with increased student interest and achievement in science. The author will present the methodology of the program's evaluation citing statistically significant findings. The author will also show the economic benefits of teacher participation in a well-designed research program.

An International Short Course for Training Professionals as Effective Science Communicators

ERIC Educational Resources Information Center

Sarathchandra, Dilshani; Maredia, Karim M.

2014-01-01

Scholars have recognized a need for educational programs that prepare scientists, Extension practitioners, and other stakeholders to communicate science effectively. Such programs have the potential to increase public awareness and aid policy development. Having recognized this need, faculty at Michigan State University (MSU) developed an…

A Comparison of the Effects of Individualized Science Instruction with Traditional Science Instruction in Junior High School.

ERIC Educational Resources Information Center

Heffernan, Daniel F.

The Intermediate Science Curriculum Study (ISCS), operationally defined to be an individualized program, and the New York State Science Syllabus, defined to be the traditional program, were used as methods of instruction with 104 eighth-grade pupils. The students were randomly organized into groups according to the Solomon Four-Group Design.…

Effective Practices for Creating Transformative Informal Science Education Programs Grounded in Native Ways of Knowing

ERIC Educational Resources Information Center

Mack, Elizabeth; Augare, Helen; Cloud-Jones, Linda Different; David, Dominique; Gaddie, Helene Quiver; Honey, Rose E.; Kawagley, Angayuqaq O.; Plume-Weatherwax, Melissa Little; Fight, Lisa Lone; Meier, Gene; Pete, Tachini; Leaf, James Rattling; Returns From Scout, Elvin; Sachatello-Sawyer, Bonnie; Shibata, Hi'ilani; Valdez, Shelly; Wippert, Rachel

2012-01-01

There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research…

The Effect of a Horseshoe Crab Citizen Science Program on Middle School Student Science Performance and STEM Career Motivation

ERIC Educational Resources Information Center

Hiller, Suzanne E.; Kitsantas, Anastasia

2014-01-01

The purpose of the present quasi-experimental study was to examine the impact of a horseshoe crab citizen science program on student achievement and science, technology, engineering, and mathematics (STEM) career motivation with 86 (n = 86) eighth-grade students. The treatment group conducted fieldwork with naturalists and collected data for a…

Life Science Curriculum Guide. Bulletin 1614.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a life science course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Increasing the Diversity of Teachers in Mathematics and Science Partnerships

ERIC Educational Resources Information Center

Moyer-Packenham, Patricia S.; Parker, Jana L.; Kitsantas, Anastasia; Bolyard, Johnna J.; Huie, Faye

2009-01-01

This study examines teacher diversity in a federally-funded mathematics and science partnership program. Each of the partnerships in the program provided preservice and/or inservice education for teachers in mathematics, science, or both. Researchers used qualitative and quantitative methods to examine the effect of strategies implemented by the…

78 FR 38410 - Notice of Intent To Seek Approval To Establish an Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-26

... to address the effects of question design on survey estimates of public science knowledge and the... with Factual Knowledge of Science Survey Items. OMB Approval Number: 3145-NEW. Expiration Date: Not... research and programs to strengthen scientific research potential and science education programs in the...

The Validation of the Citizen Science Self-Efficacy Scale (CSSES)

ERIC Educational Resources Information Center

Hiller, Suzanne E.

2016-01-01

Citizen science programs provide opportunities for students to help professional scientists while fostering science achievement and motivation. Instruments which measure the effects of this type of programs on student motivational beliefs are limited. The purpose of this study was to describe the process of examining the reliability and validity…

The effects of two secondary science teacher education program structures on teachers' habits of mind and action

NASA Astrophysics Data System (ADS)

Bergman, Daniel Jay

2007-12-01

This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

Living with a Star (LWS) Space Environment Testbeds (SET), Mission Carrier Overview and Capabilities

NASA Technical Reports Server (NTRS)

Patschke, Robert; Barth, Janet; Label, Ken; Mariano, Carolyn; Pham, Karen; Brewer, Dana; Cuviello, Michael; Kobe, David; Wu, Carl; Jarosz, Donald

2004-01-01

NASA has initiated the Living With a Star (LWS) Program to develop the scientific understanding to address the aspects of the Connected Sun-Earth system that affect life and society. A goal of the program is to bridge the gap between science, engineering, and user application communities. This will enable future science, operational, and commercial objectives in space and atmospheric environments by improving engineering approaches to the accommodation and/or mitigation of the effects of solar variability on technological systems. The three program elements of the LWS Program are Science Missions; Targeted Research and Technology; and Space Environment Testbeds (SETS). SET is an ideal platform for small experiments performing research on space environment effects on technologies and on the mitigation of space weather effects. A short description of the LWS Program will be given, and the SET will be described in detail, giving the mission objectives, available carrier services, and upcoming flight opportunities.

The Fisk-Vanderbilt Masters-to-PhD Bridge Program: A Model for Broadening Participation of Underrepresented Groups in the Physical Sciences through Effective Partnerships with Minority-Serving Institutions

ERIC Educational Resources Information Center

Stassun, Keivan Guadalupe; Burger, Arnold; Lange, Sheila Edwards

2010-01-01

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for effective partnerships with minority-serving institutions toward significantly broadening the participation of underrepresented groups in the physical sciences. The program couples targeted recruitment with active retention strategies, and is built upon a…

Evaluating the Effectiveness of the 2001-2002 NASA CONNECT(tm) Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Frank, Kari Lou; Lambert, Matthew A.; Williams, Amy C.

2002-01-01

NASA CONNECT(tm) is a research and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6-8. Respondents who evaluated the programs in the 2001-2002 NASA CONNECT(tm) series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

Evaluating the Effectiveness of the 2002-2003 NASA CONNECT(TM) Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Lambert, Matthew A.; Williams, Amy C.

2004-01-01

NASA CONNECT is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the 2002 2003 NASA CONNECT series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

Effects of Design-Based Science Instruction on Science Problem-Solving Competency among Different Groups of High-School Traditional Chemistry Students

ERIC Educational Resources Information Center

Lartson, Cobina Adu

2013-01-01

Recent trends indicate a significant decline in the number of students graduating from Science, Technology, Engineering and Math (STEM) programs in the US. The under-representation of students of color, females and low income students in STEM programs has also been documented. Design Based Science (DBS) instruction has been suggested to improve…

Intervening in the Professional Development of Science Teachers: The Colorado Science Teaching Enhancement Program. Interim Report of the Formative Evaluation of CO-STEP.

ERIC Educational Resources Information Center

Ellis, James D.; Maxwell, Donald E.

The purposes of the Colorado Science Teaching Enhancement Program (CO-STEP) are to improve the background in science content and the instructional skills of teachers in grades four through six throughout Colorado and to support the implementation of effective instruction. A network of six Teacher Development Centers in Colorado coordinate teacher…

Effects of a Teacher Professional Development Program on Science Teachers' Views about Using Computers in Teaching and Learning

ERIC Educational Resources Information Center

Çetin, Nagihan Imer

2016-01-01

The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was…

A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science

PubMed Central

Godin, Elizabeth A.; Wormington, Stephanie V.; Perez, Tony; Barger, Michael M.; Snyder, Kate E.; Richman, Laura Smart; Schwartz-Bloom, Rochelle; Linnenbrink-Garcia, Lisa

2015-01-01

There is a strong need to increase the number of undergraduate students who pursue careers in science to provide the “fuel” that will power a science and technology–driven U.S. economy. Prior research suggests that both evidence-based teaching methods and early undergraduate research experiences may help to increase retention rates in the sciences. In this study, we examined the effect of a program that included 1) a Summer enrichment 2-wk minicourse and 2) an authentic Fall research course, both of which were designed specifically to support students' science motivation. Undergraduates who participated in the pharmacology-based enrichment program significantly improved their knowledge of basic biology and chemistry concepts; reported high levels of science motivation; and were likely to major in a biological, chemical, or biomedical field. Additionally, program participants who decided to major in biology or chemistry were significantly more likely to choose a pharmacology concentration than those majoring in biology or chemistry who did not participate in the enrichment program. Thus, by supporting students' science motivation, we can increase the number of students who are interested in science and science careers. PMID:26538389

Teaching Citizen Science Skills Online: Implications for Invasive Species Training Programs

ERIC Educational Resources Information Center

Newman, Greg; Crall, Alycia; Laituri, Melinda; Graham, Jim; Stohlgren, Tom; Moore, John C.; Kodrich, Kris; Holfelder, Kirstin A.

2010-01-01

Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills…

The Study of the Effectiveness of Scholarship Grant Program on Low-Income Engineering Technology Students

ERIC Educational Resources Information Center

Ononye, Lawretta C.; Bong, Sabel

2018-01-01

This paper investigates the effectiveness of a National Science Foundation Scholarship in Science, Technology, Engineering, and Mathematics (NSF S-STEM) program named "Scholarship for Engineering Technology (SET)" at the State University of New York in Canton (SUNY Canton). The authors seek to answer the following question: To what…

Strategic Leadership for Education Reform: Lessons from the Statewide Systemic Initiatives Program. CPRE Policy Briefs RB-41

ERIC Educational Resources Information Center

Heck, Daniel J.; Weiss, Iris R.

2005-01-01

In 1990, the National Science Foundation (NSF) created the Statewide Systemic Initiative Program. The solicitation issued by the Directorate for Science and Engineering Education sought proposals "for projects intended to broaden the impact, accelerate the pace, and increase the effectiveness of improvements in science, mathematics, and…

Discussion of the Effectiveness of the National Accreditation Process of Secondary Science Education Programs

ERIC Educational Resources Information Center

Bazler, Judith A.; Van Sickle, Meta; Simonis, Doris; Graybill, Letty; Sorenson, Nancy; Brounstein, Erica

2014-01-01

This paper reflects upon the development, design, and results of a questionnaire distributed to professors of science education concerning the processes involved in a national accreditation of teacher education programs in science. After a pilot study, five professors/administrators from public and private institutions designed a questionnaire and…

Integrating Science and Policy: A Case Study of the Hubbard Brook Research Foundation Science Links Program

ERIC Educational Resources Information Center

Driscoll, Charles T.; Lambert, Kathy Fallon; Weathers, Kathleen C.

2011-01-01

Scientists, related professionals, and the public have for decades called for greater interaction among scientists, policymakers, and the media to address contemporary environmental challenges. Practical examples of effective "real-world" programs designed to catalyze interactions and provide relevant science are few. Existing successful models…

NASA Science Mission Directorate Science Education and Public Outreach Forums: A Six-Year Retrospective

NASA Astrophysics Data System (ADS)

Smith, Denise Anne; Peticolas, Laura; Schwerin, Theresa; Shipp, Stephanie; Lawton, Brandon L.; Meinke, Bonnie; Manning, James G.; Bartolone, Lindsay; Schultz, Gregory

2015-08-01

NASA’s Science Mission Directorate (SMD) created four competitively awarded Science Education and Public Outreach Forums (Astrophysics, Heliophysics, Planetary Science, Earth Science) in 2009. The NASA SMD education and public engagement community and Forum teams have worked together to share the science, the story, and the adventure of SMD's science missions with students, educators, and the public. In doing so, SMD's programs have emphasized collaboration between scientists with content expertise and educators with pedagogy expertise. The goal of the Education Forums has been to maximize program efficiency, effectiveness, and coherence by organizing collaborations that reduce duplication of effort; sharing best practices; aligning products to national education standards; creating and maintaining the NASA Wavelength online catalog of SMD education products; and disseminating metrics and evaluation findings. We highlight examples of our activities over the past six years, along with the role of the scientist-educator partnership and examples of program impact. We also discuss our community’s coordinated efforts to expand the Astro4Girls pilot program into the NASA Science4Girls and Their Families initiative, which partners NASA science education programs with public libraries to engage underrepresented audiences in science.

Quality Science Teacher Professional Development and Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2007-12-01

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

NASA Astrophysics Data System (ADS)

Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

2016-05-01

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

Science, Technology, Engineering, and Mathematics Education: Strategic Planning Needed to Better Manage Overlapping Programs across Multiple Agencies. Report to Congressional Requesters. GAO-12-108

ERIC Educational Resources Information Center

Scott, George A.

2012-01-01

Science, technology, engineering, and mathematics (STEM) education programs help to enhance the nation's global competitiveness. Many federal agencies have been involved in administering these programs. Concerns have been raised about the overall effectiveness and efficiency of STEM education programs. GAO examined (1) the number of federal…

Implementing a centralized institutional peer tutoring program.

PubMed

Gaughf, Natalie White; Foster, Penni Smith

2016-01-01

Peer tutoring has been found to be beneficial to both students and peer tutors in health sciences education programs. This article describes the implementation of a centralized, institutional peer tutoring program at the University of Mississippi Medical Center, an academic health science center in the U.S. The Program: This multispecialty peer tutoring program paired students experiencing academic difficulties with peer tutors who showed prior academic success, professionalism and effective communication skills. The program allowed students and peer tutors to coordinate their own tutoring services. Evaluations by both students and peer tutors showed satisfaction with the program. Recommendations for developing and implementing an effective peer tutoring program are presented, including utilization of an online system, consistent program policy with high professionalism expectations, funding, program evaluation and data tracking.

Using insects for STEM outreach: Development and evaluation of the UA Insect Discovery Program

NASA Astrophysics Data System (ADS)

Beal, Benjamin D.

Science and technology impact most aspects of modern daily life. It is therefore important to create a scientifically literate society. Since the majority of Americans do not take college-level science courses, strong K-12 science education is essential. At the K-5 level, however, many teachers lack the time, resources and background for effective science teaching. Elementary teachers and students may benefit from scientist-led outreach programs created by Cooperative Extension or other institutions. One example is the University of Arizona Insect Discovery Program, which provides short-duration programing that uses insects to support science content learning, teach critical thinking and spark interest in science. We conducted evaluations of the Insect Discovery programming to determine whether the activities offered were accomplishing program goals. Pre-post tests, post program questionnaires for teachers, and novel assessments of children's drawings were used as assessment tools. Assessments were complicated by the short duration of the program interactions with the children as well as their limited literacy. In spite of these difficulties, results of the pre-post tests indicated a significant impact on content knowledge and critical thinking skills. Based on post-program teacher questionnaires, positive impacts on interest in science learning were noted as much as a month after the children participated in the program. New programming and resources developed to widen the potential for impact are also described.

Organization and Implementation of a University-Wide Collaboration for Advancing Teaching Technology and Science in Public Schools

NASA Astrophysics Data System (ADS)

Regens, N.; Hall-Wallace, M. K.

2003-12-01

The University of Arizona's Collaboration for the Advancement of Teaching Technology and Science (CATTS) was formed 4 years ago for the purpose of teaming university graduate and undergraduate science students with local K-12 teachers to enhance science teaching at all grade levels. This NSF-funded GK-12 program has been remarkably successful at training university students to use exemplary science education materials and to enable them to work within the culture of K-12 classrooms. The program relies on the formation and maintainence of a respectful, robust, and mutually beneficial relationship between the university and Tucson area school districts, school principals, and schoolteachers. This paper explores the process we have used and are using to build and maintain a partnership between two very diverse cultures: the K-12 culture and the university's research-based culture. The CATTS program links University of Arizona outreach projects with schools, trains CATTS Fellows on current educational pedagogical thinking, and provides a means of evaluating the teaching effectiveness of CATTS Fellows. The presentation will describe the strategies and techniques for building and maintaining alliances and creating ownership of the CATTS programs by school districts, school administrators, and teachers. We will also describe recruiting and training practices and various corrective actions we have taken to improve the program over its lifetime. The CATTS program provides an effective outreach tool for educational programs in geophysics, marine biology and oceanography, climatology, hydrology, and space physics and astronomy, to name a few. As such it is an example of a core outreach program that can be used at research universities, national research facilities, or non-research oriented colleges. The program also provides an effective way to train future teaching professors and scientists to effectively participate in formal and informal education and public outreach programs.

The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools.

PubMed

Jagannathan, Radha; Camasso, Michael J; Delacalle, Maia

2018-02-01

We describe an environmental and natural science program called Nurture thru Nature (NtN) that seeks to improve mathematics and science performance of students in disadvantaged communities, and to increase student interest in Science, Technology, Engineering and Mathematics (STEM) careers. The program draws conceptual guidance from the Head-Heart-Hands model that informs the current educational movement to foster environmental understanding and sustainability. Employing an experimental design and data from seven cohorts of students, we find some promising, albeit preliminary, indications that the program can increase students' science knowledge and grades in mathematics, science and language arts. We discuss the special adaptations that environmental and sustainability education programs need to incorporate if they are to be successful in today's resource depleted urban schools. Copyright © 2017 Elsevier Ltd. All rights reserved.

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

NASA Astrophysics Data System (ADS)

Kim, Hanna

2011-12-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, "Green Earth Enhanced with Inquiry and Technology." We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students' attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts ( p < .05).

Effect of an Experiential and Work-Based Learning Program on Vocational Identity, Career Decision Self-Efficacy, and Career Maturity

ERIC Educational Resources Information Center

Esters, Levon T.; Retallick, Michael S.

2013-01-01

This exploratory study examined the effect of an agriculturally-based experiential and work-based learning program, Science With Practice (SWP), on the vocational identity, career decision self-efficacy, and career maturity of undergraduate agriculture and life sciences students. The SWP experience helped clarify students' career interests and…

The Effect of an Experiential Learning Program on Middle School Students' Motivation toward Mathematics and Science

ERIC Educational Resources Information Center

Weinberg, Andrea E.; Basile, Carole G.; Albright, Leonard

2011-01-01

A mixed methods design was used to evaluate the effects of four experiential learning programs on the interest and motivation of middle school students toward mathematics and science. The Expectancy-Value model provided a theoretical framework for the exploration of 336 middle school student participants. Initially, participants were generally…

The Effects of an Innovative Activity-Centered Biology Program on Attitude toward Elementary Teachers.

ERIC Educational Resources Information Center

Hall, Donald A.

One of the primary goals in many teacher education programs is to design and to implement specific courses, strategies, and methods that promote positive attitude toward science and science teaching among elementary education majors. This paper describes the effects of a biology content course, patterned after innovative elementary school science…

Effective Secondary Science Programs: A Best-Evidence Synthesis

ERIC Educational Resources Information Center

Cheung, Alan; Slavin, Robert E.; Kim, Elizabeth; Lake, Cynthia

2015-01-01

This article reports a systematic review of research on science programs in grades 6-12. Twenty-one studies met inclusion criteria including use of randomized or matched assignment to conditions, measures that assess content emphasized equally in experimental and control groups, and a duration of at least 12 weeks. Programs fell into four…

Effective Secondary Science Programs: A Best-Evidence Synthesis

ERIC Educational Resources Information Center

Cheung, Alan; Slavin, Robert E.; Kim, Elizabeth; Lake, Cynthia

2017-01-01

This article reports a systematic review of research on science programs in grades 6-12. Twenty-one studies met inclusion criteria including use of randomized or quasi-experimental assignment to conditions, measures that assess content emphasized equally in experimental and control groups, and a duration of at least 12 weeks. Programs fell into…

Biomedical Technology. Innovations: The Social Consequences of Science and Technology Program.

ERIC Educational Resources Information Center

McInerney, Joseph D.; And Others

This module is part of an interdisciplinary program designed to educate the general citizenry regarding the issues of science/technology/society that have important consequences for both present and future social policies. Specifically, the program provides an opportunity for students to assess the effects of selected technological innovations in…

Effects of a Modified Thinking Science Program for Year 8 Students of Various Abilities

ERIC Educational Resources Information Center

Mobbs, Ellen

2016-01-01

The aim of this research was to identify whether students of various academic abilities would achieve positive gains in cognitive ability after completing a modified cognitive acceleration program based on the Cognitive Acceleration through Science Education (CASE) program. This research was quasi-experimental in design, with small samples of…

Assessment of a Constructivist-Motivated Mentoring Program to Enhance the Teaching Skills of Atmospheric Science Graduate Students

ERIC Educational Resources Information Center

Drossman, Howard; Benedict, Jim; McGrath-Spangler, Erica; Van Roekel, Luke; Wells, Kelley

2011-01-01

This article describes a collaborative mentoring program in which graduate students (fellows) from a university atmospheric science research department team-taught environmental science classes with professors in a liberal arts college. The mentorship allowed fellows to develop and test the effectiveness of curriculum based on the Process Oriented…

Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

ERIC Educational Resources Information Center

Rivard, Léonard P.; Gueye, Ndeye R.

2016-01-01

'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted…

Nonlinear spectral cleaning effect in cross-polarized wave generation

NASA Astrophysics Data System (ADS)

Yu, Linpeng; Xu, Yi; Wu, Fenxiang; Yang, Xiaojun; Zhang, Zongxin; Wu, Yuanfeng; Leng, Yuxin; Xu, Zhizhan

2018-05-01

Not Available Project supported by the National Natural Science Foundation of China (Grant Nos. 11127901, 61521093, and 61505234), the International S&T Cooperation of Program of China (Grant No. 2016YFE0119300), the Strategic Priority Research Program of the Chinese Academy of Sciences (Grant No. XDB160301), and the Youth Innovation Promotion Association, Chinese Academy of Sciences.

The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six

NASA Astrophysics Data System (ADS)

Hill, Mary Denise

The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001--2002 school year. A causal-comparative ex post facto research design was used to explore the effects of integrated mathematics and science classrooms compared to classrooms of traditional, isolated mathematics and science teaching practices on student achievement and student attitudes. Achievement was based on the Spring 2002 Mathematics portion of the standardized Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) scores and individual student's mathematics Grade Point Average (GPA). Measurement of student attitudes was based on the results of the Integrated Mathematics Attitudinal Survey (IMAS), created by the researcher for this study. The sample population included 349 Grade 6 mathematics students attending one middle school involved in a pilot program utilizing integrated mathematics/science curriculum and teaching practices in a South Texas urban school district. The research involved 337 of the 349 sixth grade students to study the effects of mathematics/science curriculum and teaching practices on achievement and 207 of the 349 sixth grade students to study the effects of mathematics/science curriculum on attitudes concerning mathematics. The data were analyzed using chi square analyses, independent samples t-tests, and the analysis of variance (ANOVA). Statistical significance was determined at the .05 level of significance. Significant relationships were found when analyzing the proficiency of mathematics skills and individual growth of mathematics achievement. Chi square analyses indicated that the students in the integrated mathematics/science classrooms were more likely to exhibit individual growth and proficiency of mathematics skills based on the results of TAAS. Independent samples t-tests indicated that students in the integrated mathematics/science program scored significantly higher than the students in the traditional program in mean achievement scores and in mean growth of scores based on the results of TAAS. No significant differences were found when comparing mathematics anxiety scores between students in the integrated mathematics/science program and the traditional program. However, additional significant differences were identified when students in the integrated mathematics/science program scored higher than the students in the traditional program when analyzing the overall mean student attitude scores concerning mathematics and the mean scores of attitudinal values of mathematics in society.

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

NASA Astrophysics Data System (ADS)

Gibson, Helen Lussier

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

The Challenges Faced by New Science Teachers in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alsharari, Salman

Growing demand for science teachers in the Kingdom of Saudi Arabia, fed by increasing numbers of public school students, is forcing the Saudi government to attract, recruit and retain well-qualified science teachers. Beginning science teachers enter the educational profession with a massive fullfilment and satisfaction in their roles and positions as teachers to educating children in a science classroom. Nevertheless, teachers, over their early years of practice, encounter numerous challenges to provide the most effective science instruction. Therefore, the current study was aimed to identify academic and behavioral classroom challenges faced by science teachers in their first three years of teaching in the Kingdom of Saudi Arabia. In addition, new science teacher gender, school level and years of teaching experience differences in perceptions of the challenges that they encountered at work were analyzed. The present study also investigated various types of support that new science teachers may need to overcome academic and behavioral classroom challenges. In order to gain insights about ways to adequately support novice science teachers, it was important to examine new science teachers' beliefs, ideas and perceptions about effective science teaching. Three survey questionnaires were developed and distributed to teachers of both sexes who have been teaching science subjects, for less than three years, to elementary, middle and high school students in Al Jouf public schools. A total of 49 novice science teachers responded to the survey and 9 of them agreed to participate voluntarily in a face-to-face interview. Different statistical procedures and multiple qualitative methodologies were used to analyze the collected data. Findings suggested that the top three academic challenges faced by new science teachers were: poor quality of teacher preparation programs, absence of appropriate school equipment and facilities and lack of classroom materials and instructional supplies. Moreover, excessive student absenteeism, student readiness to learn science and student lack of interest in science were the three most behavioral challenges encountered by beginning science teachers in the Kingdom of Saudi Arabia. Results also indicated that the perceptions of academic and behavioral classroom challenges may vary according to new science teacher gender, school level and years of teaching experience. More importantly, to become more effective science teachers, novice science teachers are expecting to receive more and better support from their schools. School principals and administrators should provide opportunities for beginning science teachers to attend effective new teacher orientation programs, use complete and well-developed curriculum materials with detailed sequence of teaching procedures, help in dealing with classroom management, and opportunities to participate in successful mentoring programs, coherent in-service training programs and regular professional development programs. Implications for Saudi Arabia government and policy makers, school principals and administrators, students and their parents were discussed and recommendations were made.

Pathways into Science for High-School Girls

NASA Astrophysics Data System (ADS)

Simmons, Elizabeth

2004-03-01

This talk discusses the Pathways program ( www.bu.edu/lernet/pathways ) which I founded to provide encouragement and role models for young women interested in pursuing studies and careers in science, mathematics or engineering. I will describe the observations which led me to found Pathways, explain how the program has operated for the past 10 years, and then discuss its effect on the young women who attend... and the science and engineering professionals who volunteer to run the program.

The Effectiveness of the AAS REU Program

NASA Astrophysics Data System (ADS)

Hemenway, M. K.; Boyce, P. B.; Milkey, R. W.

1996-05-01

In an attempt to address the particular needs of astronomy faculty and undergraduate students, in 1991 the Education Office of the American Astronomical Society approached the National Science Foundation with a unique proposal for funding through the Research Experiences for Undergraduates program. The goals of the AAS program were to "slow the hemorrhage of students out of science...", extend the REU program to non-NSF-funded scientists, to reach under-represented women and minority students particularly in small educational institutions, and to encourage research scientists there to mentor students. As this grant has now expired, the AAS has surveyed the 44 mentors and their students to assess the program's effect on the mentor and the mentor's career; the educational institution; and the student's education and career choices. More than half the mentors responded by the abstract deadline. The program clearly had an effect upon the individuals involved. The greatest effect (in 85% of the cases) was to develop more interest in the mentor's research project both among the students and among the mentor's faculty colleagues. The mentors rated the grant to be a medium or strong factor in their student's decision to pursue graduate study, which 90% of them did. All but one of the AAS-REU students attended an AAS meeting and 3/4 of those gave a paper on their project research. Over 90% of the mentors felt that the research experience strongly promoted a greater interest in science, a greater understanding of science and a desire to continue in science. According to the mentors, this was a very positive and beneficial program for the students as well as for themselves.

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

NASA Astrophysics Data System (ADS)

Kim, Hanna

2016-04-01

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

Transfer of training through a science education professional development program

NASA Astrophysics Data System (ADS)

Sowards, Alan Bosworth

Educational research substantiates that effective professional development models must be developed in order for reform-based teaching strategies to be implemented in classrooms. This study examined the effectiveness of an established reform-based science education professional development program, Project LIFE. The study investigated what impact Project LIFE had on participants implementation of reform-based instruction in their classroom three years after participation in the science inservice program. Participants in the case studies described use of reform-based instruction and program factors that influenced transfer of training to their classrooms. Subjects of the study were 5th--10th grade teachers who participated in the 1997--98 Project LIFE professional development program. The study employed a mixed design including both qualitative and quantitative methodology. The qualitative data was collected from multiple sources which included: an open-ended survey, classroom observations, structured interviews, and artifacts. Three purposeful selection of teachers for case studies were made with teacher approval and authorization from building principals. Interview responses from the three case studies were further analyzed qualitatively using the microcomputer software NUD*IST. Tables and figures generated from NUD*IST graphically represented the case study teachers response and case comparison to six established categories: (1) continued implementation of reform-based instruction, (2) use of reform-based instruction, (3) program factors supporting transfer of training, (4) professional development, (5) goals of Project LIFE, and (6) critical issues in science education. Paired t-tests were used to analysis the quantitative data collected from the Survey of Attitudes Toward Science and Science Teaching. The study concluded the 1997--98 Project LIFE participants continued to implement reform-based instruction in their classrooms three years later. According to the teachers the program factors having the most influence on transferring training to their classroom were the positive responses from students; reflections with other teachers regarding instructional activities and strategies; modeling of activities and strategies they received from Project LIFE staff while participating in the program; and teachers commitment to reform-based instruction. These findings are important in enhancing national science reform goals. In order for teachers to be able to implement science-reform-based instruction in their classrooms they must experience effective professional development models. Designers of professional development programs must understand which factors in staff development programs most contribute to transfer of training.

A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non- Cognitive Outcomes and Academic Achievement

NASA Astrophysics Data System (ADS)

Dionisio, Rui Meira

The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result of a grant that was awarded by Professional Resources in Science and Mathematics (PRISM), a program affiliated with Montclair State University in conjunction with Bristol-Myers Squibb, and part of the New Jersey Statewide Systemic Initiative (NJSSI). The NJSSI is a partnership of schools, districts, colleges and universities, science centers, businesses, and museums dedicated to improving the teaching and learning of science, mathematics, and technology in New Jersey. The quantitative research study utilized an IBS instructional program titled Science and Technology Concepts for Middle Schools (STC/MS) and was implemented in two middle schools within the same suburban school district. This study examined the effect of IBS classrooms on learning outcomes specifically related to gender and special education. Evaluation of student learning outcomes was conducted through the administration of three instruments: the Academic Self-Concept (ASC) scale, unit assessments, and NJASK 8 Science. The ASC scale and unit assessments were administered as a pretest and posttest in IBS classrooms. NJASK 8 Science scale scores were obtained through reporting of student performance data from the New Jersey Department of Education to the district. The quantitative analysis in this study provided evidence that IBS classrooms had a positive effect on academic achievement. Overall, students in IBS classrooms performed better than students in traditional classrooms on unit assessments. Additionally, male students and special education students in IBS classrooms outperformed students in traditional classrooms on unit assessments.

NASA's Microgravity Science Research Program

NASA Technical Reports Server (NTRS)

1996-01-01

The ongoing challenge faced by NASA's Microgravity Science Research Program is to work with the scientific and engineering communities to secure the maximum return from our Nation's investments by: assuring that the best possible science emerges from the science community for microgravity investigations; ensuring the maximum scientific return from each investigation in the most timely and cost-effective manner; and enhancing the distribution of data and applications of results acquired through completed investigations to maximize their benefits.

PR^2EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences.

NASA Astrophysics Data System (ADS)

Labroo, Sunil; Schaumloffel, John; Gallagher, Hugh; Bischoff, Paul; Bachman, Nancy

2007-03-01

The PR^2EPS program is a multidisciplinary effort to increase the number of majors attending (and graduating) from SUNY Oneonta with degrees in chemistry, physics, biochemistry, astronomy, secondary chemistry or physics education and related areas. Components of the program include a walk-in tutoring center, a free, weeklong summer science camp, scholarship opportunities and an equipment loan program for regional secondary science teachers. 2006 was the third year of this NSF-DUE funded program. Evaluation of our progress to date shows that the program is effective at steering students (or at least reinforcing their desire) to studying the sciences in college. A summary of our goals, challenges and accomplishments, including tutoring center operation and efficacy, activities and operational details for the summer camp and other facets of the program will be presented.

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

NASA Astrophysics Data System (ADS)

Pruitt, Stephen L.; Wallace, Carolyn S.

2012-06-01

This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.

Implementing and Integrating Effective Teaching Strategies Including Features of Lesson Study in an Elementary Science Methods Course

ERIC Educational Resources Information Center

Carrier, Sarah J.

2011-01-01

Teacher preparation programs have been under attack by policy makers in the last decade, and teacher educators are constantly striving to improve their programs. Yet, there are several research-based practices that have been shown to be effective for developing teachers. In this article, the author summarizes a study in one science methods course…

Relative Effects of Programmed Instruction and Demonstration Methods on Students' Academic Performance in Science

ERIC Educational Resources Information Center

Uhumuavbi, P. O.; Mamudu, J. A.

2009-01-01

This study compared the effects of Programmed Instruction and Demonstration methods on students academic performance in science in Esan West Local Government Area of Edo State. A sampling technique (balloting) was used in selecting two schools in Esan West local government area for the study. Two intact classes of fifty (50) students each from the…

The Effects of Mind Mapping with Cooperative Learning on Programming Performance, Problem Solving Skill and Metacognitive Knowledge among Computer Science Students

ERIC Educational Resources Information Center

Ismail, Mohd Nasir; Ngah, Nor Azilah; Umar, Irfan Naufal

2010-01-01

The purpose of the study is to investigate the effects of mind mapping with cooperative learning (MMCL) and cooperative learning (CL) on: (a) programming performance; (b) problem solving skill; and (c) metacognitive knowledge among computer science students in Malaysia. The moderating variable is the students' logical thinking level with two…

Effects of the Sense-Based Science Education Program on Scientific Process Skills of Children Aged 60-66 Months

ERIC Educational Resources Information Center

Tekerci, Hacer; Kandir, Adalet

2017-01-01

Purpose: This study aimed to examine the effects of the Sense-Based Science Education Program on 60-66 months old children's scientific process skills. Research Methods: In this study, which carries experimental attribute features, the pre-test/final-test/observing-test control grouped experimental pattern, and qualitative research were used.…

Summaries of research projects for fiscal years 1996 and 1997, medical applications and biophysical research

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

NONE

The Medical Applications and Biophysical Research Division of the Office of Biological and Environmental Research supports and manages research in several distinct areas of science and technology. The projects described in this book are grouped by the main budgetary areas: General Life Sciences (structural molecular biology), Medical Applications (primarily nuclear medicine) and Measurement Science (analytical chemistry instrumentation), Environmental Management Science Program, and the Small Business Innovation Research Program. The research funded by this division complements that of the other two divisions in the Office of Biological and Environmental Research (OBER): Health Effects and Life Sciences Research, and Environmental Sciences. Mostmore » of the OBER programs are planned and administered jointly by the staff of two or all three of the divisions. This summary book provides information on research supported in these program areas during Fiscal Years 1996 and 1997.« less

Building Future Directions for Teacher Learning in Science Education

NASA Astrophysics Data System (ADS)

Smith, Kathy; Lindsay, Simon

2016-04-01

In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

Human Reproduction: Social and Technological Aspects. Innovations: The Social Consequences of Science and Technology Program.

ERIC Educational Resources Information Center

McConnell, Mary C.; And Others

This module is part of an interdisciplinary program designed to educate the general citizenry regarding the issues of science/technology/society that have important consequences for both present and future social policies. Specifically, the program provides an opportunity for students to assess the effects of selected technological innovations in…

Five Questions and a Stack of Books: Remediation for a Democratic Society.

ERIC Educational Resources Information Center

Conroy, France H.

1983-01-01

Because students who do not read and write cannot participate effectively in a democratic society, the staff of the College Skills Program at Burlington County (New Jersey) College has designed a developmental skills program in reading and writing with a social science core. The program (Social Science 100) emphasizes reading, thinking,…

Memories of GAMES: Exploring the Long-Term Impacts of After-School Museum Programming on Girls' Attitudes Towards Science

NASA Astrophysics Data System (ADS)

Snow, Sarah Elizabeth

The purpose of this study is to investigate any lasting impacts of the University of Colorado Museum of Natural History's Girls at the Museum Exploring Science (GAMES) Program. Using assessment document analysis, student focus groups, and adult interviews, this study examined whether students' positive associations with science continue after completion of the program and whether the program affects the academic and career choices of past participants. Results from the analysis suggest that GAMES has a generally positive impact on participant attitudes towards science in both the short- and long-term. These results also support existing research in identifying key factors in the success of the program including hands-on activities, exposure to diverse careers and female role models, and the incorporation of authentic objects and experiences. These factors of success can contribute to the evidence base about the role of informal education programs in increasing science participation among women, as well as ways in which schools and universities can collaborate to effectively serve populations that are traditionally underrepresented in the sciences.

MCTP Summer Research Internship Program. Research Presentation Day: Experience Mathematics and Science in the Real World

NASA Technical Reports Server (NTRS)

1996-01-01

This paper presents the summaries of the MCTP Summer Research Internship Program. Technological areas discussed include: Mathematical curriculum development for real world problems; Rain effects on air-water gas exchange; multi-ring impact basins on mars; developing an interactive multimedia educational cd-rom on remote sensing; a pilot of an activity for for the globe program; fossils in maryland; developing children's programming for the american horticultural society at river farm; children's learning, educational programs of the national park service; a study of climate and student satisfaction in two summer programs for disadvantaged students interested in careers in mathematics and science; the maryland governor's academy, integrating technology into the classroom; stream sampling with the maryland biological stream survey (MBSS); the imaging system inspection software technology, the preparation and detection of nominal and faulted steel ingots; event-based science, the development of real-world science units; correlation between anxiety and past experiences; environmental education through summer nature camp; enhancing learning opportunities at the Salisbury zoo; plant growth experiment, a module for the middle school classroom; the effects of proxisome proliferators in Japanese medaka embryos; development of a chapter on birth control and contraceptive methodologies as part of an interactive computer-based education module on hiv and aids; excretion of gentamicin in toadfish and goldfish; the renaissance summer program; and Are field trips important to the regional math science center?

Learning about the Earth through Societally-relevant Interdisciplinary Research Projects: the Honours Integrated Science Program at McMaster

NASA Astrophysics Data System (ADS)

Eyles, C.; Symons, S. L.; Harvey, C. T.

2016-12-01

Students in the Honours Integrated Science (iSci) program at McMaster University (Hamilton, Ontario, Canada) learn about the Earth through interdisciplinary research projects that focus on important societal issues. The iSci program is a new and innovative undergraduate program that emphasizes the links between scientific disciplines and focuses on learning through research and the development of scientific communication skills. The program accepts up to 60 students each year and is taught by a team of 18 instructors comprising senior and junior faculty, post-doctoral fellows, a lab coordinator, instructional assistant, a librarian and library staff, and an administrator. The program is designed around a pedagogical model that emphasizes hands-on learning through interdisciplinary research (Research-based Integrated Education: RIE) and is mostly project-based and experiential. In their freshman year students learn fundamental Earth science concepts (in conjunction with chemistry, physics, mathematics and biology) through research projects focused on environmental contamination, interplanetary exploration, the effect of drugs on the human body and environment, sustainable energy, and cancer. In subsequent years they conduct research on topics such as the History of the Earth, Thermodynamics, Plant-Animal Interactions, Wine Science, Forensics, and Climate Change. The iSci program attracts students with a broad interest in science and has been particularly effective in directing high quality students into the Earth sciences as they are introduced to the discipline in their first year of study through research projects that are interesting and stimulating. The structure of the iSci program encourages consideration of geoscientific applications in a broad range of societally relevant research projects; these projects are reviewed and modified each year to ensure their currency and ability to meet program learning objectives.

Evaluating the Effectiveness of the 2001-2002 NASA "Why?" Files Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Frank, Kari Lou; Lambert, Matthew A.

2002-01-01

This report contains the results of the evaluation conducted for the 2001-2002 NASA 'Why?' Files program that was conducted in March 2002. The analysis is based on the results of 139 surveys collected from educators registered for the program. Respondents indicated that (1) the programs in the series are aligned with the national mathematics, science, and technology standards; (2) the programs are developmentally (grade level) appropriate; and (3) the programs enhance and enrich the teaching and learning of mathematics, science, and technology.

Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

NASA Astrophysics Data System (ADS)

Stevens, Sally; Andrade, Rosi; Page, Melissa

2016-12-01

Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd-8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

United States Air Force Summer Faculty Research Program for 1990. Program Management Report

DTIC Science & Technology

1991-06-05

propagation characteristics were extensively studied using pencil lead breaks in a center notch. For the fatigue studies center crack samples of 2024 - T351 ... aluminum specimens during fatigue cycling. The experimental procedure involved excitation of Rayleigh waves on the surface of each specimen and...Research Program (SFRP) provides opportunities for research in the physical sciences, engineering, and life sciences. The program has been effective

Institutional Effectiveness Assessment Process, 1992-93. Executive Summary. Hospitality and Service Occupations Division, Food Sciences Department, Food Production Program, Food Production Management Program, Pastry and Specialty Baking Program.

ERIC Educational Resources Information Center

South Seattle Community Coll., Washington.

In the 1992-93 academic year, the Hospitality and Food Sciences Department at South Seattle Community College conducted surveys of current and former students and local foodservice employers to determine the level of satisfaction with Department programs. Specifically, the surveys focused on four key outcomes: determining the extent to which…

Television programming and advertisements: help or hindrance to effective science education?

NASA Astrophysics Data System (ADS)

McSharry, Gabrielle

2002-05-01

Investigations were carried out to find the amount of science portrayed by terrestrial television in the UK and the public comprehension of that science as shown on television. UK terrestrial programming was derived from the Radio Times. Advertisement information was derived from UK terrestrial commercial television commercials. Public opinions were solicited by a survey of 200 members of the public (n = 196). Science-based programming formed 5.36% of all terrestrial broadcasting time, with people watching an average of 1.75 science programmes per week (approx. 0.2% of programmes possible). 65% of all television advertisements were found to be science-based, although only 26% of advertisement categories were recognized as being science-based by the public. If interest in science is reflected in the amount of science programmes watched then the public are not interested in science. The lack of comprehension of the scientific basis of many advertisements is indicative of the lack of relevance of science education to people in modern society.

The Effects of Earth Science Programs on Student Knowledge and Interest in Earth Science

NASA Astrophysics Data System (ADS)

Wilson, A.

2016-12-01

Ariana Wilson, Chris Skinner, Chris Poulsen Abstract For many years, academic programs have been in place for the instruction of young students in the earth sciences before they undergo formal training in high school or college. However, there has been little formal assessment of the impacts of these programs on student knowledge of the earth sciences and their interest in continuing with earth science. On August 6th-12th 2016 I will attend the University of Michigan's annual Earth Camp, where I will 1) ascertain high school students' knowledge of earth science-specifically atmospheric structure and wind patterns- before and after Earth Camp, 2) record their opinions about earth science before and after Earth Camp, and 3) record how the students feel about how the camp was run and what could be improved. I will accomplish these things through the use of surveys asking the students questions about these subjects. I expect my results will show that earth science programs like Earth Camp deepen students' knowledge of and interest in earth science and encourage them to continue their study of earth science in the future. I hope these results will give guidance on how to conduct future learning programs and how to recruit more students to become earth scientists in the future.

The effectiveness of a popular science promotion program on nanotechnology for elementary school students in I-Lan City

NASA Astrophysics Data System (ADS)

Lin, Show-Yu; Wu, Ming-Ta; Cho, Ya-I.; Chen, Hui-Huang

2015-01-01

Background:Nanotechnology education has become an urgent priority to nurture skilled human resources for the rapidly developing nanotechnology-related industries. The promotion of popular science education focusing on nanotechnology is an ideal approach to bridge the gaps in formal curricula, and to stimulate curiosity about and interest in nanotechnology among schoolchildren. Purpose:The objective of this study was to evaluate the effectiveness of the Nanotechnology-based Popular Science Education Promotion and Teaching (NPSEPT) program through camp activity that was implemented in elementary schools in I-Lan City, Taiwan. Program description:To create a competitive advantage, a human resources development program was implemented as one of the nanotechnology incubation projects in Taiwan and focused on developing an appropriately-skilled professional workforce as well as promoting popular science education. Sample:The volunteer research participants were 323 sixth grade students in four elementary schools in I-Lan City, Taiwan, who were evaluated at the beginning and the end of the nanotechnology-based popular science promotion camp activity. Design and methods:A research tool called the 'NPSEPT test' was designed specifically for this study and was approved by experts who evaluated its content and face validity. The questionnaire was divided into three aspects: 'Nanophenomena in the natural world'; 'Nanomaterials and their scaling effects'; and 'Definition, characteristics, and applications of nanotechnology.' The effectiveness of learning among the students was analyzed using descriptive statistics, a paired sample t-test, analysis of variance (ANOVA) and a post hoc comparison. Results:The results of the three-part 'NPSEPT test' revealed that NPSEPT significantly advanced nanotechnology learning performance and outcomes among students in the four participating elementary schools. Of the 15 questions included in the NPSEPT test, positive change for more than 30% of students was achieved for eight questions related to nanotechnology concepts.