Use of botanicals in food supplements. Regulatory scope, scientific risk assessment and claim substantiation. 2005.

PubMed

Coppens, P; Delmulle, L; Gulati, O; Richardson, D; Ruthsatz, M; Sievers, H; Sidani, S

2006-01-01

In the European Union, an elaborate legal framework regulates botanical products both under food and medicinal law. The decision as to which legal framework applies to an individual product may differ between the Member States. In the case of botanical food supplements, all food law provisions apply to their manufacturing, composition and marketing, including the new claims legislation. Elements from EU and national law, scientific and other publications are brought together to investigate how to clarify the differentiation between the use of botanicals for medicinal and health-promoting purposes on a scientific basis. Guidance on the safety assessment and quality evaluation of botanicals is proposed in light of the different approaches described in the scientific literature with particular attention to the concept of long-term use as an integral part of safety evaluation. Guidance on claims substantiation is also included, taking into consideration the proposed legislation, the concept of long-term experience and grading of evidence. A model for safety and efficacy assessment of botanical food supplements in the EU is proposed, and should be taken into consideration in the development of legislation and scientific research on botanicals. Copyright 2006 S. Karger AG, Basel.

An Epistemological Approach to French Syllabi on Human Origins during the 19th and 20th Centuries

NASA Astrophysics Data System (ADS)

Quessada, Marie-Pierre; Clément, Pierre

2007-10-01

This study focuses on how human origins were taught in the French Natural Sciences syllabuses of the 19th and 20th centuries. We evaluate the interval between the publication of scientific concepts and their emergence in syllabuses, i.e., didactic transposition delay (DTD), to determine how long it took for scientific findings pertaining to our topic to be introduced in teaching. Conceptions were categorised into four successive periods, each of which lasted approximately half a century. We showed that the DTD on human origins was influenced in each period by the conceptions of the curriculum developers, by the educational system and, more generally, by the socio-political context.

Science Opportunities Enabled by NASA's Constellation System: Interim Report

NASA Technical Reports Server (NTRS)

2008-01-01

In 2004 NASA initiated studies of advanced science mission concepts known as the Vision Missions and inspired by a series of NASA roadmap activities conducted in 2003. Also in 2004 NASA began implementation of the first phases of a new space exploration policy, the Vision for Space Exploration. This implementation effort included development of a new human-carrying spacecraft, known as Orion, and two new launch vehicles, the Ares I and Ares V rockets.collectively called the Constellation System. NASA asked the National Research Council (NRC) to evaluate the science opportunities enabled by the Constellation System (see Preface) and to produce an interim report on a short time schedule and a final report by November 2008. The committee notes, however, that the Constellation System and its Orion and Ares vehicles have been justified by NASA and selected in order to enable human exploration beyond low Earth orbit, and not to enable science missions. This interim report of the Committee on Science Opportunities Enabled by NASA s Constellation System evaluates the 11 Vision Mission studies presented to it and groups them into two categories: those more deserving of future study, and those less deserving of future study. Although its statement of task also refers to Earth science missions, the committee points out that the Vision Missions effort was focused on future astronomy, heliophysics, and planetary exploration and did not include any Earth science studies because, at the time, the NRC was conducting the first Earth science decadal survey, and funding Earth science studies as part of the Vision Missions effort would have interfered with that process. Consequently, no Earth science missions are evaluated in this interim report. However, the committee will evaluate any Earth science mission proposal submitted in response to its request for information issued in March 2008 (see Appendix A). The committee based its evaluation of the preexisting Vision Missions studies on two criteria: whether the concepts offered the potential for a significant scientific advance, and whether or not the concepts would benefit from the Constellation System. The committee determined that all of the concepts offered the possibility of a significant scientific advance, but it cautions that such an evaluation ultimately must be made by the decadal survey process, and it emphasizes that this interim report s evaluation should not be considered to be an endorsement of the scientific merit of these proposals, which must of course be evaluated relative to other proposals. The committee determined that seven of these concepts would benefit from the Constellation System, whereas four would not, but it stresses that this conclusion does not reflect an evaluation of the scientific merit of the projects, but rather an assessment of whether or not new capabilities provided by the Constellation System could significantly affect them. Some of the mission concepts, such as the Advanced Compton Telescope, already offer a significant scientific advance and fit easily within the mass and volume constraints of existing launch vehicles. Other mission concepts, such as the Palmer Quest proposal to drill through the Mars polar cap, are not constrained by the launch vehicle, but rather by other technology limitations. The committee evaluated the mission concepts as presented to it, aware nevertheless that proposing a far larger and more ambitious mission with the same science goals might be possible given the capabilities of the Ares V launch vehicle. (Such proposals can be submitted in response to the committee s request for information to be evaluated in its final report.) See Table S.1 for a summary of the Vision Missions, including their cost estimates, technical maturity, and reasons that they might benefit from the Constellation System. The committee developed several findings and recommendations.

Scientific customer needs - NASA user

NASA Technical Reports Server (NTRS)

Black, David C.

1987-01-01

Some requirements for scientific users of the Space Station are considered. The use of testbeds to evaluate design concepts for information systems, and for interfacing between designers and builders of systems is examined. The need for an information system that provides an effective interaction between ground-based users and their space-based equipment is discussed.

Triatominae biochemistry goes to school: evaluation of a novel tool for teaching basic biochemical concepts of Chagas disease vectors.

PubMed

Cunha, Leonardo Rodrigues; Cudischevitch, Cecília de Oliveira; Carneiro, Alan Brito; Macedo, Gustavo Bartholomeu; Lannes, Denise; Silva-Neto, Mário Alberto Cardoso da

2014-01-01

We evaluate a new approach to teaching the basic biochemistry mechanisms that regulate the biology of Triatominae, major vectors of Trypanosoma cruzi, the causative agent of Chagas disease. We have designed and used a comic book, "Carlos Chagas: 100 years after a hero's discovery" containing scientific information obtained by seven distinguished contemporary Brazilian researchers working with Triatominaes. Students (22) in the seventh grade of a public elementary school received the comic book. The study was then followed up by the use of Concept Maps elaborated by the students. Six Concept Maps elaborated by the students before the introduction of the comic book received an average score of 7. Scores rose to an average of 45 after the introduction of the comic book. This result suggests that a more attractive content can greatly improve the knowledge and conceptual understanding among students not previously exposed to insect biochemistry. In conclusion, this study illustrates an alternative to current strategies of teaching about the transmission of neglected diseases. It also promotes the diffusion of the scientific knowledge produced by Brazilian researchers that may stimulate students to choose a scientific career. © 2014 The International Union of Biochemistry and Molecular Biology.

A generative model for scientific concept hierarchies.

PubMed

Datta, Srayan; Adar, Eytan

2018-01-01

In many scientific disciplines, each new 'product' of research (method, finding, artifact, etc.) is often built upon previous findings-leading to extension and branching of scientific concepts over time. We aim to understand the evolution of scientific concepts by placing them in phylogenetic hierarchies where scientific keyphrases from a large, longitudinal academic corpora are used as a proxy of scientific concepts. These hierarchies exhibit various important properties, including power-law degree distribution, power-law component size distribution, existence of a giant component and less probability of extending an older concept. We present a generative model based on preferential attachment to simulate the graphical and temporal properties of these hierarchies which helps us understand the underlying process behind scientific concept evolution and may be useful in simulating and predicting scientific evolution.

A generative model for scientific concept hierarchies

PubMed Central

Adar, Eytan

2018-01-01

In many scientific disciplines, each new ‘product’ of research (method, finding, artifact, etc.) is often built upon previous findings–leading to extension and branching of scientific concepts over time. We aim to understand the evolution of scientific concepts by placing them in phylogenetic hierarchies where scientific keyphrases from a large, longitudinal academic corpora are used as a proxy of scientific concepts. These hierarchies exhibit various important properties, including power-law degree distribution, power-law component size distribution, existence of a giant component and less probability of extending an older concept. We present a generative model based on preferential attachment to simulate the graphical and temporal properties of these hierarchies which helps us understand the underlying process behind scientific concept evolution and may be useful in simulating and predicting scientific evolution. PMID:29474409

48 CFR 15.606-2 - Evaluation.

Code of Federal Regulations, 2012 CFR

2012-10-01

... methods, approaches, or concepts demonstrated by the proposal; (2) Overall scientific, technical, or... 48 Federal Acquisition Regulations System 1 2012-10-01 2012-10-01 false Evaluation. 15.606-2 Section 15.606-2 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACTING METHODS...

48 CFR 15.606-2 - Evaluation.

Code of Federal Regulations, 2013 CFR

2013-10-01

... methods, approaches, or concepts demonstrated by the proposal; (2) Overall scientific, technical, or... 48 Federal Acquisition Regulations System 1 2013-10-01 2013-10-01 false Evaluation. 15.606-2 Section 15.606-2 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACTING METHODS...

48 CFR 15.606-2 - Evaluation.

Code of Federal Regulations, 2014 CFR

2014-10-01

... methods, approaches, or concepts demonstrated by the proposal; (2) Overall scientific, technical, or... 48 Federal Acquisition Regulations System 1 2014-10-01 2014-10-01 false Evaluation. 15.606-2 Section 15.606-2 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACTING METHODS...

48 CFR 15.606-2 - Evaluation.

Code of Federal Regulations, 2010 CFR

2010-10-01

... methods, approaches, or concepts demonstrated by the proposal; (2) Overall scientific, technical, or... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Evaluation. 15.606-2 Section 15.606-2 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACTING METHODS...

48 CFR 15.606-2 - Evaluation.

Code of Federal Regulations, 2011 CFR

2011-10-01

... methods, approaches, or concepts demonstrated by the proposal; (2) Overall scientific, technical, or... 48 Federal Acquisition Regulations System 1 2011-10-01 2011-10-01 false Evaluation. 15.606-2 Section 15.606-2 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACTING METHODS...

Data-Intensive Evaluation: The Concept, Methods, and Prospects of Higher Education Monitoring Evaluation

ERIC Educational Resources Information Center

Wang, Zhanjun; Qiao, Weifeng; Li, Jiangbo

2016-01-01

Higher education monitoring evaluation is a process that uses modern information technology to continually collect and deeply analyze relevant data, visually present the state of higher education, and provide an objective basis for value judgments and scientific decision making by diverse bodies Higher education monitoring evaluation is…

Students' conceptions of evidence during a university introductory forensic science course

NASA Astrophysics Data System (ADS)

Yeshion, Theodore Elliot

Students' Conceptions of Science, Scientific Evidence, and Forensic Evidence during a University Introductory Forensic Science Course This study was designed to examine and understand what conceptions undergraduate students taking an introductory forensic science course had about scientific evidence. Because the relationships between the nature of science, the nature of evidence, and the nature of forensic evidence are not well understood in the science education literature, this study sought to understand how these concepts interact and affect students' understanding of scientific evidence. Four participants were purposefully selected for this study from among 89 students enrolled in two sections of an introductory forensic science course taught during the fall 2005 semester. Of the 89 students, 84 were criminal justice majors with minimal science background and five were chemistry majors with academic backgrounds in the natural and physical sciences. All 89 students completed a biographical data sheet and a pre-instruction Likert scale survey consisting of twenty questions relating to the nature of scientific evidence. An evaluation of these two documents resulted in a purposeful selection of four varied student participants, each of whom was interviewed three times throughout the semester about the nature of science, the nature of evidence, and the nature of forensic evidence. The same survey was administered to the participants again at the end of the semester-long course. This study examined students' assumptions, prior knowledge, their understanding of scientific inference, scientific theory, and methodology. Examination of the data found few differences with regard to how the criminal justice majors and the chemistry majors responded to interview questions about forensic evidence. There were qualitative differences, however, when the same participants answered interview questions relating to traditional scientific evidence. Furthermore, suggestions are offered for undergraduate science teachers, science teaching programs, and future research.

Conceptions of Good Science in Our Data-Rich World.

PubMed

Elliott, Kevin C; Cheruvelil, Kendra S; Montgomery, Georgina M; Soranno, Patricia A

2016-10-01

Scientists have been debating for centuries the nature of proper scientific methods. Currently, criticisms being thrown at data-intensive science are reinvigorating these debates. However, many of these criticisms represent long-standing conflicts over the role of hypothesis testing in science and not just a dispute about the amount of data used. Here, we show that an iterative account of scientific methods developed by historians and philosophers of science can help make sense of data-intensive scientific practices and suggest more effective ways to evaluate this research. We use case studies of Darwin's research on evolution by natural selection and modern-day research on macrosystems ecology to illustrate this account of scientific methods and the innovative approaches to scientific evaluation that it encourages. We point out recent changes in the spheres of science funding, publishing, and education that reflect this richer account of scientific practice, and we propose additional reforms.

Conceptions of Good Science in Our Data-Rich World

PubMed Central

Elliott, Kevin C.; Cheruvelil, Kendra S.; Montgomery, Georgina M.; Soranno, Patricia A.

2016-01-01

Abstract Scientists have been debating for centuries the nature of proper scientific methods. Currently, criticisms being thrown at data-intensive science are reinvigorating these debates. However, many of these criticisms represent long-standing conflicts over the role of hypothesis testing in science and not just a dispute about the amount of data used. Here, we show that an iterative account of scientific methods developed by historians and philosophers of science can help make sense of data-intensive scientific practices and suggest more effective ways to evaluate this research. We use case studies of Darwin's research on evolution by natural selection and modern-day research on macrosystems ecology to illustrate this account of scientific methods and the innovative approaches to scientific evaluation that it encourages. We point out recent changes in the spheres of science funding, publishing, and education that reflect this richer account of scientific practice, and we propose additional reforms. PMID:29599533

Developing Physics Concepts through Hands-On Problem Solving: A Perspective on a Technological Project Design

ERIC Educational Resources Information Center

Hong, Jon-Chao; Chen, Mei-Yung; Wong, Ashley; Hsu, Tsui-Fang; Peng, Chih-Chi

2012-01-01

In a contest featuring hands-on projects, college students were required to design a simple crawling worm using planning, self-monitoring and self-evaluation processes to solve contradictive problems. To enhance the efficiency of problem solving, one needs to practice meta-cognition based on an application of related scientific concepts. The…

Research on pre-scientific concept of light in children's cognitive activity

NASA Astrophysics Data System (ADS)

Lan, Zhigao; Yu, Yang; Yan, Dan; Yang, Shulin

2017-08-01

Based on the theory of Ausubel's meaningful learning and cognitive characteristic of childens pre-scientific concept, two students of Huang Gang Middle School have been interviewed continuously about cognition of interaction between light and matter. Comprehension degree of childens pre-scientific concept about interaction between light and matter has been deeply understood, formation of strategy of childens pre-scientific concept has been discussed. Several influence factors related to formation of childens pre-scientific concept have been analyzed, such as sex, family environment, and learning experience of kindergarten and primary school.

The concept of landscape education at school level with respect to the directions of the science of landscape

NASA Astrophysics Data System (ADS)

Szczęsna, Joanna

2010-01-01

School education is both a starting point for the development of various scientific disciplines (school educates future researchers) and the result of science. The landscape research is conducted within many scientific disciplines and has a long tradition. Lanscape education, which is the result of a scientific dimension, is implemented in primary school under the nature subject. Primary school education is the only level at which the geographical contents are carried out on landscape. The landscape is of interest to many disciplines: geography, architecture, social sciences and the arts. In recent years, there were many studies which contained an overview of the main strands of the science of landscape, presented the differences in the meaning of the concept and objectives of individual research disciplines. These studies have become the ground for the characterization of the concept of landscape education implemented in Polish school and its evaluation in terms of scientific achievements. A review of educational purposes, the basic content of education and achievements of students, demonstrate the influence of multiple scientific disciplines in school landscape education. The most significant share of the course content are achievements of geography disciplines, particularly: physical geography, environmental protection and landscape ecology. Other scientific fields: literature, art, psychology, sociology, and architecture do not have any impact on the school landscape education or their impact remains marginal.

Scientific Process Flowchart Assessment (SPFA): A Method for Evaluating Changes in Understanding and Visualization of the Scientific Process in a Multidisciplinary Student Population

PubMed Central

Wilson, Kristy J.; Rigakos, Bessie

2016-01-01

The scientific process is nonlinear, unpredictable, and ongoing. Assessing the nature of science is difficult with methods that rely on Likert-scale or multiple-choice questions. This study evaluated conceptions about the scientific process using student-created visual representations that we term “flowcharts.” The methodology, Scientific Process Flowchart Assessment (SPFA), consisted of a prompt and rubric that was designed to assess students’ understanding of the scientific process. Forty flowcharts representing a multidisciplinary group without intervention and 26 flowcharts representing pre- and postinstruction were evaluated over five dimensions: connections, experimental design, reasons for doing science, nature of science, and interconnectivity. Pre to post flowcharts showed a statistically significant improvement in the number of items and ratings for the dimensions. Comparison of the terms used and connections between terms on student flowcharts revealed an enhanced and more nuanced understanding of the scientific process, especially in the areas of application to society and communication within the scientific community. We propose that SPFA can be used in a variety of circumstances, including in the determination of what curricula or interventions would be useful in a course or program, in the assessment of curriculum, or in the evaluation of students performing research projects. PMID:27856551

Publishing Platform for Scientific Software - Lessons Learned

NASA Astrophysics Data System (ADS)

Hammitzsch, Martin; Fritzsch, Bernadette; Reusser, Dominik; Brembs, Björn; Deinzer, Gernot; Loewe, Peter; Fenner, Martin; van Edig, Xenia; Bertelmann, Roland; Pampel, Heinz; Klump, Jens; Wächter, Joachim

2015-04-01

Scientific software has become an indispensable commodity for the production, processing and analysis of empirical data but also for modelling and simulation of complex processes. Software has a significant influence on the quality of research results. For strengthening the recognition of the academic performance of scientific software development, for increasing its visibility and for promoting the reproducibility of research results, concepts for the publication of scientific software have to be developed, tested, evaluated, and then transferred into operations. For this, the publication and citability of scientific software have to fulfil scientific criteria by means of defined processes and the use of persistent identifiers, similar to data publications. The SciForge project is addressing these challenges. Based on interviews a blueprint for a scientific software publishing platform and a systematic implementation plan has been designed. In addition, the potential of journals, software repositories and persistent identifiers have been evaluated to improve the publication and dissemination of reusable software solutions. It is important that procedures for publishing software as well as methods and tools for software engineering are reflected in the architecture of the platform, in order to improve the quality of the software and the results of research. In addition, it is necessary to work continuously on improving specific conditions that promote the adoption and sustainable utilization of scientific software publications. Among others, this would include policies for the development and publication of scientific software in the institutions but also policies for establishing the necessary competencies and skills of scientists and IT personnel. To implement the concepts developed in SciForge a combined bottom-up / top-down approach is considered that will be implemented in parallel in different scientific domains, e.g. in earth sciences, climate research and the life sciences. Based on the developed blueprints a scientific software publishing platform will be iteratively implemented, tested, and evaluated. Thus the platform should be developed continuously on the basis of gained experiences and results. The platform services will be extended one by one corresponding to the requirements of the communities. Thus the implemented platform for the publication of scientific software can be improved and stabilized incrementally as a tool with software, science, publishing, and user oriented features.

Interactive, Online, Adsorption Lab to Support Discovery of the Scientific Process

NASA Astrophysics Data System (ADS)

Carroll, K. C.; Ulery, A. L.; Chamberlin, B.; Dettmer, A.

2014-12-01

Science students require more than methods practice in lab activities; they must gain an understanding of the application of the scientific process through lab work. Large classes, time constraints, and funding may limit student access to science labs, denying students access to the types of experiential learning needed to motivate and develop new scientists. Interactive, discovery-based computer simulations and virtual labs provide an alternative, low-risk opportunity for learners to engage in lab processes and activities. Students can conduct experiments, collect data, draw conclusions, and even abort a session. We have developed an online virtual lab, through which students can interactively develop as scientists as they learn about scientific concepts, lab equipment, and proper lab techniques. Our first lab topic is adsorption of chemicals to soil, but the methodology is transferrable to other topics. In addition to learning the specific procedures involved in each lab, the online activities will prompt exploration and practice in key scientific and mathematical concepts, such as unit conversion, significant digits, assessing risks, evaluating bias, and assessing quantity and quality of data. These labs are not designed to replace traditional lab instruction, but to supplement instruction on challenging or particularly time-consuming concepts. To complement classroom instruction, students can engage in a lab experience outside the lab and over a shorter time period than often required with real-world adsorption studies. More importantly, students can reflect, discuss, review, and even fail at their lab experience as part of the process to see why natural processes and scientific approaches work the way they do. Our Media Productions team has completed a series of online digital labs available at virtuallabs.nmsu.edu and scienceofsoil.com, and these virtual labs are being integrated into coursework to evaluate changes in student learning.

Land-based approach to evaluate sustainable land management and adaptive capacity of ecosystems/lands

NASA Astrophysics Data System (ADS)

Kust, German; Andreeva, Olga

2015-04-01

A number of new concepts and paradigms appeared during last decades, such as sustainable land management (SLM), climate change (CC) adaptation, environmental services, ecosystem health, and others. All of these initiatives still not having the common scientific platform although some agreements in terminology were reached, schemes of links and feedback loops created, and some models developed. Nevertheless, in spite of all these scientific achievements, the land related issues are still not in the focus of CC adaptation and mitigation. The last did not grow much beyond the "greenhouse gases" (GHG) concept, which makes land degradation as the "forgotten side of climate change" The possible decision to integrate concepts of climate and desertification/land degradation could be consideration of the "GHG" approach providing global solution, and "land" approach providing local solution covering other "locally manifesting" issues of global importance (biodiversity conservation, food security, disasters and risks, etc.) to serve as a central concept among those. SLM concept is a land-based approach, which includes the concepts of both ecosystem-based approach (EbA) and community-based approach (CbA). SLM can serve as in integral CC adaptation strategy, being based on the statement "the more healthy and resilient the system is, the less vulnerable and more adaptive it will be to any external changes and forces, including climate" The biggest scientific issue is the methods to evaluate the SLM and results of the SLM investments. We suggest using the approach based on the understanding of the balance or equilibrium of the land and nature components as the major sign of the sustainable system. Prom this point of view it is easier to understand the state of the ecosystem stress, size of the "health", range of adaptive capacity, drivers of degradation and SLM nature, as well as the extended land use, and the concept of environmental land management as the improved SLM approach. A number of case studies justify the schemes developed to explain this approach.

An Epistemological Approach to French Syllabi on Human Origins during the 19th and 20th Centuries

ERIC Educational Resources Information Center

Quessada, Marie-Pierre; Clement, Pierre

2007-01-01

This study focuses on how human origins were taught in the French Natural Sciences syllabuses of the 19th and 20th centuries. We evaluate the interval between the publication of scientific concepts and their emergence in syllabuses, i.e., didactic transposition delay (DTD), to determine how long it took for scientific findings pertaining to our…

Is it possible to give scientific solutions to Grand Challenges? On the idea of grand challenges for life science research.

PubMed

Efstathiou, Sophia

2016-04-01

This paper argues that challenges that are grand in scope such as "lifelong health and wellbeing", "climate action", or "food security" cannot be addressed through scientific research only. Indeed scientific research could inhibit addressing such challenges if scientific analysis constrains the multiple possible understandings of these challenges into already available scientific categories and concepts without translating between these and everyday concerns. This argument builds on work in philosophy of science and race to postulate a process through which non-scientific notions become part of science. My aim is to make this process available to scrutiny: what I call founding everyday ideas in science is both culturally and epistemologically conditioned. Founding transforms a common idea into one or more scientifically relevant ones, which can be articulated into descriptively thicker and evaluatively deflated terms and enable operationalisation and measurement. The risk of founding however is that it can invisibilise or exclude from realms of scientific scrutiny interpretations that are deemed irrelevant, uninteresting or nonsensical in the domain in question-but which may remain salient for addressing grand-in-scope challenges. The paper considers concepts of "wellbeing" in development economics versus in gerontology to illustrate this process. Copyright © 2015 Elsevier Ltd. All rights reserved.

Concept mapping as a promising method to bring practice into science.

PubMed

van Bon-Martens, M J H; van de Goor, L A M; Holsappel, J C; Kuunders, T J M; Jacobs-van der Bruggen, M A M; te Brake, J H M; van Oers, J A M

2014-06-01

Concept mapping is a method for developing a conceptual framework of a complex topic for use as a guide to evaluation or planning. In concept mapping, thoughts and ideas are represented in the form of a picture or map, the content of which is determined by a group of stakeholders. This study aimed to explore the suitability of this method as a tool to integrate practical knowledge with scientific knowledge in order to improve theory development as a sound basis for practical decision-making. Following a short introduction to the method of concept mapping, five Dutch studies, serving different purposes and fields in public health, will be described. The aim of these studies was: to construct a theoretical framework for good regional public health reporting; to design an implementation strategy for a guideline for integral local health policy; to guide the evaluation of a local integral approach of overweight and obesity in youth; to guide the construction of a questionnaire to measure the quality of postdisaster psychosocial care; and to conceptualize an integral base for formulation of ambitions and targets for the new youth healthcare programme of a regional health service. The studies showed that concept mapping is a way to integrate practical and scientific knowledge with careful selection of participants that represent the different perspectives. Theory development can be improved through concept mapping; not by formulating new theories, but by highlighting the key issues and defining perceived relationships between topics. In four of the five studies, the resulting concept map was received as a sound basis for practical decision-making. Concept mapping is a valuable method for evidence-based public health policy, and a powerful instrument for facilitating dialogue, coherence and collaboration between researchers, practitioners, policy makers and the public. Development of public health theory was realized by a step-by-step approach, considering both scientific and practical knowledge. However, the external validity of the concept maps in place and time is of importance. Copyright © 2014 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

The Effectiveness of Scientific Inquiry With/Without Integration of Scientific Reasoning

ERIC Educational Resources Information Center

Chen, Chun-Ting; She, Hsiao-Ching

2015-01-01

This study examines the difference in effectiveness between two scientific inquiry programs-one with an emphasis on scientific reasoning and one without a scientific reasoning component-on students' scientific concepts, scientific concept-dependent reasoning, and scientific inquiry. A mixed-method approach was used in which 115 grade 5…

How can we enhance girls' interest in scientific topics?

PubMed

Kerger, Sylvie; Martin, Romain; Brunner, Martin

2011-12-01

Girls are considerably less interested in scientific subjects than boys. One reason may be that scientific subjects are considered to be genuinely masculine. Thus, being interested in science may threaten the self-perception of girls as well as the femininity of their self-image. If scientific topics that are considered to be stereotypically feminine were chosen, however, this potential threat might be overcome which, in turn, might lead to an increase in girls' interest in science. This hypothesis was empirically tested by means of two studies. Participants were 294 (Study 1) and 190 (Study 2) Grade 8 to Grade 9 students. Gender differences in students' interest in masculine and feminine topics were investigated for a range of scientific concepts (Study 1) as well as for a given scientific concept (Study 2) for four scientific subjects (i.e., biology, physics, information technology, and statistics), respectively. Both studies indicated that the mean level of girls' scientific interest was higher when scientific concepts were presented in the context of feminine topics and boys' level of scientific interests was higher when scientific concepts were presented in the context of masculine topics. Girls' interest in science could be substantially increased by presenting scientific concepts in the context of feminine topics. Gender differences as well as individual differences in the level of interest in scientific topics may be taken into account by creating learning environments in which students could select the context in which a certain scientific concept is embedded. ©2011 The British Psychological Society.

The coexistence of alternative and scientific conceptions in physics

NASA Astrophysics Data System (ADS)

Ozdemir, Omer F.

The purpose of this study was to inquire about the simultaneous coexistence of alternative and scientific conceptions in the domain of physics. This study was particularly motivated by several arguments put forward in opposition to the Conceptual Change Model. In the simplest form, these arguments state that people construct different domains of knowledge and different modes of perception in different situations. Therefore, holding different conceptualizations is unavoidable and expecting a replacement in an individual's conceptual structure is not plausible in terms of instructional practices. The following research questions were generated to inquire about this argument: (1) Do individuals keep their alternative conceptions after they have acquired scientific conceptions? (2) Assuming that individuals who acquired scientific conceptions also have alternative conceptions, how are these different conceptions nested in their conceptual structure? (3) What kind of knowledge, skills, and reasoning are necessary to transfer scientific principles instead of alternative ones in the construction of a valid model? Analysis of the data collected from the non-physics group indicated that the nature of alternative conceptions is framed by two types of reasoning: reasoning by mental simulation and semiformal reasoning. Analysis of the data collected from the physics group revealed that mental images or scenes feeding reasoning by mental simulation had not disappeared after the acquisition of scientific conceptions. The analysis of data also provided enough evidence to conclude that alternative principles feeding semiformal reasoning have not necessarily disappeared after the acquisition of scientific conceptions. However, in regard to semiformal reasoning, compartmentalization was not as clear as the case demonstrated in reasoning by mental simulation; instead semiformal and scientific reasoning are intertwined in a way that the components of semiformal reasoning can easily take their place among the components of scientific reasoning. In spite of the fact that the coexistence of multiple conceptions might obstruct the transfer of scientific conceptions in problem-solving situations, several factors stimulating the use of scientific conceptions were noticed explicitly. These factors were categorized as follows: (a) the level of individuals' domain specific knowledge in the corresponding field, (b) the level of individuals' knowledge about the process of science (how science generates its knowledge claims), (c) the level of individuals' awareness of different types of reasoning and conceptions, and (d) the context in which the problem is situated. (Abstract shortened by UMI.)

Teaching/Research Project "Wheelmap"

NASA Astrophysics Data System (ADS)

Gollenstede, Andreas

2018-05-01

In recent years new didactic concepts and approaches have been developed and evaluated at the universities. The concept for cartography lectures presented in this article is based on the close link of research and teaching/learning. The students are involved in all essential steps of a scientific project taking place during a series of lectures - beginning with the development of the scientific issues, followed by the choice and execution of the research methods and finally the presentation of the achieved outcomes. The specific project introduced here is based on self-experiments in which students took the perspective of wheelchair users entrusted with the task to map places, which are accessible for people with impairments. Among others, the goal set for the students was to develop an appropriate concept for the mobile acquisition of data and to visualise the final results by different methods of cartography.

A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory

NASA Astrophysics Data System (ADS)

Stroud, Mary W.

This investigation, rooted in both chemistry and education, considers outcomes occurring in a small-scale study in which concept mapping was used as an instructional intervention in an undergraduate calorimetry laboratory. A quasi-experimental, multiple-methods approach was employed since the research questions posed in this study warranted the use of both qualitative and quantitative perspectives and evaluations. For the intervention group of students, a convenience sample, post-lab concept maps, written discussions, quiz responses and learning surveys were characterized and evaluated. Archived quiz responses for non-intervention students were also analyzed for comparison. Students uniquely constructed individual concept maps containing incorrect, conceptually correct and "scientifically thin" calorimetry characterizations. Students more greatly emphasized mathematical relationships and equations utilized during the calorimetry experiment; the meaning of calorimetry concepts was demonstrated to a lesser extent.

A Protocol for Evaluating Contextual Design Principles

PubMed Central

Stamps, Arthur

2014-01-01

This paper explains how scientific data can be incorporated into urban design decisions, such as evaluating contextual design principles. The recommended protocols are based on the Cochrane Reviews that have been widely used in medical research. The major concepts of a Cochrane Review are explained, as well as the underlying mathematics. The underlying math is meta-analysis. Data are reported for three applications and seven contextual design policies. It is suggested that use of the Cochrane protocols will be of great assistance to planners by providing scientific data that can be used to evaluate the efficacies of contextual design policies prior to implementing those policies. PMID:25431448

Novice Explanations of Hurricane Formation Offer Insights into Scientific Literacy and the Development of Expert-Like Conceptions

ERIC Educational Resources Information Center

Arthurs, Leilani A.; Van Den Broeke, Matthew S.

2016-01-01

The ability to explain scientific phenomena is a key feature of scientific literacy, and engaging students' prior knowledge, especially their alternate conceptions, is an effective strategy for enhancing scientific literacy and developing expertise. The gap in knowledge about the alternate conceptions that novices have about many of Earth's…

Perseus in Flight

NASA Image and Video Library

1991-11-15

The Perseus proof-of-concept vehicle in flight at the Dryden Flight Research Center, Edwards, California in 1991. Perseus is one of several remotely-piloted aircraft designed for high-altitude, long-endurance scientific sampling missions being evaluated under the ERAST program.

Building Websites for Science Literacy.

ERIC Educational Resources Information Center

Welborn, Victoria; Kanar, Bryn

2000-01-01

Suggests guidelines for evaluating and organizing Websites on scientific concepts that are developed from definitions of science literacy and science information literacy. Includes a sample webilography and a sample search strategy on the topic of acoustical oceanography. (Author/LRW)

From single-substance evaluation to ecological process concept: the dilemma of processing gold with cyanide.

PubMed

Korte, F; Coulston, F

1995-10-01

In the past decades, limit concentration values for environmentally dangerous synthetic and natural chemical substances have been established in industrialized countries. Depending on the range of application, state of aggregation, propagation velocity, specific action on living organisms, long- or short-time effect, etc., different terms are used to specify these limit concentrations (acceptable daily intakes, TLV, LD50, emission values, water quality standards, etc.). Several parameters (e.g., range of application, ethic and social valuation, environmental factors, scientific knowledge) have led to nationally and internationally varying values depending on the region and time. The accuracy of this system of evaluation cannot necessarily be improved by listing further analytical data, but rather by furnishing sufficiently secured scientific data for a serious discussion, with the public concepts influenced more and more by the mass media. The best-established scientific knowledge has been acquired by the chemical industry. National and international groups demand that ecological-chemical problems in other fields of industry be dealt with as well; this research should, without doubt, be intensified. The example of the mining industry, which must employ chemical methods to isolate small concentrations (ppm), demonstrates the environmental conflict caused by the increasing world population, requiring the adaptation of the process by industry to the modern environmental concept. This is illustrated by the evolution of the gold recovery process.

Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network

PubMed Central

Haudek, Kevin C.; Kaplan, Jennifer J.; Knight, Jennifer; Long, Tammy; Merrill, John; Munn, Alan; Nehm, Ross; Smith, Michelle; Urban-Lurain, Mark

2011-01-01

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students’ thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation–funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community. PMID:21633063

Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network.

PubMed

Haudek, Kevin C; Kaplan, Jennifer J; Knight, Jennifer; Long, Tammy; Merrill, John; Munn, Alan; Nehm, Ross; Smith, Michelle; Urban-Lurain, Mark

2011-01-01

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students' thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation-funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community.

Scientists' conceptions of scientific inquiry: Revealing a private side of science

NASA Astrophysics Data System (ADS)

Reiff, Rebecca R.

Science educators, philosophers, and pre-service teachers have contributed to conceptualizing inquiry but missing from the inquiry forum is an in-depth research study concerning science faculty conceptions of scientific inquiry. The science education literature has tended to focus on certain aspects of doing, teaching, and understanding scientific inquiry without linking these concepts. As a result, conceptions of scientific inquiry have been disjointed and are seemingly unrelated. Furthermore, confusion surrounding the meaning of inquiry has been identified as a reason teachers are not using inquiry in instruction (Welch et al., 1981). Part of the confusion surrounding scientific inquiry is it has been defined differently depending on the context (Colburn, 2000; Lederman, 1998; Shymansky & Yore, 1980; Wilson & Koran, 1976). This lack of a common conception of scientific inquiry is the reason for the timely nature of this research. The result of scientific journeys is not to arrive at a stopping point or the final destination, but to refuel with questions to drive the pursuit of knowledge. A three-member research team conducted Interviews with science faculty members using a semi-structured interview protocol designed to probe the subject's conceptions of scientific inquiry. The participants represented a total of 52 science faculty members from nine science departments (anthropology, biology, chemistry, geology, geography, school of health, physical education and recreation (HPER), medical sciences, physics, and school of environmental science) at a large mid-western research university. The method of analysis used by the team was grounded theory (Strauss & Corbin, 1990; Glaser & Strauss, 1967), in which case the frequency of concepts, patterns, and themes were coded to categorize scientists' conceptions of scientific inquiry. The results from this study address the following components: understanding and doing scientific inquiry, attributes of scientists engaged in inquiry investigations, the relationship of scientific inquiry to the nature of science, whether the process of scientific inquiry follows the traditional scientific method, and the similarities and differences in conceptualizations of scientific inquiry across science disciplines. These findings represent a private side of science, which can be useful in characterizing key features of scientific inquiry to be incorporated into K--16 teaching practices.

"Proceedings of the 22nd Aschauer Soiree on Growth and Health Screening", held at Altenhof, Germany, November 15th, 2014.

PubMed

Hermanussen, Michael; Anisimova, Anna; Abmann, Christian; Van Buuren, Stef; Camara, Antonio D; Elhusseini, Mona Abbas; Hassan, Mortada; El-Shabrawi, Mortada Hassan; Godina, Elena Zinovyevna; Gomula, Aleksandra; Groth, Detlef; Koziel, Slawomir; Lieberman, Leslie Sue; Meigen, Christof; Mumm, Rebekka; Nariyama, Koichi; Nowak-Szczepanska, Natalia; Novokmet, Natalija; Satake, Takashi; Scheffler, Christiane; Soderhall, Jani; Suchomlinov, Andrej; Tutkuviene, Janina; Wit, Jan M; Witwer-Backofen, Ursula; Yestrebsky, Cherie Lynn

2015-03-01

Twenty-five scientists met at Aschauhof, Altenhof, Germany, to discuss various aspects of the complex network of modern health screening, focusing on current scientific topics including medical sciences, human biology, and mathematics; on problems in implementing these results at the practical level of physicians, nurses, technicians, and engineers; and the level of administrative and political decisions. Whereas major scientific advancements have been published in the understanding and the bio-statistical evaluation of anthropometric screening parameters such as serial measurements of height and weight for preventive medical check-ups, BMI screening and surveillance in schools, etc., the implementation of these advancements into current health screening concepts, strategies and decision-making is poor. Fear of discrimination, misperception of body image, behavioural responses and political concerns, meanwhile dominate and negatively interfere with the implementation of recent scientific results into public health screening concepts and practices.

Examining the progression and consistency of thermal concepts: a cross-age study

NASA Astrophysics Data System (ADS)

Adadan, Emine; Yavuzkaya, Merve Nur

2018-03-01

This cross-sectional study examined how the progression and consistency of students' understanding of thermal concepts in everyday contexts changes across the grade levels. A total of 656 Turkish students from Grade 8 (age 13-14), Grade 10 (age 15-16), and the first year of college (age 19-20) participated in the study. The data were analysed using statistical procedures (descriptive and inferential). Findings indicated a substantial progression in the students' scientific understanding of thermal concepts across grade levels. In addition, the students' alternative conceptions about thermal concepts generally decreased in frequency across grade levels, but certain alternative conceptions were observed in every grade level to a similar extent. Even though the number of students who consistently used scientific ideas increased across grade levels, the number of students who consistently used non-scientific ideas decreased across grade levels. However, the number of students who used scientific and non-scientific ideas inconsistently generally increased as they progressed in the science curriculum. These findings can be associated with either fragmentation or alternative conceptions that result from the gradual enrichment processes students experience when they try to integrate scientific concepts into their conceptual frameworks.

Algunos Criterios para Evaluar Programas de Educacion Superior a Nivel de Posgrado: El Caso Particular de la Administracion Publica (Some Criteria to Evaluate Higher Education Programs at the Graduate Level: The Special Case of Public Administration).

ERIC Educational Resources Information Center

Valle, Victor M.

Intended as a contribution to a workshop discussion on program evaluation in higher education, the paper covers five major evaluation issues. First, it deals with evaluation concepts, explaining the purposes of evaluation; pertinent terms; and the sources of evaluation in public health procedures, the scientific method, the systems approach, and…

Healing, Mental Energy in the Physics Classroom: Energy Conceptions and Trust in Complementary and Alternative Medicine in Grade 10-12 Students

NASA Astrophysics Data System (ADS)

Svedholm, Annika M.; Lindeman, Marjaana

2013-03-01

Lay conceptions of energy often conflict with scientific knowledge, hinder science learning and scientific literacy, and provide a basis for ungrounded beliefs. In a sample of Finnish upper secondary school students, energy was attributed with features of living and animate beings and thought of as a mental property. These ontologically confused conceptions (OCC) were associated with trust in complementary and alternative medicine (CAM), and independent of scientifically valid conceptions. Substance-based energy conceptions followed the correlational pattern of OCC, rather than scientific conceptions. OCC and CAM decreased both during the regular school physics curriculum and after a lesson targeted at the ontological confusions. OCC and CAM were slightly less common among students with high actively open-minded thinking, low trust in intuition and high need for cognition. The findings are discussed in relation to the goals of scientific education.

What concept analysis in philosophy of science should be (and why competing philosophical analyses of gene concepts cannot be tested by polling scientists).

PubMed

Waters, C Kenneth

2004-01-01

What should philosophers of science accomplish when they analyze scientific concepts and interpret scientific knowledge? What is concept analysis if it is not a description of the way scientists actually think? I investigate these questions by using Hans Reichenbach's account of the descriptive, critical, and advisory tasks of philosophy of science to examine Karola Stotz and Paul Griffiths' idea that poll-based methodologies can test philosophical analyses of scientific concepts. Using Reichenbach's account as a point of departure, I argue that philosophy of science should identify and clarify epistemic virtues and describe scientific knowledge in relation to these virtues. The role of concept analysis is to articulate scientific concepts in ways that help reveal epistemic virtues and limitations of particular sciences. This means an analysis of the gene concept(s) should help clarify the explanatory power and limitations of gene-based explanations, and should help account for the investigative utility and biases of gene-centered sciences. I argue that a philosophical analysis of gene concept(s) that helps achieve these critical aims should not be rejected on the basis of poll-based studies even if such studies could show that professional biologists don't actually use gene terminology in precise ways corresponding to the philosophical analysis.

"Trees Live on Soil and Sunshine!"--Coexistence of Scientific and Alternative Conception of Tree Assimilation.

PubMed

Thorn, Christine Johanna; Bissinger, Kerstin; Thorn, Simon; Bogner, Franz Xaver

2016-01-01

Successful learning is the integration of new knowledge into existing schemes, leading to an integrated and correct scientific conception. By contrast, the co-existence of scientific and alternative conceptions may indicate a fragmented knowledge profile. Every learner is unique and thus carries an individual set of preconceptions before classroom engagement due to prior experiences. Hence, instructors and teachers have to consider the heterogeneous knowledge profiles of their class when teaching. However, determinants of fragmented knowledge profiles are not well understood yet, which may hamper a development of adapted teaching schemes. We used a questionnaire-based approach to assess conceptual knowledge of tree assimilation and wood synthesis surveying 885 students of four educational levels: 6th graders, 10th graders, natural science freshmen and other academic studies freshmen. We analysed the influence of learner's characteristics such as educational level, age and sex on the coexistence of scientific and alternative conceptions. Within all subsamples well-known alternative conceptions regarding tree assimilation and wood synthesis coexisted with correct scientific ones. For example, students describe trees to be living on "soil and sunshine", representing scientific knowledge of photosynthesis mingled with an alternative conception of trees eating like animals. Fragmented knowledge profiles occurred in all subsamples, but our models showed that improved education and age foster knowledge integration. Sex had almost no influence on the existing scientific conceptions and evolution of knowledge integration. Consequently, complex biological issues such as tree assimilation and wood synthesis need specific support e.g. through repeated learning units in class- and seminar-rooms in order to help especially young students to handle and overcome common alternative conceptions and appropriately integrate scientific conceptions into their knowledge profile.

“Trees Live on Soil and Sunshine!”- Coexistence of Scientific and Alternative Conception of Tree Assimilation

PubMed Central

Thorn, Simon; Bogner, Franz Xaver

2016-01-01

Successful learning is the integration of new knowledge into existing schemes, leading to an integrated and correct scientific conception. By contrast, the co-existence of scientific and alternative conceptions may indicate a fragmented knowledge profile. Every learner is unique and thus carries an individual set of preconceptions before classroom engagement due to prior experiences. Hence, instructors and teachers have to consider the heterogeneous knowledge profiles of their class when teaching. However, determinants of fragmented knowledge profiles are not well understood yet, which may hamper a development of adapted teaching schemes. We used a questionnaire-based approach to assess conceptual knowledge of tree assimilation and wood synthesis surveying 885 students of four educational levels: 6th graders, 10th graders, natural science freshmen and other academic studies freshmen. We analysed the influence of learner’s characteristics such as educational level, age and sex on the coexistence of scientific and alternative conceptions. Within all subsamples well-known alternative conceptions regarding tree assimilation and wood synthesis coexisted with correct scientific ones. For example, students describe trees to be living on “soil and sunshine”, representing scientific knowledge of photosynthesis mingled with an alternative conception of trees eating like animals. Fragmented knowledge profiles occurred in all subsamples, but our models showed that improved education and age foster knowledge integration. Sex had almost no influence on the existing scientific conceptions and evolution of knowledge integration. Consequently, complex biological issues such as tree assimilation and wood synthesis need specific support e.g. through repeated learning units in class- and seminar-rooms in order to help especially young students to handle and overcome common alternative conceptions and appropriately integrate scientific conceptions into their knowledge profile. PMID:26807974

A rule-based named-entity recognition method for knowledge extraction of evidence-based dietary recommendations

PubMed Central

2017-01-01

Evidence-based dietary information represented as unstructured text is a crucial information that needs to be accessed in order to help dietitians follow the new knowledge arrives daily with newly published scientific reports. Different named-entity recognition (NER) methods have been introduced previously to extract useful information from the biomedical literature. They are focused on, for example extracting gene mentions, proteins mentions, relationships between genes and proteins, chemical concepts and relationships between drugs and diseases. In this paper, we present a novel NER method, called drNER, for knowledge extraction of evidence-based dietary information. To the best of our knowledge this is the first attempt at extracting dietary concepts. DrNER is a rule-based NER that consists of two phases. The first one involves the detection and determination of the entities mention, and the second one involves the selection and extraction of the entities. We evaluate the method by using text corpora from heterogeneous sources, including text from several scientifically validated web sites and text from scientific publications. Evaluation of the method showed that drNER gives good results and can be used for knowledge extraction of evidence-based dietary recommendations. PMID:28644863

Development of an Empirically Based Learning Performances Framework for Third-Grade Students' Model-Based Explanations about Plant Processes

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.

2016-01-01

To develop scientific literacy, elementary students should engage in knowledge building of core concepts through scientific practice (Duschl, Schweingruber, & Schouse, 2007). A core scientific practice is engagement in scientific modeling to build conceptual understanding about discipline-specific concepts. Yet scientific modeling remains…

Mastery of Scientific Argumentation on the Concept of Neutralization in Chemistry: A Malaysian Perspective

ERIC Educational Resources Information Center

Heng, Lee Ling; Surif, Johari; Seng, Cher Hau; Ibrahim, Nor Hasniza

2015-01-01

Purpose: Argumentative practices are central to science education, and have recently been emphasised to promote students' reasoning skills and to develop student's understanding of scientific concepts. This study examines the mastery of scientific argumentation, based on the concept of neutralisation, among secondary level science students, when…

[Evaluation of possibility of using new financial instruments for supporting biomedical projects].

PubMed

Starodubov, V I; Kurakova, N G; Eremchenko, O A; Tsvetkova, L A; Zinov, V G

2014-01-01

Analysis of selection criteria on projects of Russian medical research centers for funding in Russian scientific fund and Federal program "Research and innovations" was done. It was noted that a high degree of uncertainty of such concepts as "priority direction", "applied" and "search" research and "industrial partner" in regards to research of biomedical theme. Analysis of classified "Medicine and health care" "Forecast of scientific-technological development of Russian Federation till 2030 year" were completed.

Multi-Stage Open Peer Review: Scientific Evaluation Integrating the Strengths of Traditional Peer Review with the Virtues of Transparency and Self-Regulation

PubMed Central

Pöschl, Ulrich

2012-01-01

The traditional forms of scientific publishing and peer review do not live up to all demands of efficient communication and quality assurance in today’s highly diverse and rapidly evolving world of science. They need to be advanced and complemented by interactive and transparent forms of review, publication, and discussion that are open to the scientific community and to the public. The advantages of open access, public peer review, and interactive discussion can be efficiently and flexibly combined with the strengths of traditional scientific peer review. Since 2001 the benefits and viability of this approach are clearly demonstrated by the highly successful interactive open access journal Atmospheric Chemistry and Physics (ACP, www.atmos-chem-phys.net) and a growing number of sister journals launched and operated by the European Geosciences Union (EGU, www.egu.eu) and the open access publisher Copernicus (www.copernicus.org). The interactive open access journals are practicing an integrative multi-stage process of publication and peer review combined with interactive public discussion, which effectively resolves the dilemma between rapid scientific exchange and thorough quality assurance. Key features and achievements of this approach are: top quality and impact, efficient self-regulation and low rejection rates, high attractivity and rapid growth, low costs, and financial sustainability. In fact, ACP and the EGU interactive open access sister journals are by most if not all standards more successful than comparable scientific journals with traditional or alternative forms of peer review (editorial statistics, publication statistics, citation statistics, economic costs, and sustainability). The high efficiency and predictive validity of multi-stage open peer review have been confirmed in a series of dedicated studies by evaluation experts from the social sciences, and the same or similar concepts have recently also been adopted in other disciplines, including the life sciences and economics. Multi-stage open peer review can be flexibly adjusted to the needs and peculiarities of different scientific communities. Due to the flexibility and compatibility with traditional structures of scientific publishing and peer review, the multi-stage open peer review concept enables efficient evolution in scientific communication and quality assurance. It has the potential for swift replacement of hidden peer review as the standard of scientific quality assurance, and it provides a basis for open evaluation in science. PMID:22783183

Education, Enlightenment and Positivism: The Vienna Circle's Scientific World-Conception Revisited

NASA Astrophysics Data System (ADS)

Uebel, Thomase.

The scientific world-conception is properly understood as an enlightenment philosophy only if the current reassessment of the historical Vienna Circle(as opposed to the caricature still prevalent in the popular philosophical imagination) is once more extended to comprehend not only its thorough-going epistemological anti-foundationalism, but also the voluntarist point of its ethical`non-cognitivism'. That is to say, the scientific world-conception is properly understood as the opposite of village positivism only if it is recognized that it has an `other' and that the scientific world-conception was meant by its proponents to perform its enlightenment work only in conjunction with that other of scientific reason - ethical will and willing. Scientific reason cannot determine all there is to determine, it cannot determine the will. In this sense, there was, pace village positivism, more than scientific reason dreamt of. Scientific reason was not made absolute: rather, its (self-) clarification was required if a satisfactory view of its place in `life' was to be attained.

Triatominae Biochemistry Goes to School: Evaluation of a Novel Tool for Teaching Basic Biochemical Concepts of Chagas Disease Vectors

ERIC Educational Resources Information Center

Cunha, Leonardo Rodrigues; de Oliveria Cudischevitch, Cecília; Carneiro, Alan Brito; Macedo, Gustavo Bartholomeu; Lannes, Denise; da Silva-Neto, Mário Alberto Cardoso

2014-01-01

We evaluate a new approach to teaching the basic biochemistry mechanisms that regulate the biology of Triatominae, major vectors of "Trypanosoma cruzi," the causative agent of Chagas disease. We have designed and used a comic book, "Carlos Chagas: 100 years after a hero's discovery" containing scientific information obtained by…

Effects of `Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables

NASA Astrophysics Data System (ADS)

Çalik, Muammer; Özsevgeç, Tuncay; Ebenezer, Jazlin; Artun, Hüseyin; Küçük, Zeynel

2014-06-01

The purpose of this study is to examine the effects of `environmental chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test-post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21-23 years) enrolled in an `environmental chemistry' elective course in the spring semester of 2011-2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the `environmental chemistry' elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.

Summary of Research 1998, Department of Operations Research

DTIC Science & Technology

1999-08-01

Data System OSD PA&E, and Vince Roeske , Scientific Advisor The Joint Staff): Taylor, J.G., "Initial Theoretical Evaluation of JWARS Ground-Combat...THE ARSENAL SHIP CONCEPT: VULNERABILITIES TO SPECIAL OPERATIONS Christian A. Dunbar-Lieutenant, United States Navy B.S., University of Notre Dame

Creating Science Websites

ERIC Educational Resources Information Center

Trimble, Leslie

2017-01-01

Building a website allows students to find and evaluate resources, pose and answer scientific questions, and connect class content to real-world problems and possible solutions. Writing explanations for a particular audience, instead of only the teacher, requires students to state concepts clearly, leading to increased comprehension. Finding the…

Constructed vs. received graphical representations for learning about scientific controversy: Implications for learning and coaching

NASA Astrophysics Data System (ADS)

Cavalli-Sforza, Violetta Laura Maria

Students in science classes hardly ever study scientific controversy, especially in terms of the different types of arguments used to support and criticize theories and hypotheses. Yet, learning the reasons for scientific debate and scientific change is an important part of appreciating the nature of the scientific enterprise and communicating it to the non-scientific world. This dissertation explores the usefulness of graphical representations in teaching students about scientific arguments. Subjects participating in an extended experiment studied instructional materials and used the Belvedere graphical interface to analyze texts drawn from an actual scientific debate. In one experimental condition, subjects used a box-and-arrow representation whose primitive graphical elements had preassigned meanings tailored to the domain of instruction. In the other experimental condition, subjects could use the graphical elements as they wished, thereby creating their own representation. The development of a representation, by forcing a deeper analysis, can potentially yield a greater understanding of the domain under study. The results of the research suggest two conclusions. From the perspective of learning target concepts, asking subjects to develop their own representation may not hurt those subjects who gain a sufficient understanding of the possibilities of abstract representation. The risks are much greater for less able subjects because, if they develop a representation that is inadequate for expressing the target concepts, they will use those concepts less or not at all. From the perspective of coaching subjects as they diagram their analysis of texts, a predefined representation has significant advantages. If it is appropriately expressive for the task, it provides a common language and clearer shared meaning between the subject and the coach. It also enables the coach to understand subjects' analysis more easily, and to evaluate it more effectively against the coach's own model of the ideal analysis.

How scientific concepts come to matter in early childhood curriculum: rethinking the concept of force

NASA Astrophysics Data System (ADS)

de Freitas, Elizabeth; Palmer, Anna

2016-12-01

The aim of this article is to investigate how new materialist philosophies of matter can help us study the emergence of scientific thought in young children's activities. We draw extensively on the work of Gilles Deleuze to help us understand scientific concepts as concrete universals. In particular, we show how the concept of force is re-animated through this approach, becoming less deterministic, and more inflected with chance and indeterminism. We show how this approach to concepts moves beyond constructivist socio-cultural theories of learning, and reveals how concepts are `material articulations of the world' intra-acting with all other matter and meaning. Finally, we discuss video data and artifacts from an ongoing ethnographic project in Stockholm entitled `Children's relations to the city'. Our analysis of the classroom video data from this project shows how concepts are not timeless transcendent abstractions, but part of an unfolding event and learning assemblage. Thus the article contributes to research on conceptual change in children, with particular focus on scientific concepts.

Nomadic concepts in the history of biology.

PubMed

Surman, Jan; Stráner, Katalin; Haslinger, Peter

2014-12-01

The history of scientific concepts has firmly settled among the instruments of historical inquiry. In our section we approach concepts from the perspective of nomadic concepts (Isabelle Stengers). Instead of following the evolution of concepts within one disciplinary network, we see them as subject to constant reification and change while crossing and turning across disciplines and non-scientific domains. This introduction argues that understanding modern biology is not possible without taking into account the constant transfers and translations that affected concepts. We argue that this approach does not only engage with nomadism between disciplines and non-scientific domains, but reflects on and involves the metaphoric value of concepts as well. Copyright © 2014 Elsevier Ltd. All rights reserved.

Narrative and epistemology: Georges Canguilhem's concept of scientific ideology.

PubMed

Chimisso, Cristina

2015-12-01

In the late 1960s, Georges Canguilhem introduced the concept of 'scientific ideology'. This concept had not played any role in his previous work, so why introduce it at all? This is the central question of my paper. Although it may seem a rather modest question, its answer in fact uncovers hidden tensions in the tradition of historical epistemology, in particular between its normative and descriptive aspects. The term ideology suggests the influence of Althusser's and Foucault's philosophies. However, I show the differences between Canguilhem's concept of scientific ideology and Althusser's and Foucault's respective concepts of ideology. I argue that Canguilhem was in fact attempting to solve long-standing problems in the tradition of historical epistemology, rather than following the lead of his younger colleagues. I argue that Canguilhem's 'refurbishment without rejection' of Bachelard's epistemology, which the concept of scientific ideology was aimed to implement, was necessary to justify the historical narratives that Canguilhem had constructed in his own work as a historian of concepts. A strict acceptance of Bachelard's epistemology would have made it impossible to justify them. Canguilhem's concept of scientific ideology therefore served as a theoretical justification of his practice as a historian. I maintain that the concept of scientific ideology was needed to reconcile Bachelard's normative epistemology with Canguilhem's view of the history of science and its aims, which differed from Bachelard's more than it is generally acknowledged. Copyright © 2015 Elsevier Ltd. All rights reserved.

Inservice Elementary and Middle School Teachers' Conceptions of Photosynthesis and Respiration

NASA Astrophysics Data System (ADS)

Krall, Rebecca Mcnall; Lott, Kimberly H.; Wymer, Carol L.

2009-02-01

The purpose of this descriptive study was to investigate inservice elementary and middle school teachers’ conceptions of photosynthesis and respiration, basic concepts they are expected to teach. A forced-choice instrument assessing selected standards-based life science concepts with non-scientific conceptions embedded in distracter options was utilized to assess 76 inservice elementary and middle school teachers from the central Appalachian region. Outcomes from four tasks assessing photosynthesis and respiration concepts are discussed. Findings revealed similarities between non-scientific conceptions the teachers demonstrated and non-scientific conceptions reported in the research literature on elementary and middle school students’ understanding of the concepts. Findings also informed subsequent inservice teacher professional development efforts in life science and the development of a biology course for preservice elementary teachers.

[The integration of telemedicine concepts in the regional care of rural areas: Possibilities, limitations, perspectives].

PubMed

van den Berg, Neeltje; Schmidt, S; Stentzel, U; Mühlan, H; Hoffmann, W

2015-04-01

In rural areas with a low population density and (imminent) gaps in regional health care, telemedicine concepts can be a promising option in supporting the supply of medical care.Telemedicine connections can be established between different health care providers (e.g., hospitals) or directly between health care providers and patients.Different scenarios for the implementation of telemedicine have been developed, from the monitoring of chronically ill patients to the support of acute care. Examples of frequently applied telemedicine concepts are teleradiology, telemedicine stroke networks, and the telemedicine monitoring of patients with heart failure. The development of concepts for other indications and patient groups is apparently difficult in Germany; one reason could be that research institutions are involved in only a small number of projects. However, the participation of research institutes would be of importance in creating more scientific evidence. The development of appropriate evaluation designs for analyzing the effectiveness of telemedicine concepts and economic effects is an important task and challenge for the future. Mandatory evaluation criteria should be developed to provide a basis for the translation of positively evaluated telemedicine concepts into routine care.

Global thunderstorm activity research survey

NASA Technical Reports Server (NTRS)

Coroniti, S. C.

1982-01-01

The published literature on the subject of the monitoring of global thunderstorm activity by instrumented satellites was reviewed. A survey of the properties of selected physical parameters of the thunderstorm is presented. The concepts used by satellites to identify and to measure terrestrial lightning pulses are described. The experimental data acquired by satellites are discussed. The scientific achievements of the satellites are evaluated against the needs of scientists and the potential requirements of user agencies. The performances of the satellites are rated according to their scientific and operational achievements.

Concept Verification Test - Evaluation of Spacelab/Payload operation concepts

NASA Technical Reports Server (NTRS)

Mcbrayer, R. O.; Watters, H. H.

1977-01-01

The Concept Verification Test (CVT) procedure is used to study Spacelab operational concepts by conducting mission simulations in a General Purpose Laboratory (GPL) which represents a possible design of Spacelab. In conjunction with the laboratory a Mission Development Simulator, a Data Management System Simulator, a Spacelab Simulator, and Shuttle Interface Simulator have been designed. (The Spacelab Simulator is more functionally and physically representative of the Spacelab than the GPL.) Four simulations of Spacelab mission experimentation were performed, two involving several scientific disciplines, one involving life sciences, and the last involving material sciences. The purpose of the CVT project is to support the pre-design and development of payload carriers and payloads, and to coordinate hardware, software, and operational concepts of different developers and users.

Small Science: Infants and Toddlers Experiencing Science in Everyday Family Life

NASA Astrophysics Data System (ADS)

Sikder, Shukla; Fleer, Marilyn

2015-06-01

Vygotsky (1987) stated that the restructured form of everyday concepts learned at home and in the community interact with scientific concepts introduced in formal school settings, leading to a higher level of scientific thinking for school-aged children. But, what does this mean for the scientific learning of infants and toddlers? What kinds of science learning are afforded at home during this early period of life? The study reported in this paper sought to investigate the scientific development of infants-toddlers (10 to 36 months) growing up in Bangladeshi families living in Australia and Singapore. Four families were studied over 2 years. Digital video observations were made of everyday family life and analysed using Vygotsky's theoretical framework of everyday concepts and scientific concepts (51 h of digital observations). While there are many possibilities for developing scientific concepts in infants-toddlers' everyday life, our study found four categories of what we have called small science: multiple possibilities for science; discrete science; embedded science and counter intuitive science. The findings of this study contribute to the almost non-existent literature into infants and toddlers' scientific development and advance new understandings of early childhood science education.

Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-Based Learning Program

ERIC Educational Resources Information Center

Liao, Ya-Wen; She, Hsiao-Ching

2009-01-01

This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students' concept construction, conceptual change, and scientific reasoning involving the topic of "atoms". A two-factorial experimental design was carried out to investigate the effects of the approach…

Science Teachers' Conceptions of Nature of Science: The Case of Bangladesh

ERIC Educational Resources Information Center

Sarkar, Md. Mahbub Alam; Gomes, Jui Judith

2010-01-01

This study explored Bangladeshi science teachers' conceptions of nature of science (NOS) with a particular focus on the nature of (a) scientific knowledge, (b) scientific inquiry and (c) scientific enterprise. The tentative, inferential, subjective and creative NOS, in addition to the myths of the scientific method and experimentation, the nature…

Should Science be Taught in Early Childhood?

NASA Astrophysics Data System (ADS)

Eshach, Haim; Fried, Michael N.

2005-09-01

This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school.

Evaluation of Science.

PubMed

Usmani, Adnan Mahmmood; Meo, Sultan Ayoub

2011-01-01

Scientific achievement by publishing a scientific manuscript in a peer reviewed biomedical journal is an important ingredient of research along with a career-enhancing advantages and significant amount of personal satisfaction. The road to evaluate science (research, scientific publications) among scientists often seems complicated. Scientist's career is generally summarized by the number of publications / citations, teaching the undergraduate, graduate and post-doctoral students, writing or reviewing grants and papers, preparing for and organizing meetings, participating in collaborations and conferences, advising colleagues, and serving on editorial boards of scientific journals. Scientists have been sizing up their colleagues since science began. Scientometricians have invented a wide variety of algorithms called science metrics to evaluate science. Many of the science metrics are even unknown to the everyday scientist. Unfortunately, there is no all-in-one metric. Each of them has its own strength, limitation and scope. Some of them are mistakenly applied to evaluate individuals, and each is surrounded by a cloud of variants designed to help them apply across different scientific fields or different career stages [1]. A suitable indicator should be chosen by considering the purpose of the evaluation, and how the results will be used. Scientific Evaluation assists us in: computing the research performance, comparison with peers, forecasting the growth, identifying the excellence in research, citation ranking, finding the influence of research, measuring the productivity, making policy decisions, securing funds for research and spotting trends. Key concepts in science metrics are output and impact. Evaluation of science is traditionally expressed in terms of citation counts. Although most of the science metrics are based on citation counts but two most commonly used are impact factor [2] and h-index [3].

More than Writing-to-Learn

ERIC Educational Resources Information Center

McDermott, Mark

2010-01-01

Writing-to-learn activities are designed to use writing as a process in which students generate and clarify understanding of scientific concepts for themselves, rather than simply communicating with a teacher for evaluation. Instead of having students parrot science facts back to the instructor, writing-to-learn activities focus on the production…

DEVELOPING TOOLS FOR EVALUATION OF INTERACTIONS BETWEEN GLOBAL CHANGE STRESSORS AND ECOSYSTEM FUNCTIONING

EPA Science Inventory

Case studies in key selected coral reefs and watersheds will be completed to provide scientific data, concepts and models that describe the responses of the functioning of these ecosystems to global change stressors. The studies will focus on relating global changes to local and...

Designing, Implementing and Evaluating a Consultancy Approach to Teaching Environmental Management to Undergraduates

ERIC Educational Resources Information Center

Beavis, Sara; Beckmann, Elizabeth A.

2012-01-01

What are the benefits of engaging undergraduate students with authentic, inquiry-based curricula that develop transdisciplinary research skills? Internationally, many educators believe that research-active curricula help students better understand how scientific and technological concepts underlie the complexities of our world, especially in the…

Scientific Process Flowchart Assessment (SPFA): A Method for Evaluating Changes in Understanding and Visualization of the Scientific Process in a Multidisciplinary Student Population.

PubMed

Wilson, Kristy J; Rigakos, Bessie

The scientific process is nonlinear, unpredictable, and ongoing. Assessing the nature of science is difficult with methods that rely on Likert-scale or multiple-choice questions. This study evaluated conceptions about the scientific process using student-created visual representations that we term "flowcharts." The methodology, Scientific Process Flowchart Assessment (SPFA), consisted of a prompt and rubric that was designed to assess students' understanding of the scientific process. Forty flowcharts representing a multidisciplinary group without intervention and 26 flowcharts representing pre- and postinstruction were evaluated over five dimensions: connections, experimental design, reasons for doing science, nature of science, and interconnectivity. Pre to post flowcharts showed a statistically significant improvement in the number of items and ratings for the dimensions. Comparison of the terms used and connections between terms on student flowcharts revealed an enhanced and more nuanced understanding of the scientific process, especially in the areas of application to society and communication within the scientific community. We propose that SPFA can be used in a variety of circumstances, including in the determination of what curricula or interventions would be useful in a course or program, in the assessment of curriculum, or in the evaluation of students performing research projects. © 2016 K. J. Wilson and B. Rigakos. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Describing Changes in Undergraduate Students' Preconceptions of Research Activities

ERIC Educational Resources Information Center

Cartrette, David P.; Melroe-Lehrman, Bethany M.

2012-01-01

Research has shown that students bring naive scientific conceptions to learning situations which are often incongruous with accepted scientific explanations. These preconceptions are frequently determined to be misconceptions; consequentially instructors spend time to remedy these beliefs and bring students' understanding of scientific concepts to…

Teaching Scientific Concepts with Transparent Detector Models: An Example from Optics.

ERIC Educational Resources Information Center

Allen, Sue; And Others

This paper describes an attempt to facilitate students' learning of scientific concepts by using detectors that take as input physical information and output an instantiation of the concept. The principle hypothesis was that students would have a better understanding of the concept of image if they were taught to use a simplified, runnable model…

Scientific reasoning in early and middle childhood: the development of domain-general evidence evaluation, experimentation, and hypothesis generation skills.

PubMed

Piekny, Jeanette; Maehler, Claudia

2013-06-01

According to Klahr's (2000, 2005; Klahr & Dunbar, 1988) Scientific Discovery as Dual Search model, inquiry processes require three cognitive components: hypothesis generation, experimentation, and evidence evaluation. The aim of the present study was to investigate (a) when the ability to evaluate perfect covariation, imperfect covariation, and non-covariation evidence emerges, (b) when experimentation emerges, (c) when hypothesis generation skills emerge, and (d), whether these abilities develop synchronously during childhood. We administered three scientific reasoning tasks referring to the three components to 223 children of five age groups (from age 4.0 to 13.5 years). Our results show that the three cognitive components of domain-general scientific reasoning emerge asynchronously. The development of domain-general scientific reasoning begins with the ability to handle unambiguous data, progresses to the interpretation of ambiguous data, and leads to a flexible adaptation of hypotheses according to the sufficiency of evidence. When children understand the relation between the level of ambiguity of evidence and the level of confidence in hypotheses, the ability to differentiate conclusive from inconclusive experiments accompanies this development. Implications of these results for designing science education concepts for young children are briefly discussed. © 2012 The British Psychological Society.

Evaluations of health promoting schools: a review of nine studies.

PubMed

Mũkoma, Wanjirũ; Flisher, Alan J

2004-09-01

The concept of 'health promoting schools' has been embraced internationally as an effective way of promoting the health of children, adolescents, and the wider school community. It is only recently that attempts have been made to evaluate health promoting schools. This paper reviews evaluations of health promoting schools and draws useful evaluation methodology lessons. The review is confined to school-based interventions that are founded explicitly on the concept of the health promoting school and employ the concept beyond one school domain. We included nine evaluations in this review. Seven of these were published in the peer reviewed scientific literature. Two were unpublished reports. One study was a randomized controlled trial, while a quasi-experimental research design with comparison schools was used in three studies. With three exceptions, combinations of quantitative and qualitative data were collected. There was evidence that the health promoting school has some influence on various domains of health for the school community. It is also possible to integrate health promotion into the school curriculum and policies successfully. However, the evaluation of health promoting schools is complex. We discuss some of the methodological challenges of evaluating health promoting schools and make suggestions for improving future evaluations.

What can we learn from PISA?: Investigating PISA's approach to scientific literacy

NASA Astrophysics Data System (ADS)

Schwab, Cheryl Jean

This dissertation is an investigation of the relationship between the multidimensional conception of scientific literacy and its assessment. The Programme for International Student Assessment (PISA), developed under the auspices of the Organization for Economic Cooperation and Development (OECD), offers a unique opportunity to evaluate the assessment of scientific literacy. PISA developed a continuum of performance for scientific literacy across three competencies (i.e., process, content, and situation). Foundational to the interpretation of PISA science assessment is PISA's definition of scientific literacy, which I argue incorporates three themes drawn from history: (a) scientific way of thinking, (b) everyday relevance of science, and (c) scientific literacy for all students. Three coordinated studies were conducted to investigate the validity of PISA science assessment and offer insight into the development of items to assess scientific 2 literacy. Multidimensional models of the internal structure of the PISA 2003 science items were found not to reflect the complex character of PISA's definition of scientific literacy. Although the multidimensional models across the three competencies significantly decreased the G2 statistic from the unidimensional model, high correlations between the dimensions suggest that the dimensions are similar. A cognitive analysis of student verbal responses to PISA science items revealed that students were using competencies of scientific literacy, but the competencies were not elicited by the PISA science items at the depth required by PISA's definition of scientific literacy. Although student responses contained only knowledge of scientific facts and simple scientific concepts, students were using more complex skills to interpret and communicate their responses. Finally the investigation of different scoring approaches and item response models illustrated different ways to interpret student responses to assessment items. These analyses highlighted the complexities of students' responses to the PISA science items and the use of the ordered partition model to accommodate different but equal item responses. The results of the three investigations are used to discuss ways to improve the development and interpretation of PISA's science items.

Systems in Science: Modeling Using Three Artificial Intelligence Concepts.

ERIC Educational Resources Information Center

Sunal, Cynthia Szymanski; Karr, Charles L.; Smith, Coralee; Sunal, Dennis W.

2003-01-01

Describes an interdisciplinary course focusing on modeling scientific systems. Investigates elementary education majors' applications of three artificial intelligence concepts used in modeling scientific systems before and after the course. Reveals a great increase in understanding of concepts presented but inconsistent application. (Author/KHR)

Educational Videogames: Concept, Design And Evaluation

NASA Astrophysics Data System (ADS)

Rohrlick, D.; Yang, A.; Kilb, D. L.; Ma, L.; Ruzic, R.; Peach, C. L.; Layman, C. C.

2013-12-01

Videogames have historically gained popularity thanks to their entertainment rather than their educational value. This may be due, in part, to the fact that many educational videogames present academic concepts in dry, quiz-like ways, without the visual experiences, interactivity, and excitement of non-educational games. The increasing availability of tools that allow designers to easily create rich experiences for players now makes it simpler than ever for educational game designers to generate the visual experiences, interactivity, and excitement that gamers have grown to expect. Based on data from our work, when designed effectively, educational games can engage players, teach concepts, and tear down the stereotype of the stuffy, boring educational game. Our team has been experimenting with different ways to present scientific and mathematical concepts to middle and high school students through engaging, interactive games. When designing a gameplay concept, we focus on what we want the player to learn and experience as well as how to maintain a learning environment that is fun and engaging. Techniques that we have found successful include the use of a series of fast-paced 'minigames,' and the use of a 'simulator' learning method that allows a player to learn by completing objectives similar to those completed by today's scientists. Formative evaluations of our games over the past year have revealed both design strengths and weaknesses. Based on findings from a systematic evaluation of game play with diverse groups, with data collected through in-person observations of game play, knowledge assessments, focus groups, interviews with players, and computer tracking of students' game play behavior, we have found that players are uniformly enthusiastic about the educational tools. At the same time, we find there is more work to be done to make our tools fully intuitive, and to effectively present complex mathematical and scientific concepts to learners from a wide range of backgrounds. Overall we find that designing educational games is a constant balancing act to ensure the player is engaged and has fun while at the same time learning important concepts.

The epistemic integrity of scientific research.

PubMed

De Winter, Jan; Kosolosky, Laszlo

2013-09-01

We live in a world in which scientific expertise and its epistemic authority become more important. On the other hand, the financial interests in research, which could potentially corrupt science, are increasing. Due to these two tendencies, a concern for the integrity of scientific research becomes increasingly vital. This concern is, however, hollow if we do not have a clear account of research integrity. Therefore, it is important that we explicate this concept. Following Rudolf Carnap's characterization of the task of explication, this means that we should develop a concept that is (1) similar to our common sense notion of research integrity, (2) exact, (3) fruitful, and (4) as simple as possible. Since existing concepts do not meet these four requirements, we develop a new concept in this article. We describe a concept of epistemic integrity that is based on the property of deceptiveness, and argue that this concept does meet Carnap's four requirements of explication. To illustrate and support our claims we use several examples from scientific practice, mainly from biomedical research.

[The scientific basis of current official dietary recommendations in relation to pregnancy].

PubMed

Olsen, Sjúrour F; Dragsted, Lars O; Hansen, Harald S; Michaelsen, Kim Fleischer; Milman, Nils; Nielsen, Mie Julin; Ovesen, Lars; Petersen, Tove; Tabor, Ann

2005-06-20

The Danish Nutrition Council has examined the latest scientific literature on nutrition during pregnancy to evaluate the basis for the existing official recommendations. The recommendation to overweight women to gain only eight kilo should be accompanied with a recommendation to lose weight pre-conceptionally. Individualised recommendations should be provided in the prevention of iron deficiency, and the recommendation for calcium should include information on quantity. The recommendation of periconceptional folic acid supplementation does not benefit unplanned pregnancies. Arguments exist for adding a recommendation for vitamin D.

Launching Science: Science Opportunities Provided by NASA's Constellation System

NASA Technical Reports Server (NTRS)

2008-01-01

In 2004 NASA began implementation of the first phases of a new space exploration policy. This implementation effort included the development of a new human-carrying spacecraft, known as Orion; the Altair lunar lander; and two new launch vehicles, the Ares I and Ares V rockets.collectively called the Constellation System (described in Chapter 5 of this report). The Altair lunar lander, which is in the very preliminary concept stage, is not discussed in detail in the report. In 2007 NASA asked the National Research Council (NRC) to evaluate the science opportunities enabled by the Constellation System. To do so, the NRC established the Committee on Science Opportunities Enabled by NASA's Constellation System. In general, the committee interpreted "Constellation-enabled" broadly, to include not only mission concepts that required Constellation, but also those that could be significantly enhanced by Constellation. The committee intends this report to be a general overview of the topic of science missions that might be enabled by Constellation, a sort of textbook introduction to the subject. The mission concepts that are reviewed in this report should serve as general examples of kinds of missions, and the committee s evaluation should not be construed as an endorsement of the specific teams that developed the mission concepts or of their proposals. Additionally, NASA has a well-developed process for establishing scientific priorities by asking the NRC to conduct a "decadal survey" for a particular discipline. Any scientific mission that eventually uses the Constellation System will have to be properly evaluated by means of this decadal survey process. The committee was impressed with the scientific potential of many of the proposals that it evaluated. However, the committee notes that the Constellation System has been justified by NASA and selected in order to enable human exploration beyond low Earth orbit.not to enable science missions. Virtually all of the science mission concepts that could take advantage of Constellation s unique capabilities are likely to be prohibitively expensive. Several times in the past NASA has begun ambitious space science missions that ultimately proved too expensive for the agency to pursue. Examples include the Voyager-Mars mission and the Prometheus program and its Jupiter Icy Moons Orbiter spacecraft (both examples are discussed in Chapter 1). Finding: The scientific missions reviewed by the committee as appropriate for launch on an Ares V vehicle fall, with few exceptions, into the "flagship" class of missions. The preliminary cost estimates, based on mission concepts that at this time are not very detailed, indicate that the costs of many of the missions analyzed will be above $5 billion (in current dollars). The Ares V costs are not included in these estimates. All of the costs discussed in this report are presented in current-year (2008) dollars, not accounting for potential inflation that could occur between now and the decade in which these missions might be pursued. In general, preliminary cost estimates for proposed missions are, for many reasons, significantly lower than the final costs. Given the large cost estimates for many of the missions assessed in this report, the potentially large impacts on NASA's budget by many of these missions are readily apparent.

The Eratosthenes Project: the reproduction of a historical experiment as a resource for the inclusion of Astronomy concepts in High School

NASA Astrophysics Data System (ADS)

de Jesus Santos, Antônio José; Voelzke, Marcos Rincon; Teixeira de Araújo, Mauro Sérgio

2012-12-01

This investigation was about an educational approach based on the History of Science and experimentation involving scientific concepts in the area of Astronomy, highlighting the reproduction of the original experiment performed by Eratosthenes in the third century B.C., designed to measure the Earth radius. It was found that the realized activities contributed significantly to the success of High School students from two public schools of Sergipe - the State College State Secretary Francisco Rosa Santos in Aracaju, Sergipe and the Federal Institute, campus of São Cristov - since these activities had aroused the students' interest for the construction of new scientific knowledge, and they improved their comprehension of some aspects related to Science and Astronomy in particular, as its empirical character and its historical development, therefore immersed in a specific social, economic and cultural context. The approach allowed for a greater involvement of participating students and it improved student-teacher relationship. The evaluations identified that a significant learning of the discussed concepts involving Physics and Astronomy had occurred, such as latitude, longitude, equinox, solstice, midday sun, among other concepts treated in an interdisciplinary manner with other disciplines such as Geography, History and Mathematics.

Geoscience Through the Lens of Art: a collaborative course of science and art for undergraduates of various disciplines

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Eriksson, S. C.; Samsel, F.; Lavier, L.

2017-12-01

A new undergraduate, upper level geoscience course was developed and taught by faculty and staff of the UT Austin Jackson School of Geosciences, the Center for Agile Technology, and the Texas Advanced Computational Center. The course examined the role of the visual arts in placing the scientific process and knowledge in a broader context and introduced students to innovations in the visual arts that promote scientific investigation through collaboration between geoscientists and artists. The course addressed (1) the role of the visual arts in teaching geoscience concepts and promoting geoscience learning; (2) the application of innovative visualization and artistic techniques to large volumes of geoscience data to enhance scientific understanding and to move scientific investigation forward; and (3) the illustrative power of art to communicate geoscience to the public. In-class activities and discussions, computer lab instruction on the application of Paraview software, reading assignments, lectures, and group projects with presentations comprised the two-credit, semester-long "special topics" course, which was taken by geoscience, computer science, and engineering students. Assessment of student learning was carried out by the instructors and course evaluation was done by an external evaluator using rubrics, likert-scale surveys and focus goups. The course achieved its goals of students' learning the concepts and techniques of the visual arts. The final projects demonstrated this, along with the communication of geologic concepts using what they had learned in the course. The basic skill of sketching for learning and using best practices in visual communication were used extensively and, in most cases, very effectively. The use of an advanced visualization tool, Paraview, was received with mixed reviews because of the lack of time to really learn the tool and the fact that it is not a tool used routinely in geoscience. Those senior students with advanced computer skills saw the importance of this tool. Students worked in teams, more or less effectively, and made suggestions for improving future offerings of the course.

A cross-age study of students' conceptual understanding of interdependency in seed dispersal, pollination, and food chains using a constructivist theoretical framework

NASA Astrophysics Data System (ADS)

Smith, Shirley Mccraw

2003-06-01

The purpose of this research was to investigate students' understanding of interdependency across grade levels. Interdependency concepts selected for this study included food chains, pollination, and seed dispersal. Children's everyday concepts and scientific concepts across grade levels represented the focus of conceptual understanding. The researcher interviewed a total of 24 students across grade levels, six students each from grades 3, 7, and 10, and 6 college students. Data were collected by means of interviews and card sorts. A constructivist theoretical framework formed the groundwork for presenting the focus of this study and for interpreting the results of the interview data. Results were analyzed on the basis of identifying student responses to interview questions as either everyday concepts or as scientific concepts, along with transition through the zone of proximal development (ZPD) by mediation, as developed by Vygotsky. Results revealed that children across grade levels vary in their everyday and scientific understanding of the three interdependency concepts. Results for seed dispersal showed little evidence of understanding for grade 3, that is, seed dispersal was not within the zone of proximal development (ZPD) for grade 3 students. Students in grades 7 and 10 showed a developing transition within the zone of proximal development from everyday to scientific understanding, and college students demonstrated scientific understanding of seed dispersal. For pollination and food chains, results showed that grades 3, 7, and 10 were in transition from everyday to scientific understanding, and all college students demonstrated scientific understanding. The seed dispersal concept proved more complex than pollination and food chains. The findings of this study have implications for classroom teachers. By understanding the dynamic nature of the ZPD continuum for students, teachers can plan instruction to meet the needs of each student.

Rekindling Scientific Curiosity.

ERIC Educational Resources Information Center

Coble, Charles R.; Rice, Dale R.

1983-01-01

Active involvement in society-related issues can elevate junior high school students' interest not only in the problem being solved but also in related scientific concepts. Examples of how scientific concepts and society-related issues can be taught in the same class are presented, focusing on genetic engineering, water shortage, and others.…

A Systemic View of the Learning and Differentiation of Scientific Concepts: The Case of Electric Current and Voltage Revisited

ERIC Educational Resources Information Center

Koponen, Ismo T.; Kokkonen, Tommi

2014-01-01

In learning conceptual knowledge in physics, a common problem is the incompleteness of a learning process, where students' personal, often undifferentiated concepts take on more scientific and differentiated form. With regard to such concept learning and differentiation, this study proposes a systemic view in which concepts are considered as…

PROGRAM ASTEC (ADVANCED SOLAR TURBO ELECTRIC CONCEPT). PART III CANDIDATE MATERIALS ORBITAL EVALUATION.

DTIC Science & Technology

by the solar-collector industry for use in the ASTEC Program, and to test the degrading effects of various segregated and combined elements of the...elements which may be causative to material surface degradation can be determined. The ASTEC scientific space experiment was developed and qualified, and

Streamlining Science: Three New Science Tools Make Data Collection a Snap

ERIC Educational Resources Information Center

Brown, Mike

2006-01-01

Today, collecting, evaluating, and analyzing data--the basic concepts of scientific study--usually involves electronic probeware. Probeware combines sensors that collect data with software that analyzes it once it has been sent to a computer or calculator. Science inquiry has benefited greatly from the use of electronic probeware, providing…

Science Education in Primary Schools: Is an Animation Worth a Thousand Pictures?

ERIC Educational Resources Information Center

Barak, Miri; Dori, Yehudit J.

2011-01-01

Science teaching deals with abstract concepts and processes that very often cannot be seen or touched. The development of Java, Flash, and other web-based applications allow teachers and educators to present complex animations that attractively illustrate scientific phenomena. Our study evaluated the integration of web-based animated movies into…

The Dark Side of the Tube

ERIC Educational Resources Information Center

Wagler, Amy; Wagler, Ron

2014-01-01

Every high school graduate should be able to use data analysis and statistical reasoning to draw conclusions about the world. Two core statistical concepts for students to understand are the role of variability in measures and evaluating the effect of a variable. In the activity presented in this article, students investigate a scientific question…

Socio-Scientific Discussions as a Way to Improve the Comprehension of Science and the Understanding of the Interrelation between Species and the Environment

NASA Astrophysics Data System (ADS)

Castano, Carolina

2008-11-01

This article reports on a qualitative and quantitative study that explored whether a constructivist Science learning environment, in which 9 to 10-year old Colombian girls had the opportunity to discuss scientific concepts and socio-scientific dilemmas in groups, improved their understanding of the concepts and the complex relations that exists between species and the environment. Data were collected from two fourth grade groups in a private bilingual school, a treatment and a comparison group. Pre and post tests on the understanding of scientific concepts and the possible consequences of human action on living things, transcriptions of the discussions of dilemmas, and pre and post tests of empathy showed that students who had the opportunity to discuss socio-scientific dilemmas gave better definitions for scientific concepts and made better connections between them, their lives and Nature than students who did not. It is argued that Science learning should occur in constructivist learning environments and go beyond the construction of scientific concepts, to discussions and decision-making related to the social and moral implications of the application of Science in the real world. It is also argued that this type of pedagogical interventions and research on them should be carried out in different sociocultural contexts to confirm their impact on Science learning in diverse conditions.

PLRP-3: Operational Perspectives of Conducting Science-Driven Extravehicular Activity with Communications Latency

NASA Technical Reports Server (NTRS)

Miller, Matthew J.; Lim, Darlene S. S.; Brady, Allyson; Cardman, Zena; Bell, Ernest; Garry, Brent; Reid, Donnie; Chappell, Steve; Abercromby, Andrew F. J.

2016-01-01

The Pavilion Lake Research Project (PLRP) is a unique platform where the combination of scientific research and human space exploration concepts can be tested in an underwater spaceflight analog environment. The 2015 PLRP field season was performed at Pavilion Lake, Canada, where science-driven exploration techniques focusing on microbialite characterization and acquisition were evaluated within the context of crew and robotic extravehicular activity (EVA) operations. The primary objectives of this analog study were to detail the capabilities, decision-making process, and operational concepts required to meet non-simulated scientific objectives during 5-minute one-way communication latency utilizing crew and robotic assets. Furthermore, this field study served as an opportunity build upon previous tests at PLRP, NASA Desert Research and Technology Studies (DRATS), and NASA Extreme Environment Mission Operations (NEEMO) to characterize the functional roles and responsibilities of the personnel involved in the distributed flight control team and identify operational constraints imposed by science-driven EVA operations. The relationship and interaction between ground and flight crew was found to be dependent on the specific scientific activities being addressed. Furthermore, the addition of a second intravehicular operator was found to be highly enabling when conducting science-driven EVAs. Future human spaceflight activities will need to cope with the added complexity of dynamic and rapid execution of scientific priorities both during and between EVA execution to ensure scientific objectives are achieved.

Application of green concept in mechanical design and manufacture

NASA Astrophysics Data System (ADS)

Liu, Xing ping

2017-11-01

With the development of productive forces, the relationship between human and nature is becoming tight increasingly, especially environmental pollution and resource consumption that comes from equipment manufacturing industry mainly. Green development concept is a new concept which can solve the current ecological environment. The philosophical foundation and theoretical basis of green idea are expounded through the study of scientific development and green concept. The difference between the traditional design and the green design is analyzed; the meaning and content of the mechanical design for green concept are discussed. And the evaluation method of green design is discussed too. The significance of green development concept in the mechanical design and manufacturing science is pinpointed clearly. The results show that the implementation of green design under the mechanical design, from the source of pollution control to achieve green manufacturing, is the only way to achieve sustainable development.

Veritas filia temporis: The origins of the idea of scientific progress.

PubMed

Špelda, Daniel

2016-10-01

The article provides insight into the epistemological and anthropological aspect of the origination of the idea of scientific progress. It focuses on the relationship between individual's limited lifetime and the immensity of nature. The basic assumption is that the idea of scientific progress offers a solution of the epistemological problem stemming from the finding that there is no (teleological) coincidence between human cognitive abilities and the extent of nature. In order to facilitate the understanding of the origin of the idea of scientific progress, I propose distinction between the descriptive and prescriptive concepts of progress. While the descriptive notion of progress expresses the cumulative character of scientific knowledge and the superiority of the present over preceding generations, the prescriptive concept pertains to progressivist epistemology directing scientific research at the future development of knowledge. This article claims that the prevalent concept in Antiquity was the descriptive concept of scientific progress. The prescriptive notion had developed only in ancient astronomy. Early modern science was faced with similar issues as ancient astronomy - mainly the empirical finding related to the inexhaustible character of nature. Consequently to the introduction of the idea of progress, the progress of sciences became a purpose in itself - hence becoming infinite.

Thai Pre-Service Science Teachers' Conceptions of the Nature of Science

ERIC Educational Resources Information Center

Buaraphan, Khajornsak; Sung-ong, Sunun

2009-01-01

The conceptions of the nature of science (NOS), particularly scientific knowledge, scientific method, scientists' work, and scientific enterprise, of 113 Thai pre-service science teachers were was captured by the Myths of Science Questionnaire (MOSQ) in the first semester of the 2008 academic year. The data was quantitatively and qualitatively…

Thai In-Service Science Teachers' Conceptions of the Nature of Science

ERIC Educational Resources Information Center

Buaraphan, Khajornsak

2009-01-01

Understanding of the Nature of Science (NOS) serves as one of the desirable characteristics of science teachers. The current study attempted to explore 101 Thai in-service science teachers' conceptions of the NOS, particularly scientific knowledge, the scientific method, scientists' work, and scientific enterprise, by using the Myths of Science…

A cross-age study of student understanding of the concept of diffusion

NASA Astrophysics Data System (ADS)

Westbrook, Susan L.; Marek, Edmund A.

This study examined 7th-grade life science students, 10th-grade biology students, and college zoology students for understanding of the concept of diffusion. Responses from 100 students from each grade level were randomly selected for data analysis. Each student responded to a test packet consisting of a biographical questionnaire, two Piagetian-like developmental tasks, and a Concept Evaluation Statement (CES). The CESs were used to measure the students' understandings of the concept of diffusion. None of the 300 students across the three grade levels exhibited complete understanding of the diffusion concept. There was no appreciable difference among the grade levels in sound or partial understanding, misconceptions, or no understanding. An analysis of the misconceptions exhibited by the college sample showed that many of the misconceptions could be traced to a misapplication of scientific terminology.

Assessing the impact participation in science journalism activities has on scientific literacy among high school students

NASA Astrophysics Data System (ADS)

Farrar, Cathy

As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested unproductive information seeking strategies. However, similar to the experts, novices made references to both scientific and societal contexts. The expert/novice comparison provides a rough description of a developmental continuum of scientific literacy. The findings of this study including student results and Generalized Linear Mixed Modeling suggest that the incorporation of science journalism activities focused on STEM issues can improve student scientific literacy. Incorporation of a wide variety of strategies raised scores on the SLA. Teachers who included a writing and revision process that prioritized content had significantly larger gains in student scores. Future studies could broaden the description of high school student scientific literacy and measured by the SLA and provide alternative pathways for developing scientific literacy as envisioned by SciJourn and the NRC Frameworks.

Apodized Pupil Lyot Coronagraphs designs for future segmented space telescopes

NASA Astrophysics Data System (ADS)

St. Laurent, Kathryn; Fogarty, Kevin; Zimmerman, Neil; N’Diaye, Mamadou; Stark, Chris; Sivaramakrishnan, Anand; Pueyo, Laurent; Vanderbei, Robert; Soummer, Remi

2018-01-01

A coronagraphic starlight suppression system situated on a future flagship space observatory offers a promising avenue to image Earth-like exoplanets and search for biomarkers in their atmospheric spectra. One NASA mission concept that could serve as the platform to realize this scientific breakthrough is the Large UV/Optical/IR Surveyor (LUVOIR). Such a mission would also address a broad range of topics in astrophysics with a multi-wavelength suite of instruments.In support of the community’s assessment of the scientific capability of a LUVOIR mission, the Exoplanet Exploration Program (ExEP) has launched a multi-team technical study: Segmented Coronagraph Design and Analysis (SCDA). The goal of this study is to develop viable coronagraph instrument concepts for a LUVOIR-type mission. Results of the SCDA effort will directly inform the mission concept evaluation being carried out by the LUVOIR Science and Technology Definition Team. The apodized pupil Lyot coronagraph (APLC) is one of several coronagraph design families that the SCDA study is assessing. The APLC is a Lyot-style coronagraph that suppresses starlight through a series of amplitude operations on the on-axis field. Given a suite of seven plausible segmented telescope apertures, we have developed an object-oriented software toolkit to automate the exploration of thousands of APLC design parameter combinations. In the course of exploring this parameter space we have established relationships between APLC throughput and telescope aperture geometry, Lyot stop, inner working angle, bandwidth, and contrast level. In parallel with the parameter space exploration, we have investigated several strategies to improve the robustness of APLC designs to fabrication and alignment errors and integrated a Design Reference Mission framework to evaluate designs with scientific yield metrics.

A semantic-based method for extracting concept definitions from scientific publications: evaluation in the autism phenotype domain.

PubMed

Hassanpour, Saeed; O'Connor, Martin J; Das, Amar K

2013-08-12

A variety of informatics approaches have been developed that use information retrieval, NLP and text-mining techniques to identify biomedical concepts and relations within scientific publications or their sentences. These approaches have not typically addressed the challenge of extracting more complex knowledge such as biomedical definitions. In our efforts to facilitate knowledge acquisition of rule-based definitions of autism phenotypes, we have developed a novel semantic-based text-mining approach that can automatically identify such definitions within text. Using an existing knowledge base of 156 autism phenotype definitions and an annotated corpus of 26 source articles containing such definitions, we evaluated and compared the average rank of correctly identified rule definition or corresponding rule template using both our semantic-based approach and a standard term-based approach. We examined three separate scenarios: (1) the snippet of text contained a definition already in the knowledge base; (2) the snippet contained an alternative definition for a concept in the knowledge base; and (3) the snippet contained a definition not in the knowledge base. Our semantic-based approach had a higher average rank than the term-based approach for each of the three scenarios (scenario 1: 3.8 vs. 5.0; scenario 2: 2.8 vs. 4.9; and scenario 3: 4.5 vs. 6.2), with each comparison significant at the p-value of 0.05 using the Wilcoxon signed-rank test. Our work shows that leveraging existing domain knowledge in the information extraction of biomedical definitions significantly improves the correct identification of such knowledge within sentences. Our method can thus help researchers rapidly acquire knowledge about biomedical definitions that are specified and evolving within an ever-growing corpus of scientific publications.

The ALMA CONOPS project: the impact of funding decisions on observatory performance

NASA Astrophysics Data System (ADS)

Ibsen, Jorge; Hibbard, John; Filippi, Giorgio

2014-08-01

In time when every penny counts, many organizations are facing the question of how much scientific impact a budget cut can have or, putting it in more general terms, which is the science impact of alternative (less costly) operational modes. In reply to such question posted by the governing bodies, the ALMA project had to develop a methodology (ALMA Concepts for Operations, CONOPS) that attempts to measure the impact that alternative operational scenarios may have on the overall scientific production of the Observatory. Although the analysis and the results are ALMA specific, the developed approach is rather general and provides a methodology for a cost-performance analysis of alternatives before any radical alterations to the operations model are adopted. This paper describes the key aspects of the methodology: a) the definition of the Figures of Merit (FoMs) for the assessment of quantitative science performance impacts as well as qualitative impacts, and presents a methodology using these FoMs to evaluate the cost and impact of the different operational scenarios; b) the definition of a REFERENCE operational baseline; c) the identification of Alternative Scenarios each replacing one or more concepts in the REFERENCE by a different concept that has a lower cost and some level of scientific and/or operational impact; d) the use of a Cost-Performance plane to graphically combine the effects that the alternative scenarios can have in terms of cost reduction and affected performance. Although is a firstorder assessment, we believe this approach is useful for comparing different operational models and to understand the cost performance impact of these choices. This can be used to take decision to meet budget cuts as well as in evaluating possible new emergent opportunities.

Religion and morality.

PubMed

McKay, Ryan; Whitehouse, Harvey

2015-03-01

The relationship between religion and morality has long been hotly debated. Does religion make us more moral? Is it necessary for morality? Do moral inclinations emerge independently of religious intuitions? These debates, which nowadays rumble on in scientific journals as well as in public life, have frequently been marred by a series of conceptual confusions and limitations. Many scientific investigations have failed to decompose "religion" and "morality" into theoretically grounded elements; have adopted parochial conceptions of key concepts-in particular, sanitized conceptions of "prosocial" behavior; and have neglected to consider the complex interplay between cognition and culture. We argue that to make progress, the categories "religion" and "morality" must be fractionated into a set of biologically and psychologically cogent traits, revealing the cognitive foundations that shape and constrain relevant cultural variants. We adopt this fractionating strategy, setting out an encompassing evolutionary framework within which to situate and evaluate relevant evidence. Our goals are twofold: to produce a detailed picture of the current state of the field, and to provide a road map for future research on the relationship between religion and morality. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Male circumcision and HIV infection risk.

PubMed

Krieger, John N

2012-02-01

Male circumcision is being promoted to reduce human immunodeficiency virus type 1 (HIV) infection rates. This review evaluates the scientific evidence suggesting that male circumcision reduces HIV infection risk in high-risk heterosexual populations. We followed the updated International Consultation on Urological Diseases evidence-based medicine recommendations to critically review the scientific evidence on male circumcision and HIV infection risk. Level 1 evidence supports the concept that male circumcision substantially reduces the risk of HIV infection. Three major lines of evidence support this conclusion: biological data suggesting that this concept is plausible, data from observational studies supported by high-quality meta-analyses, and three randomized clinical trials supported by high-quality meta-analyses. The evidence from these biological studies, observational studies, randomized controlled clinical trials, meta-analyses, and cost-effectiveness studies is conclusive. The challenges to implementation of male circumcision as a public health measure in high-risk populations must now be faced.

A Search for Viable Venus and Jupiter Sample Return Mission Trajectories for the Next Decade

NASA Technical Reports Server (NTRS)

Leong, Jason N.; Papadopoulos, Periklis

2005-01-01

Planetary exploration using unmanned spacecraft capable of returning geologic or atmospheric samples have been discussed as a means of gathering scientific data for several years. Both NASA and ESA performed initial studies for Sample Return Missions (SRMs) in the late 1990 s, but most suggested a launch before the year 2010. The GENESIS and STARDUST spacecraft are the only current examples of the SRM concept with the Mars SRM expected around 2015. A feasibility study looking at SRM trajectories to Venus and Jupiter, for a spacecraft departing the Earth between the years 2011 through 2020 was conducted for a university project. The objective of the study was to evaluate SRMs to planets other than Mars, which has already gained significant attention in the scientific community. This paper is a synopsis of the study s mission trajectory concept and the conclusions to the viability of such a mission with today s technology.

The Solar Probe mission - Mission design concepts and requirements

NASA Technical Reports Server (NTRS)

Ayon, Juan A.

1992-01-01

The Solar Probe concept as studied by the Jet Propulsion Laboratory represents the first mission to combine out-of-the-ecliptic scientific coverage with multiple, close solar encounters (at 4 solar radii). The scientific objectives of the mission have driven the investigation and analysis of several mission design concepts, all optimized to meet the science/mission requirements. This paper reviews those mission design concepts developed, the science objectives that drive the mission design, and the principle mission requirements associated with these various concepts.

Thai and Bangladeshi In-Service Science Teachers' Conceptions of Nature of Science: A Comparative Study

ERIC Educational Resources Information Center

Buaraphan, Khajornsak; Abedin Forhad, Ziaul

2014-01-01

Understanding of nature of science (NOS) serves as one of the desirable characteristics of science teachers. The current study explored 55 Thai and 110 Bangladeshi in-service secondary science teachers' conceptions of NOS regarding scientific knowledge, scientific method, scientists' work, and scientific enterprise, by using the Myths of Science…

"Small Science": Infants and Toddlers Experiencing Science in Everyday Family Life

ERIC Educational Resources Information Center

Sikder, Shukla; Fleer, Marilyn

2015-01-01

Vygotsky (1987) stated that the restructured form of everyday concepts learned at home and in the community interact with scientific concepts introduced in formal school settings, leading to a higher level of scientific thinking for school-aged children. But, what does this mean for the scientific learning of infants and toddlers? What kinds of…

The Impact of an Interactive Statistics Module on Novices' Development of Scientific Process Skills and Attitudes in a First-Semester Research Foundations Course.

PubMed

Marsan, Lynnsay A; D'Arcy, Christina E; Olimpo, Jeffrey T

2016-12-01

Evidence suggests that incorporating quantitative reasoning exercises into existent curricular frameworks within the science, technology, engineering, and mathematics (STEM) disciplines is essential for novices' development of conceptual understanding and process skills in these domains. Despite this being the case, such studies acknowledge that students often experience difficulty in applying mathematics in the context of scientific problems. To address this concern, the present study sought to explore the impact of active demonstrations and critical reading exercises on novices' comprehension of basic statistical concepts, including hypothesis testing, experimental design, and interpretation of research findings. Students first engaged in a highly interactive height activity that served to intuitively illustrate normal distribution, mean, standard deviation, and sample selection criteria. To enforce practical applications of standard deviation and p -value, student teams were subsequently assigned a figure from a peer-reviewed primary research article and instructed to evaluate the trustworthiness of the data. At the conclusion of this exercise, students presented their evaluations to the class for open discussion and commentary. Quantitative assessment of pre- and post-module survey data indicated a statistically significant increase both in students' scientific reasoning and process skills and in their self-reported confidence in understanding the statistical concepts presented in the module. Furthermore, data indicated that the majority of students (>85%) found the module both interesting and helpful in nature. Future studies will seek to develop additional, novel exercises within this area and to evaluate the impact of such modules across a variety of STEM and non-STEM contexts.

The Impact of an Interactive Statistics Module on Novices’ Development of Scientific Process Skills and Attitudes in a First-Semester Research Foundations Course†

PubMed Central

Marsan, Lynnsay A.; D’Arcy, Christina E.; Olimpo, Jeffrey T.

2016-01-01

Evidence suggests that incorporating quantitative reasoning exercises into existent curricular frameworks within the science, technology, engineering, and mathematics (STEM) disciplines is essential for novices’ development of conceptual understanding and process skills in these domains. Despite this being the case, such studies acknowledge that students often experience difficulty in applying mathematics in the context of scientific problems. To address this concern, the present study sought to explore the impact of active demonstrations and critical reading exercises on novices’ comprehension of basic statistical concepts, including hypothesis testing, experimental design, and interpretation of research findings. Students first engaged in a highly interactive height activity that served to intuitively illustrate normal distribution, mean, standard deviation, and sample selection criteria. To enforce practical applications of standard deviation and p-value, student teams were subsequently assigned a figure from a peer-reviewed primary research article and instructed to evaluate the trustworthiness of the data. At the conclusion of this exercise, students presented their evaluations to the class for open discussion and commentary. Quantitative assessment of pre- and post-module survey data indicated a statistically significant increase both in students’ scientific reasoning and process skills and in their self-reported confidence in understanding the statistical concepts presented in the module. Furthermore, data indicated that the majority of students (>85%) found the module both interesting and helpful in nature. Future studies will seek to develop additional, novel exercises within this area and to evaluate the impact of such modules across a variety of STEM and non-STEM contexts. PMID:28101271

On nonepistemic values in conservation biology.

PubMed

Baumgaertner, Bert; Holthuijzen, Wieteke

2017-02-01

Conservation biology is a uniquely interdisciplinary science with strong roots in ecology, but it also embraces a value-laden and mission-oriented framework. This combination of science and values causes conservation biology to be at the center of critique regarding the discipline's scientific credibility-especially the division between the realms of theory and practice. We identify this dichotomy between seemingly objective (fact-based) and subjective (value-laden) practices as the measure-value dichotomy, whereby measure refers to methods and analyses used in conservation biology (i.e., measuring biodiversity) and value refers to nonepistemic values. We reviewed and evaluated several landmark articles central to the foundation of conservation biology and concepts of biodiversity with respect to their attempts to separate measures and values. We argue that the measure-value dichotomy is false and that conservation biology can make progress in ways unavailable to other disciplines because its practitioners are tasked with engaging in both the realm of theory and the realm of practice. The entanglement of measures and values is by no means a weakness of conservation biology. Because central concepts such as biodiversity contain both factual and evaluative aspects, conservation biologists can make theoretical progress by examining, reviewing, and forming the values that are an integral part of those concepts. We suggest that values should be included and analyzed with respect to the methods, results, and conclusions of scientific work in conservation biology. © 2016 Society for Conservation Biology.

From Theory to Practice: A Path through Imperfection--Lessons from Evaluation of Policy Oriented Environmental Health Research in Belgium

ERIC Educational Resources Information Center

Keune, Hans; Morrens, Bert; Loots, Ilse; Springael, Johan

2011-01-01

Background: Dealing with complex issues per definition bears the burden of imperfection. Whatever comforting theoretical concepts may promise, real life complexity will take its messy toll once travelling from conceptual ambition to real life practice. We specifically reflect on the social scientific contribution to these inter- and…

Hammerhead Shark Research Immersion Program: Experiential Learning Leads to Lasting Educational Benefits

ERIC Educational Resources Information Center

Handler, Alex; Duncan, Kanesa

2006-01-01

High school students (n = 45) participated in a 5-day research immersion study on juvenile scalloped hammerhead sharks in Kaneohe Bay, Oahu, Hawaii. Self-surveys were used to evaluate scientific concepts and skills taught during the program. There was a significant shift in students' perceived level of understanding for all categories of concepts…

Teaching Emerging Diseases: A Strategy for Succeeding with Nonmajors

PubMed Central

FASS, MARION FIELD

2000-01-01

A nonmajors course on emerging diseases served to introduce students to basic concepts in microbiology and to improve scientific literacy. The course used a range of learner-centered approaches to encourage students to take responsibility for their own learning. Evaluations demonstrated both student satisfaction and an increased understanding of important issues in microbiology. PMID:23653535

[The scientific revolution in medicine of second half of XX - early XXI centuries: occurrence of new conceptions about human organism and essence of diseases].

PubMed

Stepin, V S; Zatravkin, S N

2016-01-01

The article presents the results of analysis of works of supreme Russian physiologists and pathologists of XX-XXI centuries. The analysis was applied on the basis concept of structure and dynamics of scientific cognition developed by one o the authors of the present article. The applied analysis permits affirming that during second half of XX-early XXI centuries in medicine occurred and continues to occurring transformations whose character and scope totally corresponds to scientific revolution and occurring and establishing in medicine new conceptions have all signs permitting referring them to post-neoclassic type of scientific rationality.

The anatomic location of the soul from the heart, through the brain, to the whole body, and beyond: a journey through Western history, science, and philosophy.

PubMed

Santoro, Giuseppe; Wood, Mark D; Merlo, Lucia; Anastasi, Giuseppe Pio; Tomasello, Francesco; Germanò, Antonino

2009-10-01

To describe representative Western philosophical, theological, and scientific ideas regarding the nature and location of the soul from the Egyptians to the contemporary period; and to determine the principal themes that have structured the history of the development of the concept of the soul and the implications of the concept of the soul for medical theory and practice. We surveyed the ancient Egyptian, Greek, and Roman periods, the early, Medieval, and late Christian eras, as well as the Renaissance, Enlightenment, and Modern periods to determine the most salient ideas regarding the nature and location of the soul. In the history of Western theological, philosophical, and scientific/medical thought, there exist 2 dominant and, in many respects, incompatible concepts of the soul: one that understands the soul to be spiritual and immortal, and another that understands the soul to be material and mortal. In both cases, the soul has been described as being located in a specific organ or anatomic structure or as pan-corporeal, pervading the entire body, and, in some instances, trans-human and even pan-cosmological. Moreover, efforts to discern the nature and location of the soul have, throughout Western history, stimulated physiological exploration as well as theoretical understanding of human anatomy. The search for the soul has, in other words, led to a deepening of our scientific knowledge regarding the physiological and, in particular, cardiovascular and neurological nature of human beings. In addition, in virtually every period, the concept of the soul has shaped how societies thought about, evaluated, and understood the moral legitimacy of scientific and medical procedures: from performing abortions and autopsies to engaging in stem cell research and genetic engineering. Our work enriches our shared understanding of the soul by describing some of the key formulations regarding the nature and location of the soul by philosophers, theologians, and physicians. In doing so, we are better able to appreciate the significant role that the concept of the soul has played in the development of Western scientific, medical, and spiritual life. Although ideas about the soul have changed significantly throughout Western history, the idea of the soul as being real and essential to one's personhood has been, and remains, pervasive throughout every period of Western history.

Exploring South African High School Teachers' Conceptions of the Nature of Scientific Inquiry: A Case Study

ERIC Educational Resources Information Center

Dudu, Washington T.

2014-01-01

The paper explores conceptions of the nature of scientific inquiry (NOSI) held by five teachers who were purposively and conveniently sampled. Teachers' conceptions of the NOSI were determined using a Probes questionnaire. To confirm teachers' responses, a semi-structured interview was conducted with each teacher. The Probes questionnaire was…

Developing the Ability to Recontextualise Cellular Respiration: An Explorative Study in Recontextualising Biological Concepts

ERIC Educational Resources Information Center

Wierdsma, Menno; Boersma, Kerst Th.; Knippels, Marie-Christine; van Oers, Bert

2016-01-01

In many science education practices, students are expected to develop an understanding of scientific knowledge without being allowed a view of the practices and cultures that have developed and use this knowledge. Therefore, students should be allowed to develop scientific concepts in relation to the contexts in which those concepts are used.…

Analysis of the Educational Implications of the Concept of Scientific Revolutions.

ERIC Educational Resources Information Center

Prather, J. Preston

This paper is based on the work of Thomas Kuhn, a physicist turned philosopher and historian of science. In his book, "The Structure of Scientific Revolution," he posited a new concept of the nature and history of science and strongly criticized the current textbook tradition of science education. This study analyzed Kuhn's concept of…

Evaluation of animal models of neurobehavioral disorders

PubMed Central

van der Staay, F Josef; Arndt, Saskia S; Nordquist, Rebecca E

2009-01-01

Animal models play a central role in all areas of biomedical research. The process of animal model building, development and evaluation has rarely been addressed systematically, despite the long history of using animal models in the investigation of neuropsychiatric disorders and behavioral dysfunctions. An iterative, multi-stage trajectory for developing animal models and assessing their quality is proposed. The process starts with defining the purpose(s) of the model, preferentially based on hypotheses about brain-behavior relationships. Then, the model is developed and tested. The evaluation of the model takes scientific and ethical criteria into consideration. Model development requires a multidisciplinary approach. Preclinical and clinical experts should establish a set of scientific criteria, which a model must meet. The scientific evaluation consists of assessing the replicability/reliability, predictive, construct and external validity/generalizability, and relevance of the model. We emphasize the role of (systematic and extended) replications in the course of the validation process. One may apply a multiple-tiered 'replication battery' to estimate the reliability/replicability, validity, and generalizability of result. Compromised welfare is inherent in many deficiency models in animals. Unfortunately, 'animal welfare' is a vaguely defined concept, making it difficult to establish exact evaluation criteria. Weighing the animal's welfare and considerations as to whether action is indicated to reduce the discomfort must accompany the scientific evaluation at any stage of the model building and evaluation process. Animal model building should be discontinued if the model does not meet the preset scientific criteria, or when animal welfare is severely compromised. The application of the evaluation procedure is exemplified using the rat with neonatal hippocampal lesion as a proposed model of schizophrenia. In a manner congruent to that for improving animal models, guided by the procedure expounded upon in this paper, the developmental and evaluation procedure itself may be improved by careful definition of the purpose(s) of a model and by defining better evaluation criteria, based on the proposed use of the model. PMID:19243583

A Comparison Framework for Reactor Anti-Neutrino Detectors in Near-Field Nuclear Safeguards Applications

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

Mendenhall, M.; Bowden, N.; Brodsky, J.

Electron anti-neutrino ( e) detectors can support nuclear safeguards, from reactor monitoring to spent fuel characterization. In recent years, the scientific community has developed multiple detector concepts, many of which have been prototyped or deployed for specific measurements by their respective collaborations. However, the diversity of technical approaches, deployment conditions, and analysis techniques complicates direct performance comparison between designs. We have begun development of a simulation framework to compare and evaluate existing and proposed detector designs for nonproliferation applications in a uniform manner. This report demonstrates the intent and capabilities of the framework by evaluating four detector design concepts, calculatingmore » generic reactor antineutrino counting sensitivity, and capabilities in a plutonium disposition application example.« less

An exploratory study with preliminary results: The development and evaluation of a Genetics Concept Inventory

NASA Astrophysics Data System (ADS)

Hott, Adam M.

Modern science education reform includes the development of standards and recommendations for content as well as the development and evaluation of pedagogy, but demonstrates limited assessment of student knowledge. Student knowledge assessment is an important factor in measuring the scientific literacy of current students. Concept inventories have been developed and used for the past fourteen years to assess non-science major student conceptual understanding of a content area. Inventories have been developed in the fields of physics, astronomy, chemistry and biology. The development and evaluation of a Genetics Concept Inventory (GCI) is presented here. The reliability estimate of 0.62 is supported by a respected panel of genetics educators' revisions, no significant gender bias, and the ability of junior and senior biology majors to outperform the non-science majors. Pretest/Posttest comparisons show a significant increase in five of six genetics content areas as well as a 9% increase on the overall percent score for the instrument. Although the Genetics Concept Inventory presented here needs further modification and testing, it is the first step in the development of a quality assessment tool for genetics content.

The significance of levels of organization for scientific research: A heuristic approach.

PubMed

Brooks, Daniel S; Eronen, Markus I

2018-04-10

The concept of 'levels of organization' has come under fire recently as being useless for scientific and philosophical purposes. In this paper, we show that 'levels' is actually a remarkably resilient and constructive conceptual tool that can be, and in fact is, used for a variety of purposes. To this effect, we articulate an account of the importance of the levels concept seen in light of its status as a major organizing concept of biology. We argue that the usefulness of 'levels' is best seen in the heuristic contributions the concept makes to treating and structuring scientific problems. We illustrate this with two examples from biological research. Copyright © 2018. Published by Elsevier Ltd.

Concept of computer-assisted clinical diagnostic documentation systems for the practice with the option of later scientific evaluations.

PubMed

Ahlers, M O; Jaeger, D; Jakstat, H A

2010-01-01

Treatment data from practices and specialization centers, especially in the increasingly specialized areas which university clinics do not cover, are very important for evaluating the effectiveness and efficiency of dental examination and treatment methods. In the case of paper-based documentation, the evaluation of these data usually fails because of the cost it entails. With the use of electronic medical records, this expense can be markedly lower, provided the data acquisition and storage is structured accordingly. Since access to sensitive person-related data is simplified considerably by this method, such health data are protected, especially on the European level. Other than generally assumed, this protection is not restricted solely to the confidentiality principle, but also comprises the power of disposition over the data (data protection). The result is that from a legal point of view, the treatment data cannot be readily used for scientific studies, not even by dentists and physicians who have collected the data legally during the course of their therapeutic work. The technical separation of treatment data from the personal data offers a legally acceptable solution to this problem. It must ensure that a later assignment to individual persons will not be feasible at a realistic expense ("effective anonymization"). This article describes the legal and information technology principles and their practical implementation, as illustrated by the concept of a respective compliant IT architecture for the dentaConcept CMD fact diagnostic software. Here, a special export function automatically separates the anonymized treatment data and thus facilitates multicentric studies within an institution and among dental practices.

Amplification of the concept of erroneous meaning in psychodynamic science and in the consulting room.

PubMed

Brookes, Crittenden E

2007-01-01

Previous papers dealt with the concept of psyche as that dynamic field which underlies the subjective experience of mind. A new paradigm, psychodynamic science, was suggested for dealing with subjective data. The venue of the psychotherapeutic consulting room is now brought directly into science, expanding the definition of psychotherapy to include both humanistic and scientific elements. Certain concepts were introduced to amplify this new scientific model, including psyche as hypothetical construct, the concept of meaning as replacement for operational validation in scientific investigation, the synonymity of meaning and insight, and the concept of synchronicity, together with the meaning-connected affect of numinosity. The presence of unhealthy anxiety as the conservative ego attempts to preserve its integrity requires a deeper look at the concept of meaning. This leads to a distinction between meaning and erroneous meaning. The main body of this paper amplifies that distinction, and introduces the concept of intolerance of ambiguity in the understanding of erroneous meanings and their connection with human neurosis.

An Applied-Scientific Approach to Field Assessments - Try It Out - A Field Guide for Practitioners (Une approche scientifique des evaluations de terrain - Essayer le - Un guide de terrain a destination des praticiens)

DTIC Science & Technology

2017-12-01

settings – be it field trials, field experiments, tests or evaluations . This guide is based on experience of the the NATO STO Task Group (HFM-211...practice by the Task Group. Feedback from defence colleges and Training and Evaluation staffs is highly welcomed. ES - 2 STO-TR-HFM-211 Une... evaluation programs have been setup to analyse and demonstrate the added value and effectiveness of new developments such as new operational concepts, new

Surveying Geology Concepts in Education Standards for a Rapidly Changing Global Context

ERIC Educational Resources Information Center

Guffey, Sarah K.; Slater, Stephanie J.; Schleigh, Sharon P.; Slater, Timothy F.; Heyer, Inge

2016-01-01

Internationally much attention is being paid to which of a seemingly endless list of scientific concepts should be taught to schoolchildren to enable them to best participate in the global economy of the 21st Century. In regards to science education, the concepts framing the subject of geology holds exalted status as core scientific principles in…

A Simple Framework for Evaluating Authorial Contributions for Scientific Publications.

PubMed

Warrender, Jeffrey M

2016-10-01

A simple tool is provided to assist researchers in assessing contributions to a scientific publication, for ease in evaluating which contributors qualify for authorship, and in what order the authors should be listed. The tool identifies four phases of activity leading to a publication-Conception and Design, Data Acquisition, Analysis and Interpretation, and Manuscript Preparation. By comparing a project participant's contribution in a given phase to several specified thresholds, a score of up to five points can be assigned; the contributor's scores in all four phases are summed to yield a total "contribution score", which is compared to a threshold to determine which contributors merit authorship. This tool may be useful in a variety of contexts in which a systematic approach to authorial credit is desired.

Integrating scientific argumentation to improve undergraduate writing and learning in a global environmental change course

NASA Astrophysics Data System (ADS)

Kreutz, K. J.; Koffman, B. G.; Trenbath, K. L.

2013-12-01

What makes a good scientific argument? We began ERS201: Global Environmental Change by asking students to reflect on the mechanics of a strong scientific argument. At the same time, we asked them to evaluate global CO2 and sea level data from different time periods in Earth's history to answer the question, 'Is there a relationship between atmospheric CO2 and sea level, and if so, why?' This question formed the theme for the course, a mid-level, inquiry-based class of about 20 students. Each week, students target specific aspects of the climate system through problem sets, which include experimental and laboratory work, basic statistical analyses of paleoclimate datasets, and the development of simple systems models using STELLA software. Every 2-4 weeks, we challenge students to write short (1500 word) data-driven scientific arguments, which require a synthesis of information from their problem sets and from the scientific literature. Students have to develop a clear, testable hypothesis related to each writing prompt, and then make their case using figures they have generated during the weekly problem sets. We evaluate student writing using a rubric that focuses on the structure and clarity of the argument, relevance of the data included, and integration and quality of the graphics, with a lesser emphasis placed on voice and style. In 2013, student scores improved from a median value of 86 × 9% to 94 × 8% over the course of the semester. More importantly, we found that incorporation of scientific argumentation served to increase student understanding of important and sometimes abstract scientific concepts. For example, on pre- and post-course assessments we asked the question, 'What would happen if a significant portion of the sea ice floating in the Arctic Ocean were to melt?' On the pre-assessment, 80% of students said that it would lead to more coastal flooding, while only 20% correctly stated that a decrease in the reflection of solar energy would lead to warmer average global temperatures. On the post-assessment, nearly half of the respondents who originally had selected the sea level answer had switched to the correct response. Student understanding of climate-related concepts improved even if we did not explicitly teach a given subject. Thus, our approach challenged students to go beyond analyzing and interpreting data, to the point where they could articulate an argument based on a range of evidence. Students appreciated the challenge: in anonymous course evaluations, six out of fifteen students reported that scientific writing was the most valuable aspect of the course. Overall, we found that incorporating scientific argumentation improved student learning in this course. Here we will present relevant course content, exercises, assessment data, and student feedback to evaluate progress towards our goal of using a written argumentation approach to improving critical thinking, data analysis, and writing skills. We also discuss plans to incorporate peer review into the Spring 2014 course writing curriculum.

Spacelab mission development tests

NASA Technical Reports Server (NTRS)

Dalton, B. P.

1978-01-01

The paper describes Spacelab Mission Development Test III (SMD III) whose principal scientific objective was to demonstrate the feasibility of conducting biological research in the Life Sciences Spacelab. The test also provided an opportunity to try out several items of Common Operational Research Equipment (CORE) hardware being developed for operational use in Shuttle/Spacelab, such as rodent and primate handling, transportation units, and a 'zero-g' surgical bench. Operational concepts planned for Spacelab were subjected to evaluation, including animal handling procedures, animal logistics, crew selection and training, and a 'remote' ground station concept. It is noted that all the objectives originally proposed for SMD III were accomplished

‘The physics of life,’ an undergraduate general education biophysics course

NASA Astrophysics Data System (ADS)

Parthasarathy, Raghuveer

2015-05-01

Improving the scientific literacy of non-scientists is an important aim, both because of the ever-increasing impact of science on our lives and because understanding science enriches our experience of the natural world. One route to improving scientific literacy is via general education undergraduate courses—i.e. courses for students not majoring in the sciences or engineering. Because it encompasses a variety of important scientific concepts, demonstrates connections between basic science and real-world applications and illustrates the creative ways in which scientific insights develop, biophysics is a useful subject with which to promote scientific literacy. I describe here a course on biophysics for non-science-major undergraduates recently developed at the University of Oregon (Eugene, OR, USA), noting its design, which spans both macroscopic and microscopic topics, and the specific content of a few of its modules. I also describe evidence-based pedagogical approaches adopted in teaching the course and aspects of course enrollment and evaluation.

Nature of Science and Science Content Learning: The Relation between Students' Nature of Science Understanding and Their Learning about the Concept of Energy

ERIC Educational Resources Information Center

Michel, Hanno; Neumann, Irene

2016-01-01

Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a…

Students' Conceptions about Climate Change: Using Critical Evaluation to Influence Plausibility Reappraisals and Knowledge Reconstruction

ERIC Educational Resources Information Center

Lombardi, Douglas Adler

2012-01-01

The Intergovernmental Panel on Climate Change (2007) reported a greater than 90% chance that human activities are responsible for global temperature increases over the last 50 years, as well as other climatic changes. The scientific report also states that alternative explanations (e.g., increasing energy received from the Sun) are less plausible…

Fear of (Serious) Digital Games and Game-Based Learning?: Causes, Consequences and a Possible Countermeasure

ERIC Educational Resources Information Center

Bosche, Wolfgang; Kattner, Florian

2011-01-01

Digital games and their power as a tool for acquiring knowledge, training skills and changing behavior are--for some laymen--associated with rather negative concepts, and are thought to pose a general health risk. This paper shortly reviews and evaluates the scientific evidence for both positive and negative outcomes. It describes how particularly…

Analysis of theoretical knowledge and the practice of science among Brazilian otorhinolaryngologists.

PubMed

Mendonça, Vitor Rosa Ramos de; Alcântara, Thiago; Andrade, Nilvano; Andrade, Bruno Bezerril; Barral-Netto, Manoel; Boaventura, Viviane

2013-08-01

Physicians from all medical specialties are required to understand the principles of science and to interpret medical literature. Yet, the levels of theoretical and practical knowledge held by Brazilian otorhinolaryngologists has not been evaluated to date. To assess the background and level of scientific knowledge of Brazilian otorhinolaryngologists. Participants of two national ENT meetings were invited to answer a questionnaire to assess scientific practice and knowledge. This study included 73 medical doctors (52% otorhinolaryngologists and 38% residents) aged between 18 and 65 years. About two-thirds have been involved in some form of scientific activity during undergraduate education and/or reported to have written at least one scientific paper. Physicians who took part in research projects felt better prepared to interpret scientific papers and carry out research projects (p = 0.0103 and p = 0.0240, respectively). Respondents who claimed to have participated in research or to have written papers had higher scores on theoretical scientific concepts (p = 0.0101 and p = 0.0103, respectively). However, the overall rate of right answers on questions regarding scientific knowledge was 46.1%. Therefore, a deficiency was observed in the scientific education of Brazilian otorhinolaryngologists. Such deficiency may be mitigated through participation in research.

Popper's Fallibilism.

ERIC Educational Resources Information Center

Perkinson, Henry

1978-01-01

Describes the theories of Karl Popper regarding scientific knowledge and scientific methodology; tells how the Popper-Darwinian theory of growth of knowledge offers an alternative nonauthoritarian conception of the educational process, and thus an alternative conception of the functions of the teacher and the school. (GT)

The development of scientific thinking in elementary school: a comprehensive inventory.

PubMed

Koerber, Susanne; Mayer, Daniela; Osterhaus, Christopher; Schwippert, Knut; Sodian, Beate

2015-01-01

The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8-, 9-, 10-year-olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66-item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Teachers' Integration of Scientific and Engineering Practices in Primary Classrooms

NASA Astrophysics Data System (ADS)

Merritt, Eileen G.; Chiu, Jennie; Peters-Burton, Erin; Bell, Randy

2017-06-01

The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students' development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.

Golden rice: scientific, regulatory and public information processes of a genetically modified organism.

PubMed

Moghissi, A Alan; Pei, Shiqian; Liu, Yinzuo

2016-01-01

Historically, agricultural development evolved in three phases. During the first phase the plants were selected on the basis of the availability of a plant with desirable properties at a specific location. The second phase provided the agricultural community with crossbreeding plants to achieve improvement in agricultural production. The evolution of biological knowledge has provided the ability to genetically engineer (GE) crops, one of the key processes within genetically modified organisms (GMO). This article uses golden rice, a species of transgenic Asian rice which contains a precursor of vitamin A in the edible part of the plant as an example of GE/GMO emphasizing Chinese experience in agricultural evolution. It includes a brief review of agricultural evolution to be followed by a description of golden rice development. Golden rice was created as a humanitarian project and has received positive comments by the scientific community and negative voices from certain environmental groups. In this article, we use the Best Available Science (BAS) Concept and Metrics for Evaluation of Scientific Claims (MESC) derived from it to evaluate claims and counter claims on scientific aspects of golden rice. This article concludes that opposition to golden rice is based on belief rather than any of its scientifically derived nutritional, safety or environmental properties.

Avengers Assemble! Using pop-culture icons to communicate science

PubMed Central

2014-01-01

Engaging communication of complex scientific concepts with the general public requires more than simplification. Compelling, relevant, and timely points of linkage between scientific concepts and the experiences and interests of the general public are needed. Pop-culture icons such as superheroes can represent excellent opportunities for exploring scientific concepts in a mental “landscape” that is comfortable and familiar. Using an established icon as a familiar frame of reference, complex scientific concepts can then be discussed in a more accessible manner. In this framework, scientists and the general public use the cultural icon to occupy a commonly known performance characteristic. For example, Batman represents a globally recognized icon who represents the ultimate response to exercise and training. The physiology that underlies Batman's abilities can then be discussed and explored using real scientific examples that highlight truths and fallacies contained in the presentation of pop-culture icons. Critically, it is not important whether the popular representation of the icon shows correct science because the real science can be revealed in discussing the character through this lens. Scientists and educators can then use these icons as foils for exploring complex ideas in a context that is less threatening and more comfortable for the target audience. A “middle-ground hypothesis” for science communication is proposed in which pop-culture icons are used to exploring scientific concepts in a bridging mental landscape that is comfortable and familiar. This approach is encouraged for communication with all nonscientists regardless of age. PMID:25039082

Avengers Assemble! Using pop-culture icons to communicate science.

PubMed

Zehr, E Paul

2014-06-01

Engaging communication of complex scientific concepts with the general public requires more than simplification. Compelling, relevant, and timely points of linkage between scientific concepts and the experiences and interests of the general public are needed. Pop-culture icons such as superheroes can represent excellent opportunities for exploring scientific concepts in a mental “landscape” that is comfortable and familiar. Using an established icon as a familiar frame of reference, complex scientific concepts can then be discussed in a more accessible manner. In this framework, scientists and the general public use the cultural icon to occupy a commonly known performance characteristic. For example, Batman represents a globally recognized icon who represents the ultimate response to exercise and training. The physiology that underlies Batman’s abilities can then be discussed and explored using real scientific examples that highlight truths and fallacies contained in the presentation of pop-culture icons. Critically, it is not important whether the popular representation of the icon shows correct science because the real science can be revealed in discussing the character through this lens. Scientists and educators can then use these icons as foils for exploring complex ideas in a context that is less threatening and more comfortable for the target audience. A “middle-ground hypothesis” for science communication is proposed in which popculture icons are used to exploring scientific concepts in a bridging mental landscape that is comfortable and familiar. This approach is encouraged for communication with all nonscientists regardless of age.

The trajectory of scientific discovery: concept co-occurrence and converging semantic distance.

PubMed

Cohen, Trevor; Schvaneveldt, Roger W

2010-01-01

The paradigm of literature-based knowledge discovery originated by Swanson involves finding meaningful associations between terms or concepts that have not occurred together in any previously published document. While several automated approaches have been applied to this problem, these generally evaluate the literature at a point in time, and do not evaluate the role of change over time in distributional statistics as an indicator of meaningful implicit associations. To address this issue, we develop and evaluate Symmetric Random Indexing (SRI), a novel variant of the Random Indexing (RI) approach that is able to measure implicit association over time. SRI is found to compare favorably to existing RI variants in the prediction of future direct co-occurrence. Summary statistics over several experiments suggest a trend of converging semantic distance prior to the co-occurrence of key terms for two seminal historical literature-based discoveries.

Medium Earth Orbit Scatterometer (MEOScat) Concept Phase Study

NASA Technical Reports Server (NTRS)

Spencer, Michael W.

2004-01-01

In this report, advanced scatterometer concept options to operate in the post-SeaWinds era are examined. In order to meet the future requirements of scientific and operational users, a variety of scatterometer systems capable of producing improved wind vector products are evaluated. Special emphasis is placed on addressing concept options that operate at higher altitudes in order to improve the temporal revisit time. A preliminary set of generalized wind measurement goals designed to meet the future needs of both scientific and operational communities is put forth. Geophysically based measurement constraints (such as allowable carrier frequencies and measurement incidence angles) are identified. It was found that a potential key constraint at higher satellite altitudes is the longer time required to make all of the azimuth measurements. The revisit and coverage characteristics of a variety of platform orbits throughout the MEO range is studied in detail, and a discussion of the associated increase in radiation is presented. The "trade space" of scatterometer architectures and design options, along with associated advantages and disadvantages, is described for mission options in the MEO range. Finally, key technology studies that will enable further development of a MEO scatterometer mission are identified.

Design and integration of a problem-based biofabrication course into an undergraduate biomedical engineering curriculum.

PubMed

Raman, Ritu; Mitchell, Marlon; Perez-Pinera, Pablo; Bashir, Rashid; DeStefano, Lizanne

2016-01-01

The rapidly evolving discipline of biological and biomedical engineering requires adaptive instructional approaches that teach students to target and solve multi-pronged and ill-structured problems at the cutting edge of scientific research. Here we present a modular approach to designing a lab-based course in the emerging field of biofabrication and biological design, leading to a final capstone design project that requires students to formulate and test a hypothesis using the scientific method. Students were assessed on a range of metrics designed to evaluate the format of the course, the efficacy of the format for teaching new topics and concepts, and the depth of the contribution this course made to students training for biological engineering careers. The evaluation showed that the problem-based format of the course was well suited to teaching students how to use the scientific method to investigate and uncover the fundamental biological design rules that govern the field of biofabrication. We show that this approach is an efficient and effective method of translating emergent scientific principles from the lab bench to the classroom and training the next generation of biological and biomedical engineers for careers as researchers and industry practicians.

Scientific foundation of regulating ionizing radiation: application of metrics for evaluation of regulatory science information.

PubMed

Moghissi, A Alan; Gerraa, Vikrham Kumar; McBride, Dennis K; Swetnam, Michael

2014-11-01

This paper starts by describing the historical evolution of assessment of biologic effects of ionizing radiation leading to the linear non-threshold (LNT) system currently used to regulate exposure to ionizing radiation. The paper describes briefly the concept of Best Available Science (BAS) and Metrics for Evaluation of Scientific Claims (MESC) derived for BAS. It identifies three phases of regulatory science consisting of the initial phase, when the regulators had to develop regulations without having the needed scientific information; the exploratory phase, when relevant tools were developed; and the standard operating phase, when the tools were applied to regulations. Subsequently, an attempt is made to apply the BAS/MESC system to various stages of LNT. This paper then compares the exposure limits imposed by regulatory agencies and also compares them with naturally occurring radiation at several cities. Controversies about LNT are addressed, including judgments of the U.S. National Academies and their French counterpart. The paper concludes that, based on the BAS/MESC system, there is no disagreement between the two academies on the scientific foundation of LNT; instead, the disagreement is based on their judgment or speculation.

More than a Picture: Helping Undergraduates Learn to Communicate through Scientific Images

PubMed Central

Watson, Fiona L.

2008-01-01

Images are powerful means of communicating scientific results; a strong image can underscore an experimental result more effectively than any words, whereas a poor image can readily undermine a result or conclusion. Developmental biologists rely extensively on images to compare normal versus abnormal development and communicate their results. Most undergraduate lab science courses do not actively teach students skills to communicate effectively through images. To meet this need, we developed a series of image portfolio assignments and imaging workshops in our Developmental Biology course to encourage students to develop communication skills using images. The improvements in their images over the course of the semester were striking, and on anonymous course evaluations, 73% of students listed imaging skills as the most important skill or concept they learned in the course. The image literacy skills acquired through simple lab assignments and in-class workshops appeared to stimulate confidence in the student's own evaluations of current scientific literature to assess research conclusions. In this essay, we discuss our experiences and methodology teaching undergraduates the basic criteria involved in generating images that communicate scientific content and provide a road map for integrating this curriculum into any upper-level biology laboratory course. PMID:18316805

Scientific reasoning profile of junior secondary school students on the concept of static fluid

NASA Astrophysics Data System (ADS)

Mariana, N.; Siahaan, P.; Utari, S.

2018-05-01

Scientific reasoning is one of the most important ability. This study aims to determine the profile of scientific reasoning of junior high school students about the concept of static fluid. This research uses a descriptive method with a quantitative approach to get an idea about the scientific reasoning of One Roof Junior Secondary School Student Kotabaru Reteh in Riau. The technique of collecting data is done by test of scientific reasoning. Scientific reasoning capability refers to Furtak’s EBR (Evidence Based Reasoning) scientific reasoning indicator that contains the components of claims, data, evidence, and rules. The result obtained on each element of scientific reasoning is 35% claim, 23% data, 21% evidence and 17% rule. The conclusions of this research that scientific reasoning of Satu Atap Junior Secondary School student Kotabaru Reteh, Riau Province still in the low category.

Development of a representational conceptual evaluation in the first law of thermodynamics

NASA Astrophysics Data System (ADS)

Sriyansyah, S. P.; Suhandi, A.

2016-08-01

As part of an ongoing research to investigate student consistency in understanding the first law of thermodynamics, a representational conceptual evaluation (RCET) has been developed to assess student conceptual understanding, representational consistency, and scientific consistency in the introductory physics course. Previous physics education research findings were used to develop the test. RCET items were 30 items which designed as an isomorphic multiple-choice test with three different representations concerning the concept of work, heat, first law of thermodynamics, and its application in the thermodynamic processes. Here, we present preliminary measures of the validity and reliability of the instrument, including the classical test statistics. This instrument can be used to measure the intended concept in the first law of thermodynamics and it will give the consistent results with the ability to differentiate well between high-achieving students and low-achieving students and also students at different level. As well as measuring the effectiveness of the learning process in the concept of the first law of thermodynamics.

The use of a four-tier wave diagnostic instrument to measure the scientific literacy among students in SMA Negeri 2 Karanganyar

NASA Astrophysics Data System (ADS)

Krisdiana, A.; Aminah, N. S.; Nurosyid, F.

2018-03-01

This study aims to investigate the scientific literacy among 12th grade science students in SMA Negeri 2 Karanganyar. The instrument used is a four-tier wave diagnostic instrument. This instrument was originally used to diagnose students’ conceptions about nature and propagation of waves. This study using quantitative descriptive method. The diagnostic results based on dominant students’ answers show the lack of knowledge percentage of 14.3%-77.1%, alternative conceptions percentage 0%-60%, scientific conceptions percentage 0%-65.7%. Lack of knowledge indicated when there is doubt about at least one tier of the student’s answer. The results of the research shows that the students’ dominant scientific literacy is in the nominal literacy category with the percentage of 22.9% - 91.4%, the functional literacy with the percentage 2.86% - 28.6%, and the conceptual/procedural literacy category with the percentage 0% - 65.7%. Description level of nominal literacy in context of the current study is student have alternative conceptions and lack of knowledge. Student recognize the scientific terms, but is not capable to justify this term.

77 FR 5032 - National Cancer Institute; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-01

... Initiatives; RFA and RFP Concept Reviews; and Scientific Presentations. Place: National Institutes of Health... Group(s); and Budget Presentations; Reports of Special Initiatives; RFA and RFP Concept Reviews; and Scientific Presentations. Place: National Institutes of Health, Building 31, 31 Center Drive, 6th Floor, Conf...

Can an Analysis of the Contrast Between pre-Galilean and Newtonian Theoretical Frameworks Help Students Develop a Scientific Mindset

NASA Astrophysics Data System (ADS)

Kalman, Calvin S.; Aulls, Mark W.

This study examines a course in which students use two writing activities and collaborative group activities to examine the conceptual structure of the calculus-based introductory Physics course. Students are presented with two alternative frameworks; pre-Galilean Physics and Newtonian Physics. The idea of the course design is that students would at first view the frameworks almost in a theatrical sense as a view of a drama involving a conflict of actors;Aristotle, Galileo, Newton and others occurring a long time ago. As participants passing through a series of interventions, the students become aware that the frameworks relate concepts from different parts of the course and learn to evaluate the two alternative frameworks. They develop a scientific mindset changing their outlook on the course material from the viewpoint that it consists of a tool kit of assorted practices, classified according to problem type, to the viewpoint that it comprises a connected structure of concepts.

Field Test to Evaluate Deep Borehole Disposal.

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

Hardin, Ernest; Brady, Patrick Vane.; Clark, Andrew Jordan

The U.S. Department of Energy (DOE) has embarked on the Deep Borehole Field Test (DBFT), which will investigate whether conditions suitable for disposal of radioactive waste can be found at a depth of up to 5 km in the earth’s crust. As planned, the DBFT will demonstrate drilling and construction of two boreholes, one for initial scientific characterization, and the other at a larger diameter such as could be appropriate for waste disposal (the DBFT will not involve radioactive waste). A wide range of geoscience activities is planned for the Characterization Borehole, and an engineering demonstration of test package emplacementmore » and retrieval is planned for the larger Field Test Borehole. Characterization activities will focus on measurements and samples that are important for evaluating the long-term isolation capability of the Deep Borehole Disposal (DBD) concept. Engineering demonstration activities will focus on providing data to evaluate the concept’s operational safety and practicality. Procurement of a scientifically acceptable DBFT site and a site management contractor is now underway. The concept of deep borehole disposal (DBD) for radioactive wastes is not new. It was considered by the National Academy of Science (NAS 1957) for liquid waste, studied in the 1980’s in the U.S. (Woodward–Clyde 1983), and has been evaluated by European waste disposal R&D programs in the past few decades (for example, Grundfelt and Crawford 2014; Grundfelt 2010). Deep injection of wastewater including hazardous wastes is ongoing in the U.S. and regulated by the Environmental Protection Agency (EPA 2001). The DBFT is being conducted with a view to use the DBD concept for future disposal of smaller-quantity, DOE-managed wastes from nuclear weapons production (i.e., Cs/Sr capsules and granular solid wastes). However, the concept may also have broader applicability for nations that have a need to dispose of limited amounts of spent fuel from nuclear power reactors. For such nations the cost for disposing of volumetrically limited waste streams could be lower than mined geologic repositories.« less

Investigating Assessment Bias for Constructed Response Explanation Tasks: Implications for Evaluating Performance Expectations for Scientific Practice

NASA Astrophysics Data System (ADS)

Federer, Meghan Rector

Assessment is a key element in the process of science education teaching and research. Understanding sources of performance bias in science assessment is a major challenge for science education reforms. Prior research has documented several limitations of instrument types on the measurement of students' scientific knowledge (Liu et al., 2011; Messick, 1995; Popham, 2010). Furthermore, a large body of work has been devoted to reducing assessment biases that distort inferences about students' science understanding, particularly in multiple-choice [MC] instruments. Despite the above documented biases, much has yet to be determined for constructed response [CR] assessments in biology and their use for evaluating students' conceptual understanding of scientific practices (such as explanation). Understanding differences in science achievement provides important insights into whether science curricula and/or assessments are valid representations of student abilities. Using the integrative framework put forth by the National Research Council (2012), this dissertation aimed to explore whether assessment biases occur for assessment practices intended to measure students' conceptual understanding and proficiency in scientific practices. Using a large corpus of undergraduate biology students' explanations, three studies were conducted to examine whether known biases of MC instruments were also apparent in a CR instrument designed to assess students' explanatory practice and understanding of evolutionary change (ACORNS: Assessment of COntextual Reasoning about Natural Selection). The first study investigated the challenge of interpreting and scoring lexically ambiguous language in CR answers. The incorporation of 'multivalent' terms into scientific discourse practices often results in statements or explanations that are difficult to interpret and can produce faulty inferences about student knowledge. The results of this study indicate that many undergraduate biology majors frequently incorporate multivalent concepts into explanations of change, resulting in explanatory practices that were scientifically non-normative. However, use of follow-up question approaches was found to resolve this source of bias and thereby increase the validity of inferences about student understanding. The second study focused on issues of item and instrument structure, specifically item feature effects and item position effects, which have been shown to influence measures of student performance across assessment tasks. Results indicated that, along the instrument item sequence, items with similar surface features produced greater sequencing effects than sequences of items with dissimilar surface features. This bias could be addressed by use of a counterbalanced design (i.e., Latin Square) at the population level of analysis. Explanation scores were also highly correlated with student verbosity, despite verbosity being an intrinsically trivial aspect of explanation quality. Attempting to standardize student response length was one proposed solution to the verbosity bias. The third study explored gender differences in students' performance on constructed-response explanation tasks using impact (i.e., mean raw scores) and differential item function (i.e., item difficulties) patterns. While prior research in science education has suggested that females tend to perform better on constructed-response items, the results of this study revealed no overall differences in gender achievement. However, evaluation of specific item features patterns suggested that female respondents have a slight advantage on unfamiliar explanation tasks. That is, male students tended to incorporate fewer scientifically normative concepts (i.e., key concepts) than females for unfamiliar taxa. Conversely, females tended to incorporate more scientifically non-normative ideas (i.e., naive ideas) than males for familiar taxa. Together these results indicate that gender achievement differences for this CR instrument may be a result of differences in how males and females interpret and respond to combinations of item features. Overall, the results presented in the subsequent chapters suggest that as science education shifts toward the evaluation of fused scientific knowledge and practice (e.g., explanation), it is essential that educators and researchers investigate potential sources of bias inherent to specific assessment practices. This dissertation revealed significant sources of CR assessment bias, and provided solutions to address these problems.

Advanced Communications Architecture Demonstration Made Significant Progress

NASA Technical Reports Server (NTRS)

Carek, David Andrew

2004-01-01

Simulation for a ground station located at 44.5 deg latitude. The Advanced Communications Architecture Demonstration (ACAD) is a concept architecture to provide high-rate Ka-band (27-GHz) direct-to-ground delivery of payload data from the International Space Station. This new concept in delivering data from the space station targets scientific experiments that buffer data onboard. The concept design provides a method to augment the current downlink capability through the Tracking Data Relay Satellite System (TDRSS) Ku-band (15-GHz) communications system. The ACAD concept pushes the limits of technology in high-rate data communications for space-qualified systems. Research activities are ongoing in examining the various aspects of high-rate communications systems including: (1) link budget parametric analyses, (2) antenna configuration trade studies, (3) orbital simulations (see the preceding figure), (4) optimization of ground station contact time (see the following graph), (5) processor and storage architecture definition, and (6) protocol evaluations and dependencies.

Effects of '"Environmental Chemistry" Elective Course via Technology-Embedded Scientific Inquiry Model on Some Variables

ERIC Educational Resources Information Center

Çalik, Muammer; Özsevgeç, Tuncay; Ebenezer, Jazlin; Artun, Hüseyin; Küçük, Zeynel

2014-01-01

The purpose of this study is to examine the effects of "environmental chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge…

Mikhail Geraskov (1874-1957): Methodological Concepts of Learning Physics

ERIC Educational Resources Information Center

Ilieva, Mariyana

2014-01-01

Mikhail Geraskov is a distinguished Bulgarian educator from the first half of the twentieth century, who developed the scientific foundations of didactics and methodology of training. His work contributed a lot to the development of the Bulgarian pedagogy. The subject of scientific research is didactical conceptions and methodological conceptions…

Avengers Assemble! Using Pop-Culture Icons to Communicate Science

ERIC Educational Resources Information Center

Zehr, E. Paul

2014-01-01

Engaging communication of complex scientific concepts with the general public requires more than simplification. Compelling, relevant, and timely points of linkage between scientific concepts and the experiences and interests of the general public are needed. Pop-culture icons such as superheroes can represent excellent opportunities for exploring…

"Clicking through" or Learning Concepts

ERIC Educational Resources Information Center

Stidwell, Peter

2005-01-01

The author has developed an innovative science website resource that also shows how engineers use science. As well as addressing scientific facts and concepts, the resource also engages children in the process of scientific enquiry, using graph tools and data interpretation. Part of the resource helps children to understand that much of what they…

Conceptual Level of Understanding about Sound Concept: Sample of Fifth Grade Students

ERIC Educational Resources Information Center

Bostan Sarioglan, Ayberk

2016-01-01

In this study, students' conceptual change processes related to the sound concept were examined. Study group was comprises of 325 fifth grade middle school students. Three multiple-choice questions were used as the data collection tool. At the data analysis process "scientific response", "scientifically unacceptable response"…

Conceptions of Traditional Cosmological Ideas among Literate and Nonliterate Nigerians.

ERIC Educational Resources Information Center

Ogunniyi, M. B.

1987-01-01

Examines the nature of selected traditional cosmological concepts among literate and nonliterate Nigerians. Findings indicate that the respondents, regardless of their status, hold both scientific and traditional notions of the universe. A preference for a scientific world view was evidenced by those who experienced a history/philosophy of science…

Intertextual learning strategy with guided inquiry on solubility equilibrium concept to improve the student’s scientific processing skills

NASA Astrophysics Data System (ADS)

Wardani, K. U.; Mulyani, S.; Wiji

2018-04-01

The aim of this study was to develop intertextual learning strategy with guided inquiry on solubility equilibrium concept to enhance student’s scientific processing skills. This study was conducted with consideration of some various studies which found that lack of student’s process skills in learning chemistry was caused by learning chemistry is just a concept. The method used in this study is a Research and Development to generate the intertextual learning strategy with guided inquiry. The instruments used in the form of sheets validation are used to determine the congruence of learning activities by step guided inquiry learning and scientific processing skills with aspects of learning activities. Validation results obtained that the learning activities conducted in line with aspects of indicators of the scientific processing skills.

Facilitating Stewardship of scientific data through standards based workflows

NASA Astrophysics Data System (ADS)

Bastrakova, I.; Kemp, C.; Potter, A. K.

2013-12-01

There are main suites of standards that can be used to define the fundamental scientific methodology of data, methods and results. These are firstly Metadata standards to enable discovery of the data (ISO 19115), secondly the Sensor Web Enablement (SWE) suite of standards that include the O&M and SensorML standards and thirdly Ontology that provide vocabularies to define the scientific concepts and relationships between these concepts. All three types of standards have to be utilised by the practicing scientist to ensure that those who ultimately have to steward the data stewards to ensure that the data can be preserved curated and reused and repurposed. Additional benefits of this approach include transparency of scientific processes from the data acquisition to creation of scientific concepts and models, and provision of context to inform data use. Collecting and recording metadata is the first step in scientific data flow. The primary role of metadata is to provide details of geographic extent, availability and high-level description of data suitable for its initial discovery through common search engines. The SWE suite provides standardised patterns to describe observations and measurements taken for these data, capture detailed information about observation or analytical methods, used instruments and define quality determinations. This information standardises browsing capability over discrete data types. The standardised patterns of the SWE standards simplify aggregation of observation and measurement data enabling scientists to transfer disintegrated data to scientific concepts. The first two steps provide a necessary basis for the reasoning about concepts of ';pure' science, building relationship between concepts of different domains (linked-data), and identifying domain classification and vocabularies. Geoscience Australia is re-examining its marine data flows, including metadata requirements and business processes, to achieve a clearer link between scientific data acquisition and analysis requirements and effective interoperable data management and delivery. This includes participating in national and international dialogue on development of standards, embedding data management activities in business processes, and developing scientific staff as effective data stewards. Similar approach is applied to the geophysical data. By ensuring the geophysical datasets at GA strictly follow metadata and industry standards we are able to implement a provenance based workflow where the data is easily discoverable, geophysical processing can be applied to it and results can be stored. The provenance based workflow enables metadata records for the results to be produced automatically from the input dataset metadata.

Creating Critical Consumers of Health and Science News: Teaching Science to the Non-Scientist Using Newsworthy Topics in the Life Sciences.

PubMed

Coderre, Raymond W; Uekermann, Kristen A; Choi, Youngeun; Anderson, William J

2016-03-01

Scientists constantly make groundbreaking discoveries, some of which receive attention from the press. We designed a course intended for a lay audience that provides the scientific background to appreciate these reports more fully. We discuss three topics in the life sciences: stem cells, cancer, and infectious disease. The course is structured to blend relevant scientific background and evaluation of primary literature with the coverage of these advances by the media and popular press. In short, lectures emphasize exposure to basic biological concepts and tools as a means of informing understanding of prominent biological questions of public interest. The overall goal of the course is not only to expose students to the media's coverage of scientific progress, but also to hone their critical thinking skills to distinguish hope from hype.

Concept Maps for Improved Science Reasoning and Writing: Complexity Isn’t Everything

PubMed Central

Dowd, Jason E.; Duncan, Tanya; Reynolds, Julie A.

2015-01-01

A pervasive notion in the literature is that complex concept maps reflect greater knowledge and/or more expert-like thinking than less complex concept maps. We show that concept maps used to structure scientific writing and clarify scientific reasoning do not adhere to this notion. In an undergraduate course for thesis writers, students use concept maps instead of traditional outlines to define the boundaries and scope of their research and to construct an argument for the significance of their research. Students generate maps at the beginning of the semester, revise after peer review, and revise once more at the end of the semester. Although some students revised their maps to make them more complex, a significant proportion of students simplified their maps. We found no correlation between increased complexity and improved scientific reasoning and writing skills, suggesting that sometimes students simplify their understanding as they develop more expert-like thinking. These results suggest that concept maps, when used as an intervention, can meet the varying needs of a diverse population of student writers. PMID:26538388

Is risk analysis scientific?

PubMed

Hansson, Sven Ove; Aven, Terje

2014-07-01

This article discusses to what extent risk analysis is scientific in view of a set of commonly used definitions and criteria. We consider scientific knowledge to be characterized by its subject matter, its success in developing the best available knowledge in its fields of study, and the epistemic norms and values that guide scientific investigations. We proceed to assess the field of risk analysis according to these criteria. For this purpose, we use a model for risk analysis in which science is used as a base for decision making on risks, which covers the five elements evidence, knowledge base, broad risk evaluation, managerial review and judgment, and the decision; and that relates these elements to the domains experts and decisionmakers, and to the domains fact-based or value-based. We conclude that risk analysis is a scientific field of study, when understood as consisting primarily of (i) knowledge about risk-related phenomena, processes, events, etc., and (ii) concepts, theories, frameworks, approaches, principles, methods and models to understand, assess, characterize, communicate, and manage risk, in general and for specific applications (the instrumental part). © 2014 Society for Risk Analysis.

Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry

ERIC Educational Resources Information Center

Grooms, Jonathon; Enderle, Patrick; Sampson, Victor

2015-01-01

Scientific argumentation is an essential activity for the development and refinement of scientific knowledge. Additionally, fostering argumentation related to scientific concepts can help students engage in a variety of essential scientific practices and enhance their science content knowledge. With the increasing prevalence and emphasis on…

Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

ERIC Educational Resources Information Center

Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

2013-01-01

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with…

Does Teaching Sequence Matter When Teaching High School Chemistry with Scientific Visualisations?

ERIC Educational Resources Information Center

Fogarty, Ian; Geelan, David; Mukherjee, Michelle

2012-01-01

Five Canadian high school Chemistry classes in one school, taught by three different teachers, studied the concepts of dynamic chemical equilibria and Le Chatelier's Principle. Some students received traditional teacher-led explanations of the concept first and used an interactive scientific visualisation second, while others worked with the…

Learning Gains for Core Concepts in a Serious Game on Scientific Reasoning

ERIC Educational Resources Information Center

Forsyth, Carol; Pavlik, Philip, Jr.; Graesser, Arthur C.; Cai, Zhiqiang; Germany, Mae-lynn; Millis, Keith; Dolan, Robert P.; Butler, Heather; Halpern, Diane

2012-01-01

"OperationARIES!" is an Intelligent Tutoring System that teaches scientific inquiry skills in a game-like atmosphere. Students complete three different training modules, each with natural language conversations, in order to acquire deep-level knowledge of 21 core concepts of research methodology (e.g., correlation does not mean…

The Tentativeness of Scientific Theories: Conceptions of Pre-Service Science Teachers

ERIC Educational Resources Information Center

Jain, Jasmine; Abdullah, Nabilah; Lim, Beh Kian

2014-01-01

The recognition of sound understanding of Nature of Science (NOS) in promoting scientific literacy among individuals has heightened the need to probe NOS conceptions among various groups. However, the nature of quantitative studies in gauging NOS understanding has left the understanding on few NOS aspects insufficiently informed. This paper aimed…

Thinking like a Scientist: Innateness as a Case Study

ERIC Educational Resources Information Center

Knobe, Joshua; Samuels, Richard

2013-01-01

The concept of innateness appears in systematic research within cognitive science, but it also appears in less systematic modes of thought that long predate the scientific study of the mind. The present studies therefore explore the relationship between the properly scientific uses of this concept and its role in ordinary folk understanding.…

Award for Distinguished Scientific Contributions: Susan E. Carey

ERIC Educational Resources Information Center

American Psychologist, 2009

2009-01-01

Susan E. Carey, winner of the 2009 Award for Distinguished Scientific Contributions, is cited for groundbreaking studies of the nature of concepts and conceptual change. Her research deepens understanding of the development of concepts, and of the belief systems in which they are embedded, over human childhood, over the history of science, and…

Kindergarten and Primary School Children's Everyday, Synthetic, and Scientific Concepts of Clouds and Rainfall

ERIC Educational Resources Information Center

Malleus, Elina; Kikas, Eve; Marken, Tiivi

2017-01-01

The purpose of this research was to explore children's understandings of everyday, synthetic and scientific concepts to enable a description of how abstract, verbally taught material relates to previous experience-based knowledge and the consistency of understanding about cloud formation. This study examined the conceptual understandings of cloud…

What's Natural about Nature? Deceptive Concepts in Socio-Scientific Decision-Making

ERIC Educational Resources Information Center

Lindahl, Mats Gunnar; Linder, Cedric

2015-01-01

The conflicts between nature and nurture are brought to the fore and challenges socio-scientific decision-making in science education. The multitude of meanings of these concepts and their roles in societal discourses can impede students' development of understanding for different perspectives, e.g. on gene technology. This study problematizes…

Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences

ERIC Educational Resources Information Center

Marks, Ralf; Eilks, Ingo

2009-01-01

This paper revisits the discussion about the objectives of scientific literacy-oriented chemistry teaching, its connection to the German concept of "Allgemeinbildung", and the debate of "science through education" vs. "education through science". About 10 years ago the sociocritical and problem-oriented approach to…

Assessment of Intelligent Tutoring Systems Technologies and Opportunities (Evaluation et opportunites des technologies des systemes de tutorat intelligents)

DTIC Science & Technology

2018-01-01

His research designs adaptive systems for online content, by integrating research in psychology and education, human- ANNEX A − INTELLIGENT TUTORING...related scientific activities that include systems engineering, operational research and analysis, synthesis, integration and validation of knowledge...System Analysis and Studies Panel • SCI Systems Concepts and Integration Panel • SET Sensors and Electronics Technology Panel These Panels and Group

Mind-to-paper is an effective method for scientific writing.

PubMed

Rosenberg, Jacob; Burcharth, Jakob; Pommergaard, Hans Christian; Danielsen, Anne Kjærgaard

2013-03-01

The problem of initiating the writing process is a well-known phenomenon, especially for young and inexperienced scientists. The purpose of this paper is to present an effective method to overcome this problem and increase writing efficiency among inexperienced scientists. Twelve young scientists within the medical/surgical fields were introduced to the mind-to-paper concept. The first and last article drafts produced by each of the scientists were scored for language complexity (LIX number, Flesch Reading Ease Scale and Gunning Fog), flow, structure, length and use of references; and the results were compared. All participants produced one full article draft during each of the three dictation days. When comparing the first and last article draft regarding time used, no significant difference was detected. In general, the manuscripts were of high quality on all evaluated parameters, but language complexity had increased in the final manuscript. Mind-to-paper dictation for scientific writing is an effective method for production of scientific papers of good initial quality, even when used for the first time by inexperienced scientists. We conclude that practicing this concept produces papers of an adequate language complexity, and that dictation as a writing tool allows for fast transfer of ideas and thoughts to written text. not relevant. not relevant.

A thermal control system for long-term survival of scientific instruments on lunar surface.

PubMed

Ogawa, K; Iijima, Y; Sakatani, N; Otake, H; Tanaka, S

2014-03-01

A thermal control system is being developed for scientific instruments placed on the lunar surface. This thermal control system, Lunar Mission Survival Module (MSM), was designed for scientific instruments that are planned to be operated for over a year in the future Japanese lunar landing mission SELENE-2. For the long-term operations, the lunar surface is a severe environment because the soil (regolith) temperature varies widely from nighttime -200 degC to daytime 100 degC approximately in which space electronics can hardly survive. The MSM has a tent of multi-layered insulators and performs a "regolith mound". Temperature of internal devices is less variable just like in the lunar underground layers. The insulators retain heat in the regolith soil in the daylight, and it can keep the device warm in the night. We conducted the concept design of the lunar survival module, and estimated its potential by a thermal mathematical model on the assumption of using a lunar seismometer designed for SELENE-2. Thermal vacuum tests were also conducted by using a thermal evaluation model in order to estimate the validity of some thermal parameters assumed in the computed thermal model. The numerical and experimental results indicated a sufficient survivability potential of the concept of our thermal control system.

Concept of scientific wildlife conservation and its dissemination

PubMed Central

ZHOU, Xue-Hong; WAN, Xiao-Tong; JIN, Yu-Hui; ZHANG, Wei

2016-01-01

In recent years, wildlife conservation has attracted great public attention. However, substantial distinctions can be found in the prevailing concepts of wildlife conservation, particularly with the recent notion that emphasizes animal rights. Wildlife welfare and wildlife rights are not synonymous, with welfare more compatible with the reasonable and legal utilization of wildlife. The key to scientific wildlife conservation is the appropriate awareness and appreciation of the relationship between wildlife conservation and utilization and the theoretical basis of holism. Nevertheless, rational biases regarding the public’s understanding of wildlife conservation and the spread of information via social media still exist. As such, expansion of the concept of scientific wildlife conservation requires the application of several measures. Wildlife conservation researchers should be regarded as the most important disseminators of scientifically-based information, with education in schools and universities of growing importance. Furthermore, the media should shoulder the social responsibility for the accurate dissemination of conservation information. PMID:27686785

Concept of scientific wildlife conservation and its dissemination.

PubMed

Zhou, Xue-Hong; Wan, Xiao-Tong; Jin, Yu-Hui; Zhang, Wei

2016-09-18

In recent years, wildlife conservation has attracted great public attention. However, substantial distinctions can be found in the prevailing concepts of wildlife conservation, particularly with the recent notion that emphasizes animal rights. Wildlife welfare and wildlife rights are not synonymous, with welfare more compatible with the reasonable and legal utilization of wildlife. The key to scientific wildlife conservation is the appropriate awareness and appreciation of the relationship between wildlife conservation and utilization and the theoretical basis of holism. Nevertheless, rational biases regarding the public's understanding of wildlife conservation and the spread of information via social media still exist. As such, expansion of the concept of scientific wildlife conservation requires the application of several measures. Wildlife conservation researchers should be regarded as the most important disseminators of scientifically-based information, with education in schools and universities of growing importance. Furthermore, the media should shoulder the social responsibility for the accurate dissemination of conservation information.

Kindergarten and Primary School Children's Everyday, Synthetic, and Scientific Concepts of Clouds and Rainfall

NASA Astrophysics Data System (ADS)

Malleus, Elina; Kikas, Eve; Marken, Tiivi

2017-06-01

The purpose of this research was to explore children's understandings of everyday, synthetic and scientific concepts to enable a description of how abstract, verbally taught material relates to previous experience-based knowledge and the consistency of understanding about cloud formation. This study examined the conceptual understandings of cloud formation and rain in kindergarten (age 5-7), second (age 8-9) and fourth (age 10-11) grade children, who were questioned on the basis of structured interview technique. In order to represent consistency in children's answers, three different types of clouds were introduced (a cirrus cloud, a cumulus cloud, and a rain cloud). Our results indicate that children in different age groups gave a similarly high amount of synthetic answers, which suggests the need for teachers to understand the formation process of different misconceptions to better support the learning process. Even children in kindergarten may have conceptions that represent different elements of scientific understanding and misconceptions cannot be considered age-specific. Synthetic understanding was also shown to be more consistent (not depending on cloud type) suggesting that gaining scientific understanding requires the reorganisation of existing concepts, that is time-consuming. Our results also show that the appearance of the cloud influences children's answers more in kindergarten where they mostly related rain cloud formation with water. An ability to create abstract connections between different concepts should also be supported at school as a part of learning new scientific information in order to better understand weather-related processes.

ECETOC Florence workshop on risk assessment of endocrine substances, including the potency concept.

PubMed

Fegert, Ivana

2013-12-16

The European regulation on plant protection products (1107/2009) and the Biocidal Products Regulation (EC Regulation 528/2012) only support the marketing and use of chemicals if they do not cause endocrine disruption in humans or wildlife species. Also, substances with endocrine properties are subject to authorization under the European regulation on the registration, evaluation, authorization and restriction of chemicals (REACH; 1907/2006). Therefore, the regulatory consequences of identifying a substance as an endocrine disrupting chemical are severe. In contrast to that, basic scientific criteria, necessary to define endocrine disrupting properties, are not described in any of these legislative documents. Thus, the European Center for Ecotoxicology and Toxicology of Chemicals (ECETOC) established a task force to provide scientific criteria for the identification and assessment of chemicals with endocrine disrupting properties that may be used within the context of these three legislative texts (ECETOC, 2009a). In 2009, ECETOC introduced a scientific framework as a possible concept for identifying endocrine disrupting properties within a regulatory context (ECETOC, 2009b; Bars et al., 2011a,b). The proposed scientific criteria integrated, in a weight of evidence approach, information from regulatory (eco)toxicity studies and mechanistic/screening studies by combining evidence for adverse effects detected in apical whole-organism studies with an understanding of the mode of action (MoA) of endocrine toxicity. However, since not all chemicals with endocrine disrupting properties are of equal hazard, an adequate concept should also be able to differentiate between chemicals with endocrine properties of low concern from those of higher concern (for regulatory purposes). For this purpose, the task force refined this part of their concept. Following an investigation of the key factors at a second workshop of invited regulatory, academic and industry scientists, the guidance was advanced further. For human health assessments it is based on the relevance to humans of the endocrine mechanism of toxicity, the specificity of the endocrine effects with respect to other toxic effects, the potency of the chemical to induce endocrine toxicity and consideration of exposure levels. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

NASA Astrophysics Data System (ADS)

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-08-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

[The concept of social marketing--potential and limitations for health promotion and prevention in Germany].

PubMed

Loss, J; Lang, K; Ultsch, S; Eichhorn, C; Nagel, E

2006-07-01

"Social marketing" is the use of marketing principles to design and implement programmes to promote socially beneficial behaviour changes. In the field of health promotion and prevention, the systematic planning process of social marketing can offer new ideas and perspectives to the traditions of social science. Major characteristics of social marketing encompass continuous market research focussing on attitudes, motives and behavioural patterns of the target group, an integrated mix of strategic key elements, and the perpetual evaluation of all procedures. So far, however, it is unclear in how far social marketing is actually more effective than other concepts of programme planning. Furthermore, it has to be discussed whether the underlying philosophy of social marketing and its implicit understanding of relationships to the public are reconcilable with health promotion principles. In Anglo-Saxon countries, the social marketing concept has achieved widespread application and is subject to controversial scientific discussions, whereas this approach is hardly considered in German health promotion research and practice. Given the increasing call for quality management and evaluation of health promotion interventions, the social marketing concept may contribute useful insights at an operational level and thus add to a discussion on effective approaches for programme planning.

Status and Path Forward for the Large Ultraviolet Optical Infrared Surveyor (LUVOIR) Mission Concept Study

NASA Technical Reports Server (NTRS)

Crooke, Julie A.; Roberge, Aki; Domagal-Goldman, Shawn D.; Mandell, Avram M.; Bolcar, Matthew R.; Rioux, Norman M.; Perez, Mario R.; Smith, Erin C.

2016-01-01

In preparation of the 2020 Astrophysics Decadal Survey, National Aeronautics and Space Administration (NASA) has commenced a process for the astronomical community to study several large mission concepts leveraging the lessons learned from past Decadal Surveys. This will enable the Decadal Survey committee to make more informed recommendations to NASA on its astrophysics science and mission priorities with respect to cost and risk. Four astrophysics large mission concepts were identified. Each of them had a Science and Technology Definition Teem(STDT) chartered to produce scientifically compelling, feasible, and executable design reference mission (DRM)concepts to present to the 2020 Decadal Survey. In addition, The Aerospace Corporation will perform an independent cost and technical evaluation (CATE) of each of these mission concept studies in advance of the 2020 Decadal Survey by interacting with the STDTs to provide detailed technical details on certain areas for which deep dives are appropriate. This paper presents the status and path forward for one of the four large mission concepts, namely, the Large UltraViolet, Optical, InfraRed surveyor (LUVOIR).

Status and path forward for the large ultraviolet/optical/infrared surveyor (LUVOIR) mission concept study

NASA Astrophysics Data System (ADS)

Crooke, Julie A.; Roberge, Aki; Domagal-Goldman, Shawn D.; Mandell, Avi M.; Bolcar, Matthew R.; Rioux, Norman M.; Perez, Mario R.; Smith, Erin C.

2016-07-01

In preparation of the 2020 Astrophysics Decadal Survey, National Aeronautics and Space Administration (NASA) has commenced a process for the astronomical community to study several large mission concepts leveraging the lessons learned from past Decadal Surveys. This will enable the Decadal Survey committee to make more informed recommendations to NASA on its astrophysics science and mission priorities with respect to cost and risk. Four astrophysics large mission concepts were identified. Each of them had a Science and Technology Definition Teem (STDT) chartered to produce scientifically compelling, feasible, and executable design reference mission (DRM) concepts to present to the 2020 Decadal Survey. In addition, The Aerospace Corporation will perform an independent cost and technical evaluation (CATE) of each of these mission concept studies in advance of the 2020 Decadal Survey, by interacting with the STDTs to provide detailed technical details on certain areas for which "deep dives" are appropriate. This paper presents the status and path forward for one of the four large mission concepts, namely, the Large UltraViolet, Optical, InfraRed surveyor (LUVOIR).

Development of a testlet generator in re-engineering the Indonesian physics national-exams

NASA Astrophysics Data System (ADS)

Mindyarto, Budi Naini; Mardapi, Djemari; Bastari

2017-08-01

The Indonesian Physics national-exams are end-of-course summative assessments that could be utilized to support the assessment for learning in physics educations. This paper discusses the development and evaluation of a testlet generator based on a re-engineering of Indonesian physics national exams. The exam problems were dissected and decomposed into testlets revealing the deeper understanding of the underlying physical concepts by inserting a qualitative question and its scientific reasoning question. A template-based generator was built to facilitate teachers in generating testlet variants that would be more conform to students' scientific attitude development than their original simple multiple-choice formats. The testlet generator was built using open source software technologies and was evaluated focusing on the black-box testing by exploring the generator's execution, inputs and outputs. The results showed the correctly-performed functionalities of the developed testlet generator in validating inputs, generating testlet variants, and accommodating polytomous item characteristics.

Optimize scientific communication skills on work and energy concept with implementation of interactive conceptual instruction and multi representation approach

NASA Astrophysics Data System (ADS)

Patriot, E. A.; Suhandi, A.; Chandra, D. T.

2018-05-01

The ultimate goal of learning in the curriculum 2013 is that learning must improve and balance between soft skills and hard skills of learners. In addition to the knowledge aspect, one of the other skills to be trained in the learning process using a scientific approach is communication skills. This study aims to get an overview of the implementation of interactive conceptual instruction with multi representation to optimize the achievement of students’ scientific communication skills on work and energy concept. The scientific communication skills contains the sub-skills were searching the information, scientific writing, group discussion and knowledge presentation. This study was descriptive research with observation method. Subjects in this study were 35 students of class X in Senior High School at Sumedang. The results indicate an achievement of optimal scientific communication skills. The greatest achievement of KKI based on observation is at fourth meeting of KKI-3, which is a sub-skill of resume writing of 89%. Allmost students responded positively to the implication of interactive conceptual instruction with multi representation approach. It can be concluded that the implication of interactive conceptual instruction with multi representation approach can optimize the achievement of students’ scientific communication skill on work and energy concept.

Assessing safety of extractables from materials and leachables in pharmaceuticals and biologics - Current challenges and approaches.

PubMed

Broschard, Thomas H; Glowienke, Susanne; Bruen, Uma S; Nagao, Lee M; Teasdale, Andrew; Stults, Cheryl L M; Li, Kim L; Iciek, Laurie A; Erexson, Greg; Martin, Elizabeth A; Ball, Douglas J

2016-11-01

Leachables from pharmaceutical container closure systems can present potential safety risks to patients. Extractables studies may be performed as a risk mitigation activity to identify potential leachables for dosage forms with a high degree of concern associated with the route of administration. To address safety concerns, approaches to toxicological safety evaluation of extractables and leachables have been developed and applied by pharmaceutical and biologics manufacturers. Details of these approaches may differ depending on the nature of the final drug product. These may include application, the formulation, route of administration and length of use. Current regulatory guidelines and industry standards provide general guidance on compound specific safety assessments but do not provide a comprehensive approach to safety evaluations of leachables and/or extractables. This paper provides a perspective on approaches to safety evaluations by reviewing and applying general concepts and integrating key steps in the toxicological evaluation of individual extractables or leachables. These include application of structure activity relationship studies, development of permitted daily exposure (PDE) values, and use of safety threshold concepts. Case studies are provided. The concepts presented seek to encourage discussion in the scientific community, and are not intended to represent a final opinion or "guidelines." Copyright © 2016 Elsevier Inc. All rights reserved.

Study of the comprehension of the scientific method by members of a university health research laboratory.

PubMed

Burlamaque-Neto, A C; Santos, G R; Lisbôa, L M; Goldim, J R; Machado, C L B; Matte, U; Giugliani, R

2012-02-01

In Brazil, scientific research is carried out mainly at universities, where professors coordinate research projects with the active participation of undergraduate and graduate students. However, there is no formal program for the teaching/learning of the scientific method. The objective of the present study was to evaluate the comprehension of the scientific method by students of health sciences who participate in scientific projects in an academic research laboratory. An observational descriptive cross-sectional study was conducted using Edgar Morin complexity as theoretical reference. In a semi-structured interview, students were asked to solve an abstract logical puzzle - TanGram. The collected data were analyzed using the hermeneutic-dialectic analysis method proposed by Minayo and discussed in terms of the theoretical reference of complexity. The students' concept of the scientific method is limited to participation in projects, stressing the execution of practical procedures as opposed to scientific thinking. The solving of the TanGram puzzle revealed that the students had difficulties in understanding questions and activities focused on subjects and their processes. Objective answers, even when dealing with personal issues, were also reflected on the students' opinions about the characteristics of a successful researcher. Students' difficulties concerning these issues may affect their scientific performance and result in poorly designed experiments. This is a preliminary study that should be extended to other centers of scientific research.

Study of the comprehension of the scientific method by members of a university health research laboratory

PubMed Central

Burlamaque-Neto, A.C.; Santos, G.R.; Lisbôa, L.M.; Goldim, J.R.; Machado, C.L.B.; Matte, U.; Giugliani, R.

2012-01-01

In Brazil, scientific research is carried out mainly at universities, where professors coordinate research projects with the active participation of undergraduate and graduate students. However, there is no formal program for the teaching/learning of the scientific method. The objective of the present study was to evaluate the comprehension of the scientific method by students of health sciences who participate in scientific projects in an academic research laboratory. An observational descriptive cross-sectional study was conducted using Edgar Morin complexity as theoretical reference. In a semi-structured interview, students were asked to solve an abstract logical puzzle - TanGram. The collected data were analyzed using the hermeneutic-dialectic analysis method proposed by Minayo and discussed in terms of the theoretical reference of complexity. The students' concept of the scientific method is limited to participation in projects, stressing the execution of practical procedures as opposed to scientific thinking. The solving of the TanGram puzzle revealed that the students had difficulties in understanding questions and activities focused on subjects and their processes. Objective answers, even when dealing with personal issues, were also reflected on the students' opinions about the characteristics of a successful researcher. Students' difficulties concerning these issues may affect their scientific performance and result in poorly designed experiments. This is a preliminary study that should be extended to other centers of scientific research. PMID:22249427

Different approaches for identifying important concepts in probabilistic biomedical text summarization.

PubMed

Moradi, Milad; Ghadiri, Nasser

2018-01-01

Automatic text summarization tools help users in the biomedical domain to acquire their intended information from various textual resources more efficiently. Some of biomedical text summarization systems put the basis of their sentence selection approach on the frequency of concepts extracted from the input text. However, it seems that exploring other measures rather than the raw frequency for identifying valuable contents within an input document, or considering correlations existing between concepts, may be more useful for this type of summarization. In this paper, we describe a Bayesian summarization method for biomedical text documents. The Bayesian summarizer initially maps the input text to the Unified Medical Language System (UMLS) concepts; then it selects the important ones to be used as classification features. We introduce six different feature selection approaches to identify the most important concepts of the text and select the most informative contents according to the distribution of these concepts. We show that with the use of an appropriate feature selection approach, the Bayesian summarizer can improve the performance of biomedical summarization. Using the Recall-Oriented Understudy for Gisting Evaluation (ROUGE) toolkit, we perform extensive evaluations on a corpus of scientific papers in the biomedical domain. The results show that when the Bayesian summarizer utilizes the feature selection methods that do not use the raw frequency, it can outperform the biomedical summarizers that rely on the frequency of concepts, domain-independent and baseline methods. Copyright © 2017 Elsevier B.V. All rights reserved.

Tools for Observation: Art and the Scientific Process

NASA Astrophysics Data System (ADS)

Pettit, E. C.; Coryell-Martin, M.; Maisch, K.

2015-12-01

Art can support the scientific process during different phases of a scientific discovery. Art can help explain and extend the scientific concepts for the general public; in this way art is a powerful tool for communication. Art can aid the scientist in processing and interpreting the data towards an understanding of the concepts and processes; in this way art is powerful - if often subconscious - tool to inform the process of discovery. Less often acknowledged, art can help engage students and inspire scientists during the initial development of ideas, observations, and questions; in this way art is a powerful tool to develop scientific questions and hypotheses. When we use art as a tool for communication of scientific discoveries, it helps break down barriers and makes science concepts less intimidating and more accessible and understandable for the learner. Scientists themselves use artistic concepts and processes - directly or indirectly - to help deepen their understanding. Teachers are following suit by using art more to stimulate students' creative thinking and problem solving. We show the value of teaching students to use the artistic "way of seeing" to develop their skills in observation, questioning, and critical thinking. In this way, art can be a powerful tool to engage students (from elementary to graduate) in the beginning phase of a scientific discovery, which is catalyzed by inquiry and curiosity. Through qualitative assessment of the Girls on Ice program, we show that many of the specific techniques taught by art teachers are valuable for science students to develop their observation skills. In particular, the concepts of contour drawing, squinting, gesture drawing, inverted drawing, and others can provide valuable training for student scientists. These art techniques encourage students to let go of preconceptions and "see" the world (the "data") in new ways they help students focus on both large-scale patterns and small-scale details.

Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool

PubMed Central

Newman, Dina L.; Snyder, Christopher W.; Fisk, J. Nick; Wright, L. Kate

2016-01-01

Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select–format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N = 54), and large-scale beta testing (N = 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use. PMID:27055775

Mutual Alignment Comparison Facilitates Abstraction and Transfer of a Complex Scientific Concept

ERIC Educational Resources Information Center

Orton, Judy M.; Anggoro, Florencia K.; Jee, Benjamin D.

2012-01-01

Learning about a scientific concept often occurs in the context of unfamiliar examples. Mutual alignment analogy--a type of analogical comparison in which the analogues are only partially understood--has been shown to facilitate learning from unfamiliar examples . In the present study, we examined the role of mutual alignment analogy in the…

The Effects of Computer-Supported Inquiry-Based Learning Methods and Peer Interaction on Learning Stellar Parallax

ERIC Educational Resources Information Center

Ruzhitskaya, Lanika

2011-01-01

The presented research study investigated the effects of computer-supported inquiry-based learning and peer interaction methods on effectiveness of learning a scientific concept. The stellar parallax concept was selected as a basic, and yet important in astronomy, scientific construct, which is based on a straightforward relationship of several…

Scientific Skills and Concept Learning by Rural Women for Personal and National Development

ERIC Educational Resources Information Center

Agbo, Felicia Onyemowo; Isa, Ali A. Muluku

2017-01-01

This paper examined scientific skills and concept learning by rural women for personal and national development. The research design employed was a quasi-experimental, one-group pre-test and post-test design. A non-formal science program package to enhance and empower the rural women's knowledge and skills in their daily activities (nutrition,…

Conceptual Teaching Based on Scientific Storyline Method and Conceptual Change Texts: Latitude-Parallel Concepts

ERIC Educational Resources Information Center

Uzunöz, Abdulkadir

2018-01-01

The purpose of this study is to identify the conceptual mistakes frequently encountered in teaching geography such as latitude-parallel concepts, and to prepare conceptual change text based on the Scientific Storyline Method, in order to resolve the identified misconceptions. In this study, the special case method, which is one of the qualitative…

Assessment of Students' Scientific and Alternative Conceptions of Energy and Momentum Using Concentration Analysis

ERIC Educational Resources Information Center

Dega, Bekele Gashe; Govender, Nadaraj

2016-01-01

This study compares the scientific and alternative conceptions of energy and momentum of university first-year science students in Ethiopia and the US. Written data were collected using the Energy and Momentum Conceptual Survey developed by Singh and Rosengrant. The Concentration Analysis statistical method was used for analysing the Ethiopian…

Exploring the Effects of Communication Framed by Environmental Concern in Informal Science Education Contexts

ERIC Educational Resources Information Center

Yocco, Victor S.

2010-01-01

Informal science education (ISE) venues such as zoos, nature centers, parks, and natural history museums play a critical role in allowing the general public to learn scientific concepts (National Research Council, 2009; 2010). Most adult learning of scientific concepts takes place outside of classrooms and away from work (Rennie and Williams,…

The Effectiveness of Educational Games on Scientific Concepts Acquisition in First Grade Students in Science

ERIC Educational Resources Information Center

Al-Tarawneh, Mohammad Hasan

2016-01-01

This study aimed at investigating the effectiveness of educational games on scientific concepts acquisition by the first grade students. The sample of the study consisted of (53) male and female students distributed into two groups: experimental group (n = 26) which taught by educational games, and control group (n = 27) which taught by…

Exploring Students' Visual Conception of Matter: Towards Developing a Teaching Framework Using Models

ERIC Educational Resources Information Center

Espinosa, Allen A.; Marasigan, Arlyne C.; Datukan, Janir T.

2016-01-01

This study explored how students visualise the states and classifications of matter with the use of scientific models. Misconceptions of students in using scientific models were also identified to formulate a teaching framework. To elicit data in the study, a Visual Conception Questionnaire was administered to thirty-four (34), firstyear, general…

The Influence of RET's on Elementary and Secondary Grade Teachers' Views of Scientific Inquiry

ERIC Educational Resources Information Center

Bahbah, Sibel; Golden, Barry W.; Roseler, Katrina; Elderle, Patrick; Saka, Yavuz; Shoutherland, Sherry A.

2013-01-01

This study explores in-service elementary and secondary science teachers' conceptions of the Nature of Scientific Inquiry and the influence of participation in two different Research Experience for Teacher (RET) programs had on these conceptions. Participant teachers attended one of two six week RET programs in which they worked with scientists to…

Board Games and Board Game Design as Learning Tools for Complex Scientific Concepts: Some Experiences

ERIC Educational Resources Information Center

Chiarello, Fabio; Castellano, Maria Gabriella

2016-01-01

In this paper the authors report different experiences in the use of board games as learning tools for complex and abstract scientific concepts such as Quantum Mechanics, Relativity or nano-biotechnologies. In particular we describe "Quantum Race," designed for the introduction of Quantum Mechanical principles, "Lab on a chip,"…

A Cool Controversy

ERIC Educational Resources Information Center

Biddy, Quentin

2015-01-01

As society becomes more technological, the need for scientific literacy grows . Part of scientific literacy is understanding the nature of science, which can be revealed, in part, by learning the historical context of current science concepts. History of science can be taught using scientific inquiry, scientific argumentation, and authentic…

[The circulation of reflexes in brain research, art and technology. Introductory remarks].

PubMed

Wübben, Yvonne; Vöhringer, Margarete

2009-03-01

The introduction deals with two main issues: First, it focuses on the question why a history of scientific concepts should not be limited to the analysis of scientific texts alone. Secondly, it shows how the history of the reflex concept gains from looking at various fields such as art, literature and brain research. The crucial role the reflex played in 19th and 20th century and the different meanings it adopted allowed us to conclude with Bruno Latour that the distinction between art and science is in itself historical. Thus, the distinction proves to be of little use for the historiography of complex concepts such as the reflex which rarely appear to be purely scientific.

A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science.

PubMed

Brownell, Sara E; Price, Jordan V; Steinman, Lawrence

2013-03-01

Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of primary literature, writing assignments directed toward a layperson and scientist audience, and in-class discussions, we aimed to improve the ability of students to 1) comprehend primary scientific papers, 2) communicate science to a scientific audience, and 3) communicate science to a layperson audience. We offered the course for three consecutive years and evaluated its impact on student perception and confidence using a combination of pre- and postcourse survey questions and coded open-ended responses. Students showed gains in both the perception of their understanding of primary scientific papers and of their abilities to communicate science to scientific and layperson audiences. These results indicate that this unique format can teach both communication skills and basic science to undergraduate biology students. We urge others to adopt a similar format for undergraduate biology courses to teach process skills in addition to content, thus broadening and strengthening the impact of undergraduate courses.

Creating Critical Consumers of Health and Science News: Teaching Science to the Non-Scientist Using Newsworthy Topics in the Life Sciences†

PubMed Central

Coderre, Raymond W.; Uekermann, Kristen A.; Choi, Youngeun; Anderson, William J.

2016-01-01

Scientists constantly make groundbreaking discoveries, some of which receive attention from the press. We designed a course intended for a lay audience that provides the scientific background to appreciate these reports more fully. We discuss three topics in the life sciences: stem cells, cancer, and infectious disease. The course is structured to blend relevant scientific background and evaluation of primary literature with the coverage of these advances by the media and popular press. In short, lectures emphasize exposure to basic biological concepts and tools as a means of informing understanding of prominent biological questions of public interest. The overall goal of the course is not only to expose students to the media’s coverage of scientific progress, but also to hone their critical thinking skills to distinguish hope from hype. PMID:27047603

[Clinical judgment is a schema. Conceptual proposals and training perspectives.

PubMed

Nagels, Marc

2017-06-01

Clinical judgment is a critical concept for the development of nursing and nursing education. Its theoretical origins are multiple and its definition is not yet consensus. The analysis of the scientific and professional literature shows heterogeneous and dispersed points of views, notably on the role of intuition, on its cognitive and metacognitive dimensions, and on its proximity to other concepts. Between professional stakes and epistemological constructions, clinical judgment is still an emerging concept.To overcome the obstacle and contribute to the theoretical effort, we will argue that clinical judgment must be analyzed as a schema. It presents all the characteristics : diagnosis and information necessary for reasoning, rational decision-making process, metacognitive control and evaluation of decision-making. Perspectives then open to better understand the nursing activity.In conclusion, recommendations for developing clinical judgment in training will be presented.

Concept Mapping to Assess Learning and Understanding of Complexity in Courses on Global Climate Change

NASA Astrophysics Data System (ADS)

Rebich-Hespanha, S.; Gautier, C.

2010-12-01

The complex nature of climate change science poses special challenges for educators wishing to broaden and deepen student understanding of the climate system and its sensitivity to and impacts upon human activity. Learners have prior knowledge that may limit their perception and processing of the multiple relationships between processes (e.g., feedbacks) that arise in global change science, and these existing mental models serve as the scaffold for all future learning. Because adoption of complex scientific concepts is not likely if instruction includes presentation of information or concepts that are not compatible with the learners’ prior knowledge, providing effective instruction on this complex topic requires learning opportunities that are anchored upon an evaluation of the limitations and inaccuracies of the learners’ existing understandings of the climate system. The formative evaluation that serves as the basis for planning such instruction can also be useful as a baseline against which to evaluate subsequent learning. We will present concept-mapping activities that we have used to assess students’ knowledge and understanding about global climate change in courses that utilized multiple assessment methods including presentations, writings, discussions, and concept maps. The courses in which these activities were completed use a variety of instructional approaches (including standard lectures and lab assignments and a mock summit) to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. Two instances of concept map assessment will be presented: one focused on evaluating student understanding of the major components of the climate system and their interconnections, and the other focused on student understanding of the connections between climate change and the global food system. We will discuss how concept mapping can be used to demonstrate evidence of learning and conceptual change, and also how it can be used to provide information about gaps in knowledge and misconceptions students have about the topic.

Scientific Literacy: Resurrecting the Phoenix with Thinking Skills

ERIC Educational Resources Information Center

Deming, John C.; O'Donnell, Jacqueline R.; Malone, Christopher J.

2012-01-01

Prior research suggests that students' understanding of scientific concepts is pre-determined by their reasoning ability. Other efforts suggest that American students' scientific literacy is in decline. One difficulty Bybee (2009) acknowledges is that there are two divergent philosophical models of scientific literacy. The first describes the…

Scientific Literacy in Nigeria: The Role of Science Education Programmes.

ERIC Educational Resources Information Center

Olorundare, Solomon A.

1988-01-01

Delineates a concept of scientific literacy as it relates to the Nigerian situation. Examines the relevance and implications of scientific literacy to the educational system and national security. Suggests how scientific literacy can be encouraged through science programs, especially in elementary science education. (YP)

Electronic Publishing or Electronic Information Handling?

NASA Astrophysics Data System (ADS)

Heck, A.

The current dramatic evolution in information technology is bringing major modifications in the way scientists communicate. The concept of 'electronic publishing' is too restrictive and has often different, sometimes conflicting, interpretations. It is thus giving way to the broader notion of 'electronic information handling' encompassing the diverse types of information, the different media, as well as the various communication methodologies and technologies. New problems and challenges result also from this new information culture, especially on legal, ethical, and educational grounds. The procedures for validating 'published material' and for evaluating scientific activities will have to be adjusted too. 'Fluid' information is becoming a common concept. Electronic publishing cannot be conceived without link to knowledge bases nor without intelligent information retrieval tools.

Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change

NASA Astrophysics Data System (ADS)

Wang, Jeremy Yi-Ming

This dissertation examines the thesis that implicit learning plays a role in learning about scientific phenomena, and subsequently, in conceptual change. Decades of research in learning science demonstrate that a primary challenge of science education is overcoming prior, naive knowledge of natural phenomena in order to gain scientific understanding. Until recently, a key assumption of this research has been that to develop scientific understanding, learners must abandon their prior scientific intuitions and replace them with scientific concepts. However, a growing body of research shows that scientific intuitions persist, even among science experts. This suggests that naive intuitions are suppressed, not supplanted, as learners gain scientific understanding. The current study examines two potential roles of implicit learning processes in the development of scientific knowledge. First, implicit learning is a source of cognitive structures that impede science learning. Second, tasks that engage implicit learning processes can be employed to activate and suppress prior intuitions, enhancing the likelihood that scientific concepts are adopted and applied. This second proposal is tested in two experiments that measure training-induced changes in intuitive and conceptual knowledge related to sinking and floating objects in water. In Experiment 1, an implicit learning task was developed to examine whether implicit learning can induce changes in performance on near and far transfer tasks. The results of this experiment provide evidence that implicit learning tasks activate and suppress scientific intuitions. Experiment 2 examined the effects of combining implicit learning with traditional, direct instruction to enhance explicit learning of science concepts. This experiment demonstrates that sequencing implicit learning task before and after direct instruction has different effects on intuitive and conceptual knowledge. Together, these results suggest a novel approach for enhancing learning for conceptual change in science education.

Environmental assessment for the satellite power system-concept development and evaluation program-microwave health and ecological effects

NASA Technical Reports Server (NTRS)

1980-01-01

Potential health and ecological effects of the microwave beam from the microwave power transmission system (MPTS) of the satellite power system (SPS) are discussed. A detailed critical review of selected scientific articles from the published literature on the biological effects of nonionizing electromagnetic radiation is provided followed by an assessment of the possible effects of the SPS, based on exposure values for the reference system.

Encoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.

PubMed

Lai, Kevin; She, Hsiao-Ching; Chen, Sheng-Chang; Chou, Wen-Chi; Huang, Li-Yu; Jung, Tzyy-Ping; Gramann, Klaus

2012-01-01

Previous research into working memory has focused on activations in different brain areas accompanying either different presentation modalities (verbal vs. non-verbal) or concreteness (abstract vs. concrete) of non-science concepts. Less research has been conducted investigating how scientific concepts are learned and further processed in working memory. To bridge this gap, the present study investigated human brain dynamics associated with encoding of physics concepts, taking both presentation modality and concreteness into account. Results of this study revealed greater theta and low-beta synchronization in the anterior cingulate cortex (ACC) during encoding of concrete pictures as compared to the encoding of both high and low imageable words. In visual brain areas, greater theta activity accompanying stimulus onsets was observed for words as compared to pictures while stronger alpha suppression was observed in responses to pictures as compared to words. In general, the EEG oscillation patterns for encoding words of different levels of abstractness were comparable but differed significantly from encoding of pictures. These results provide insights into the effects of modality of presentation on human encoding of scientific concepts and thus might help in developing new ways to better teach scientific concepts in class.

Force Concept Inventory-based multiple-choice test for investigating students' representational consistency

NASA Astrophysics Data System (ADS)

Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni

2010-07-01

This study investigates students’ ability to interpret multiple representations consistently (i.e., representational consistency) in the context of the force concept. For this purpose we developed the Representational Variant of the Force Concept Inventory (R-FCI), which makes use of nine items from the 1995 version of the Force Concept Inventory (FCI). These original FCI items were redesigned using various representations (such as motion map, vectorial and graphical), yielding 27 multiple-choice items concerning four central concepts underpinning the force concept: Newton’s first, second, and third laws, and gravitation. We provide some evidence for the validity and reliability of the R-FCI; this analysis is limited to the student population of one Finnish high school. The students took the R-FCI at the beginning and at the end of their first high school physics course. We found that students’ (n=168) representational consistency (whether scientifically correct or not) varied considerably depending on the concept. On average, representational consistency and scientifically correct understanding increased during the instruction, although in the post-test only a few students performed consistently both in terms of representations and scientifically correct understanding. We also compared students’ (n=87) results of the R-FCI and the FCI, and found that they correlated quite well.

A Scientific Method Based upon Research Scientists' Conceptions of Scientific Inquiry.

ERIC Educational Resources Information Center

Reiff, Rebecca; Harwood, William S.; Phillipson, Teddie

For students to develop a more realistic picture of how scientists practice science, there must be well-researched understanding of how scientists do science. A model for the process of scientific inquiry that more closely reflects actual scientific practices can provide a means of dispelling some of the myths about scientific inquiry. This paper…

Framing the ecosystem concept through a longitudinal study of developments in science and policy.

PubMed

Aggestam, Filip

2015-08-01

This paper examines how scientific literature and policy documents frame the ecosystem concept and how these frames have shaped scientific dialogue and policy making over time. This was achieved by developing a frame typology, as a basis for organizing relevant value expressions, to assess how different frames have altered perspectives of the ecosystem concept. The frame typology and analysis is based on a semi-grounded and longitudinal document analysis of scientific literature and policy documents using the ecosystem concept. Despite changing discourses and public priorities (e.g., cultural constructs of biodiversity) both science and policy documents are characterized by stable value systems that have not changed substantially since the 1930s. These value systems were defined based on ethical principles that delineate 6 core frames: humans first, dual systems, eco-science, eco-holism, animals first, and multicentrism. Specific crises (e.g., climate change) and cross-disciplinary uptake and re-uptake of, for example, the ecosystem services concept, have brought new perspectives to the forefront of public discourse. These developments triggered changes in the core frames that, rather than being value based, are based on how the ecosystem is conceptualized under fixed value systems and over time. Fourteen subframes were developed to reflect these longitudinal changes. There are as such clear framing effects in both scientific literature and in policy. Ecosystem research is for instance often characterized by unstated value judgments even though the scientific community does not make these explicit. In contrast, policy documents are characterized by clear value expressions but are principally management driven and human centered. © 2015 Society for Conservation Biology.

The Tuskegee Syphilis Study and the scientific concept of racial nervous resistance.

PubMed

Crenner, Christopher

2012-04-01

In 1932, the U.S. Public Health Service began a study of untreated syphilis among black men in Macon County, Alabama. This project, later known as the Tuskegee Syphilis Study, became one of the most notorious ventures of twentieth-century medicine. Much has been written on it. Historians have suggested that scientific racism strongly influenced the study. But specific links between earlier racial science and the scientific conduct of the study have remained unexplored. The examination in this paper of the concept of a racially determined resistance to syphilis in the nervous system establishes such a link. Discussion of nervous resistance to syphilis appeared in the medical literature in the early twentieth century as a conjecture about the natural inferiority of blacks. White physicians used the concept to interpret racial differences in neurosyphilis as evidence of the rudimentary development of the brain. A small community of African American physicians joined other national experts in syphilis who chose to explain apparent racial differences through alternate mechanisms. But the scientific advisors to the Tuskegee Syphilis Study favored the concept of a racial resistance to neurosyphilis and steered the early design of the study to help to elucidate it. The Tuskegee Syphilis Study was an examination of untreated syphilis, but it also became a demonstration of a putative racial characteristic of syphilis long considered evidence of the natural inferiority of blacks. An examination of the concept of racial nervous resistance and its influence on the research in Macon County helps to define the influence of scientific racism on this notorious medical study.

Computing through Scientific Abstractions in SysBioPS

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

Chin, George; Stephan, Eric G.; Gracio, Deborah K.

2004-10-13

Today, biologists and bioinformaticists have a tremendous amount of computational power at their disposal. With the availability of supercomputers, burgeoning scientific databases and digital libraries such as GenBank and PubMed, and pervasive computational environments such as the Grid, biologists have access to a wealth of computational capabilities and scientific data at hand. Yet, the rapid development of computational technologies has far exceeded the typical biologist’s ability to effectively apply the technology in their research. Computational sciences research and development efforts such as the Biology Workbench, BioSPICE (Biological Simulation Program for Intra-Cellular Evaluation), and BioCoRE (Biological Collaborative Research Environment) are importantmore » in connecting biologists and their scientific problems to computational infrastructures. On the Computational Cell Environment and Heuristic Entity-Relationship Building Environment projects at the Pacific Northwest National Laboratory, we are jointly developing a new breed of scientific problem solving environment called SysBioPSE that will allow biologists to access and apply computational resources in the scientific research context. In contrast to other computational science environments, SysBioPSE operates as an abstraction layer above a computational infrastructure. The goal of SysBioPSE is to allow biologists to apply computational resources in the context of the scientific problems they are addressing and the scientific perspectives from which they conduct their research. More specifically, SysBioPSE allows biologists to capture and represent scientific concepts and theories and experimental processes, and to link these views to scientific applications, data repositories, and computer systems.« less

Modelling students' knowledge organisation: Genealogical conceptual networks

NASA Astrophysics Data System (ADS)

Koponen, Ismo T.; Nousiainen, Maija

2018-04-01

Learning scientific knowledge is largely based on understanding what are its key concepts and how they are related. The relational structure of concepts also affects how concepts are introduced in teaching scientific knowledge. We model here how students organise their knowledge when they represent their understanding of how physics concepts are related. The model is based on assumptions that students use simple basic linking-motifs in introducing new concepts and mostly relate them to concepts that were introduced a few steps earlier, i.e. following a genealogical ordering. The resulting genealogical networks have relatively high local clustering coefficients of nodes but otherwise resemble networks obtained with an identical degree distribution of nodes but with random linking between them (i.e. the configuration-model). However, a few key nodes having a special structural role emerge and these nodes have a higher than average communicability betweenness centralities. These features agree with the empirically found properties of students' concept networks.

Concepts in Change

ERIC Educational Resources Information Center

Rusanen, Anna-Mari; Poyhonen, Samuli

2013-01-01

In this article we focus on the concept of concept in conceptual change. We argue that (1) theories of higher learning must often employ two different notions of concept that should not be conflated: psychological and scientific concepts. The usages for these two notions are partly distinct and thus straightforward identification between them is…

Concepts in Activities and Discourses

ERIC Educational Resources Information Center

Greeno, James G.

2012-01-01

The articles in this special issue make valuable contributions toward a scientific understanding of concepts that is broader than the traditional view that has focused on categorizing by individuals. I propose considering concepts for categorization as a special case of concepts. At their clearest, they can be referred to as "formal concepts," or…

Inservice Elementary and Middle School Teachers' Conceptions of Photosynthesis and Respiration

ERIC Educational Resources Information Center

Krall, Rebecca McNall; Lott, Kimberly H.; Wymer, Carol L.

2009-01-01

The purpose of this descriptive study was to investigate inservice elementary and middle school teachers' conceptions of photosynthesis and respiration, basic concepts they are expected to teach. A forced-choice instrument assessing selected standards-based life science concepts with non-scientific conceptions embedded in distracter options was…

The Relationships among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A Study of Taiwan High School Students

ERIC Educational Resources Information Center

Ho, Hsin-Ning Jessie; Liang, Jyh-Chong

2015-01-01

This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling…

Mining Concept Maps from News Stories for Measuring Civic Scientific Literacy in Media

ERIC Educational Resources Information Center

Tseng, Yuen-Hsien; Chang, Chun-Yen; Rundgren, Shu-Nu Chang; Rundgren, Carl-Johan

2010-01-01

Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from 2 years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases),…

The Relevance of Multi Media Skills in Teaching and Learning of Scientific Concepts in Secondary Schools in Lagos State, Nigeria

ERIC Educational Resources Information Center

Okedeyi, Abiodun S.; Oginni, Aderonke M.; Adegorite, Solomon O.; Saibu, Sakibu O.

2015-01-01

This study investigated the relevance of multi media skills in teaching and learning of scientific concepts in secondary schools. Self constructed questionnaire was administered to 120 students randomly selected in four secondary schools in Ojo Local Government Area of Lagos state. Data generated were analyzed using chi-square statistical…

Early Science Education: Exploring Familiar Contexts To Improve the Understanding of Some Basic Scientific Concepts.

ERIC Educational Resources Information Center

Martins, Isabel P.; Veiga, Luisa

2001-01-01

Argues that science education is a fundamental tool for global education and that it must be introduced in early years as a first step to a scientific culture for all. Describes testing validity of a didactic strategy for developing the learning of concepts, which was based upon an experimental work approach using everyday life contexts. (Author)

Do Skilled Elementary Teachers Hold Scientific Conceptions and Can They Accurately Predict the Type and Source of Students' Preconceptions of Electric Circuits?

ERIC Educational Resources Information Center

Lin, Jing-Wen

2016-01-01

Holding scientific conceptions and having the ability to accurately predict students' preconceptions are a prerequisite for science teachers to design appropriate constructivist-oriented learning experiences. This study explored the types and sources of students' preconceptions of electric circuits. First, 438 grade 3 (9 years old) students were…

Commentary: Some Prospects for Connecting Concepts and Methods of Individual Cognition and of Situativity

ERIC Educational Resources Information Center

Greeno, James G.

2015-01-01

The development of scientific concepts and methods that supported analyses of individual cognition and learning occurred during the 1950s, 1960s, 1970s, and 1980s, with outstanding contributions by Newell and Simon (1972), van Dijk and Kintsch (1983), and others, providing an impressive and rapid scientific advance. At the same time, another…

Identifying knowledge gaps between practice and research for implementation components of sustainable interventions to improve the working environment - A rapid review.

PubMed

Rasmussen, Charlotte Diana Nørregaard; Højberg, Helene; Bengtsen, Elizabeth; Jørgensen, Marie Birk

2018-02-01

In a recent study, we involved all relevant stakeholders to identify practice-based implementation components for successful implementation and sustainability in work environment interventions. To understand possible knowledge gaps between evidence and practice, the aim of this paper is to investigate if effectiveness studies of the 11 practice-based implementation components can be identified in existing scientific literature. PubMed/MEDLINE, PsycINFO, and Web of Science were searched for relevant studies. After screening, 38 articles met the inclusion criteria. Since some of the studies describe more than one practice-based implementation concept a total of 125 quality criteria assessments were made. The overall result is that 10 of the 11 practice-based implementation components can be found in the scientific literature, but the evaluation of them is poor. From this review it is clear that there are knowledge gaps between evidence and practice with respect to the effectiveness of implementation concepts. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Religion and Morality

PubMed Central

2014-01-01

The relationship between religion and morality has long been hotly debated. Does religion make us more moral? Is it necessary for morality? Do moral inclinations emerge independently of religious intuitions? These debates, which nowadays rumble on in scientific journals as well as in public life, have frequently been marred by a series of conceptual confusions and limitations. Many scientific investigations have failed to decompose “religion” and “morality” into theoretically grounded elements; have adopted parochial conceptions of key concepts—in particular, sanitized conceptions of “prosocial” behavior; and have neglected to consider the complex interplay between cognition and culture. We argue that to make progress, the categories “religion” and “morality” must be fractionated into a set of biologically and psychologically cogent traits, revealing the cognitive foundations that shape and constrain relevant cultural variants. We adopt this fractionating strategy, setting out an encompassing evolutionary framework within which to situate and evaluate relevant evidence. Our goals are twofold: to produce a detailed picture of the current state of the field, and to provide a road map for future research on the relationship between religion and morality. PMID:25528346

Organic food quality: a framework for concept, definition and evaluation from the European perspective.

PubMed

Kahl, Johannes; Baars, Ton; Bügel, Susanne; Busscher, Nicolaas; Huber, Machteld; Kusche, Daniel; Rembiałkowska, Ewa; Schmid, Otto; Seidel, Kathrin; Taupier-Letage, Bruno; Velimirov, Alberta; Załecka, Aneta

2012-11-01

Consumers buy organic food because they believe in the high quality of the product. Furthermore, the EU legal regulatory framework for organic food and farming defines high quality of the products as an important goal of production. A major challenge is the need to define food quality concepts and methods for determination. A background is described which allows embedding of the quality definitions as well as evaluation methods into a conceptual framework connected to the vision and mission of organic agriculture and food production. Organic food quality is defined through specific aspects and criteria. For evaluation each criterion has to be described by indicators. The determination of indicators should be through parameters, where parameters are described by methods. Conversely, the conceptual framework is described according to underlying principles and starting definitions are given, but further work has do be done on the detailed scientific description of the indicators. Furthermore, parameters have to be defined for the evaluation of suitability of these indicators for organic food production. Copyright © 2012 Society of Chemical Industry.

[Methodologic developmental principles of standardized surveys within the scope of social gerontologic studies].

PubMed

Bansemir, G

1987-01-01

The conception and evaluation of standardized oral or written questioning as quantifying instruments of research orientate by the basic premises of Marxist-Leninist theory of recognition and general scientific logic. In the present contribution the socio-gerontological research process is outlined in extracts. By referring to the intrinsic connection between some of its essential components--problem, formation of hypotheses, obtaining indicators/measurement, preliminary examination, evaluation-as well as to typical errors and (fictitious) examples of practical research, this contribution contrasts the natural, apparently uncomplicated course of structured questioning with its qualitative methodological fundamentals and demands.

HEALTH TECHNOLOGY ASSESSMENT: THE SCIENTIFIC CAREER OF A POLICY CONCEPT.

PubMed

Benoit, Cyril; Gorry, Philippe

2017-01-01

The aim of this work was to provide a comprehensive overview of the evolution of the health technology assessment (HTA) concept in the scientific literature through a scientometric approach. A literature search was conducted, by selecting publications, as well as news from the media, containing "health technology assessment" in their title, abstracts, or keywords. We then undertook a bibliometric and network analysis on the corpus of 2,865 publications thus obtained. Since a first publication in 1978, interest in HTA remained marginal until a turning point in the late 1980s, when growth of the number of publications took off alongside the creation of the U.K.'s NICE agency. Since then, publications have spread across several journals. The ranking of the organizations that publish such articles does not reflect any hegemonic position. However, HTA-related scientific production is strongly concentrated in Commonwealth and Nordic countries. Despite its transnational aspects, research on HTA has been framed within a small number of scientific networks and by a few opinion leaders. The "career" of the HTA concept may be seen as a scientific-knowledge based institutionalization of a public policy. To succeed in a country, HTA first needs scientific prerequisites, such as an organized scientific community working on the health sector and health services. Then, it appears that the recognition of this research by decision makers plays a key role in the development of the field.

A definition for chronic sequelae applied to campylobacter and guillian-barre syndrome (Gbs).

PubMed

Parkin; Davies-Cole; Balbus

2000-10-01

PURPOSE: Chronic sequelae (CS) are increasingly important to drinking water risk assessment and management processes, but there has been relatively little scientific rigor in defining CS or reviewing the literature on water-related CS. Our purposes were to develop a scientific definition for CS and to evaluate the definition's practical merit.METHODS: We examined scientific publications for definitions of "chronic sequela." We developed a definition that is based on scientific concepts and that can be systematically applied to literature to assess whether pathogen-related health outcomes qualify as CS. As a case study, we conducted an extensive Medline search and tested our definition on the epidemiological and clinical literature linking Campylobacter and GBS.RESULTS: We defined "chronic sequela" as the secondary adverse health outcome that 1) occurs as a result of a previous infection by a microbial pathogen, and 2) is clearly distinguishable from the health events that initially result from the causative infection, and 3) lasts 3 months or more after recognition. The 12 Campylobacter and GBS studies (five epidemiological and seven clinical) revealed that current data reporting practices limit the evaluation of all three elements in our definition. Laboratory methods and criteria to characterize infection were not always adequately reported. Primary and secondary health events were always reported, but eight of the studies required obtaining additional articles to determine the GBS criteria used. Ten of the 12 articles contained duration data for the GBS symptoms.CONCLUSIONS: Much of the evidence needed to apply our definition was found in the studies reviewed, but changes in reporting practices would facilitate the scientific evaluation of pathogen-CS relationships and estimation of their public health magnitude.

A Proposal for a Research-based Constructivist Physics-and-Pedagogy Course

NASA Astrophysics Data System (ADS)

Zirbel, Esther

2006-12-01

This poster proposes a research-based science-and-pedagogy course that will combine the learning of fundamental physics concepts with methods of how to teach these concepts. Entitled “Understanding the Cosmos: From Antiquity to the Modern Day,” the course will explore how people learn science concepts through the ages, and from childhood through adulthood. This course will use the historical-constructivist approach to illustrate how our understanding of scientific phenomena advanced as we progressed from simple 2-dimensional thinking (starting with the flat Earth concept) to 3-D thinking (learning about the structure of the solar system) to 4-D thinking (understanding space-time and theories about the Big Bang). While transitioning from Impetus to Aristotelian to Newtonian to Einsteinian thinking, students will learn the essence of scientific thinking and inquiry. The overall goal of this course is to excite students in the process of scientific discovery, help them develop scientific reasoning skills, and provide them with fulfilling experiences of truly understanding science concepts. This will be done by employing active engagement techniques (e.g., peer tutoring, Socratic dialogue, and think/pair/share methods) and by challenging students to articulate their thoughts clearly and persuasively. This course could be of value for anybody wanting to enter the teaching profession or simply for anybody who would like to deepen their science understanding.

The bottom-up approach to integrative validity: a new perspective for program evaluation.

PubMed

Chen, Huey T

2010-08-01

The Campbellian validity model and the traditional top-down approach to validity have had a profound influence on research and evaluation. That model includes the concepts of internal and external validity and within that model, the preeminence of internal validity as demonstrated in the top-down approach. Evaluators and researchers have, however, increasingly recognized that in an evaluation, the over-emphasis on internal validity reduces that evaluation's usefulness and contributes to the gulf between academic and practical communities regarding interventions. This article examines the limitations of the Campbellian validity model and the top-down approach and provides a comprehensive, alternative model, known as the integrative validity model for program evaluation. The integrative validity model includes the concept of viable validity, which is predicated on a bottom-up approach to validity. This approach better reflects stakeholders' evaluation views and concerns, makes external validity workable, and becomes therefore a preferable alternative for evaluation of health promotion/social betterment programs. The integrative validity model and the bottom-up approach enable evaluators to meet scientific and practical requirements, facilitate in advancing external validity, and gain a new perspective on methods. The new perspective also furnishes a balanced view of credible evidence, and offers an alternative perspective for funding. Copyright (c) 2009 Elsevier Ltd. All rights reserved.

Environmental Change Science Literacy Through Writing: Successes in an Undergraduate Writing and Composition Course

NASA Astrophysics Data System (ADS)

Small, J. D.

2007-12-01

Basic science literacy, especially with regards to environmental change science, is often lacking in traditional K- 12 and undergraduate education. This generally leads to broad misconceptions based on distorted presentations of science in the media. Current educational research suggests that the teaching and learning of science can happen in many ways, whether it is through lectures, labs, research, inquiry or informal learning activities. This study was motivated by the desire to investigate the ability to teach environmental change science content in the non-traditional mode of an undergraduate composition and writing course. This technique offers educators another option for the integration of climate and environmental change material into their curriculum. The study incorporates the assessment and evaluation of student writing, in-class participation and student self- evaluations from "Writing about Change: Global Environmental Change and Society" a writing course that fulfils a requirement to graduate from the University of California - Santa Cruz. The course was taught Winter Quarter 2007 with a total of 28 days of instruction and the participation of 20 undergraduate students. The overarching goals of this study can be broadly classified as attitudinal, skills development and content retention. This study was designed to address three broad questions related to the above broad goals: i) Did students leave the class more comfortable and confident with environmental change issues and content? ii) Did students develop skills that are useful for reading and writing about scientific material? iii) What did students learn (retain): more general concepts or specific facts regarding climate and environmental change? Preliminary analysis and coding of student work clearly show that students were successful in developing skills for understanding and utilizing scientific information via writing and making thoughtful judgments regarding the reliability of environmental change science in various media. More detailed analysis of student work and responses are necessary in order to fully evaluate the depth and breadth of student understanding and retention of scientific content and concepts.

Thermal Imaging in the Science Classroom

ERIC Educational Resources Information Center

Short, Daniel B.

2012-01-01

Thermal cameras are useful tools for use in scientific investigation and for teaching scientific concepts to students in the classroom. Demonstrations of scientific phenomena can be greatly enhanced visually by the use of this cutting-edge technology. (Contains 7 figures.)

Far-Infrared Heterodyne Spectrometer for Sofia

NASA Technical Reports Server (NTRS)

Betz, A. L.

1998-01-01

The project goal was to evaluate the scientific capabilities and technical requirements for a far-infrared heterodyne spectrometer suitable for the SOFIA Airborne Observatory, which is now being developed by NASA under contract to the Universities Space Research Association (USRA). The conclusions detailed below include our specific recommendations for astronomical observations, as well as our intended technical approach for reaching these scientific goals. These conclusions were presented to USRA in the form of a proposal to build this instrument. USRA subsequently awarded the University of Colorado a 3-year grant to develop the proposed Hot-Electron micro-Bolometer (HEB) mixer concept for high frequencies above 3 THz, as well as other semiconductor mixer technologies suitable for high sensitivity receivers in the 2-6 THz frequency band.

The origins of informed consent: the International Scientific Commission on Medical War Crimes, and the Nuremburg code.

PubMed

Weindling, P

2001-01-01

The Nuremberg Code has generally been seen as arising from the Nuremberg Medical Trial. This paper examines developments prior to the Trial, involving the physiologist Andrew Conway Ivy and an inter-Allied Scientific Commission on Medical War Crimes. The paper traces the formulation of the concept of a medical war crime by the physiologist John West Thompson, as part of the background to Ivy's code on human experiments of 1 August 1946. It evaluates subsequent responses by the American Medical Association, and by other war crimes experts, notably Leo Alexander, who developed Ivy's conceptual framework. Ivy's interaction with the judges at Nuremberg alerted them to the importance of formulating ethical guidelines for clinical research.

Framing Prospective Elementary Teachers' Conceptions of Dissolving as a Ladder of Explanations

NASA Astrophysics Data System (ADS)

Subramaniam, Karthigeyan; Esprivalo Harrell, Pamela

2013-11-01

The paper details an exploratory qualitative study that investigated 61 prospective teachers' conceptual understanding of dissolving salt and sugar in water respectively. The study was set within a 15-week elementary science methods course that included a 5E learning cycle lesson on dissolving, the instructional context. Oversby's (Prim Sci Rev 63:6-19, 2002, Aspects of teaching secondary science, Routledge Falmer, London, 2002) ladder of explanations for the context of dissolving, current scientific explanations for dissolving and perspectives on conceptions and misconceptions provided the unified framework for the study. Concept maps, interview transcripts, written artifacts, and drawings and narratives were used as data to investigate these prospective teachers' conceptual understanding of dissolving throughout the 15-weeks of the methods course. Analysis revealed that participants' explanations of dissolving were predominantly descriptive explanations (39 %) and interpretative explanations (38 %), with lower percentage occurrences of intentional (14 %) and cause and effect (9 %) level explanations. Most of these explanations were also constructed by a set of loosely connected and reinforcing everyday concepts abstracted from common everyday experiences making them misconceptions. Implications include: (1) the need for science teacher educators to use multiple platforms to derive their prospective elementary teachers' conceptual understandings of science content; and (2) to identify and help them identify their own scientific conceptions and misconceptions and how they influence the construction of scientific/nonscientific explanations. Science teacher educators also need to emphasize the role of meaningful frameworks associated with the concept that is being introduced during the Engage phase of the 5E learning cycle. This is important because, relevant prior knowledge is associated with the knowledge of the particle theory of matter and both are part of larger knowledge system comprised of interrelated scientific concepts.

Fire regime: history and definition of a key concept in disturbance ecology.

PubMed

Krebs, Patrik; Pezzatti, Gianni B; Mazzoleni, Stefano; Talbot, Lee M; Conedera, Marco

2010-06-01

"Fire regime" has become, in recent decades, a key concept in many scientific domains. In spite of its wide spread use, the concept still lacks a clear and wide established definition. Many believe that it was first discussed in a famous report on national park management in the United States, and that it may be simply defined as a selection of a few measurable parameters that summarize the fire occurrence patterns in an area. This view has been uncritically perpetuated in the scientific community in the last decades. In this paper we attempt a historical reconstruction of the origin, the evolution and the current meaning of "fire regime" as a concept. Its roots go back to the 19th century in France and to the first half of the 20th century in French African colonies. The "fire regime" concept took time to evolve and pass from French into English usage and thus to the whole scientific community. This coincided with a paradigm shift in the early 1960s in the United States, where a favourable cultural, social and scientific climate led to the natural role of fires as a major disturbance in ecosystem dynamics becoming fully acknowledged. Today the concept of "fire regime" refers to a collection of several fire-related parameters that may be organized, assembled and used in different ways according to the needs of the users. A structure for the most relevant categories of parameters is proposed, aiming to contribute to a unified concept of "fire regime" that can reconcile the physical nature of fire with the socio-ecological context within which it occurs.

The Visual Geophysical Exploration Environment: A Multi-dimensional Scientific Visualization

NASA Astrophysics Data System (ADS)

Pandya, R. E.; Domenico, B.; Murray, D.; Marlino, M. R.

2003-12-01

The Visual Geophysical Exploration Environment (VGEE) is an online learning environment designed to help undergraduate students understand fundamental Earth system science concepts. The guiding principle of the VGEE is the importance of hands-on interaction with scientific visualization and data. The VGEE consists of four elements: 1) an online, inquiry-based curriculum for guiding student exploration; 2) a suite of El Nino-related data sets adapted for student use; 3) a learner-centered interface to a scientific visualization tool; and 4) a set of concept models (interactive tools that help students understand fundamental scientific concepts). There are two key innovations featured in this interactive poster session. One is the integration of concept models and the visualization tool. Concept models are simple, interactive, Java-based illustrations of fundamental physical principles. We developed eight concept models and integrated them into the visualization tool to enable students to probe data. The ability to probe data using a concept model addresses the common problem of transfer: the difficulty students have in applying theoretical knowledge to everyday phenomenon. The other innovation is a visualization environment and data that are discoverable in digital libraries, and installed, configured, and used for investigations over the web. By collaborating with the Integrated Data Viewer developers, we were able to embed a web-launchable visualization tool and access to distributed data sets into the online curricula. The Thematic Real-time Environmental Data Distributed Services (THREDDS) project is working to provide catalogs of datasets that can be used in new VGEE curricula under development. By cataloging this curricula in the Digital Library for Earth System Education (DLESE), learners and educators can discover the data and visualization tool within a framework that guides their use.

A philosophical examination of Mead's pragmatist constructivism as a referent for adult science education

NASA Astrophysics Data System (ADS)

Furbish, Dean Russel

The purpose of this study is to examine pragmatist constructivism as a science education referent for adult learners. Specifically, this study seeks to determine whether George Herbert Mead's doctrine, which conflates pragmatist learning theory and philosophy of natural science, might facilitate (a) scientific concept acquisition, (b) learning scientific methods, and (c) preparation of learners for careers in science and science-related areas. A philosophical examination of Mead's doctrine in light of these three criteria has determined that pragmatist constructivism is not a viable science education referent for adult learners. Mead's pragmatist constructivism does not portray scientific knowledge or scientific methods as they are understood by practicing scientists themselves, that is, according to scientific realism. Thus, employment of pragmatist constructivism does not adequately prepare future practitioners for careers in science-related areas. Mead's metaphysics does not allow him to commit to the existence of the unobservable objects of science such as molecular cellulose or mosquito-borne malarial parasites. Mead's anti-realist metaphysics also affects his conception of scientific methods. Because Mead does not commit existentially to the unobservable objects of realist science, Mead's science does not seek to determine what causal role if any the hypothetical objects that scientists routinely posit while theorizing might play in observable phenomena. Instead, constructivist pragmatism promotes subjective epistemology and instrumental methods. The implication for learning science is that students are encouraged to derive scientific concepts based on a combination of personal experience and personal meaningfulness. Contrary to pragmatist constructivism, however, scientific concepts do not arise inductively from subjective experience driven by personal interests. The broader implication of this study for adult education is that the philosophically laden claims of constructivist learning theories need to be identified and assessed independently of any empirical support that these learning theories might enjoy. This in turn calls for educational experiences for graduate students of education that incorporate philosophical understanding such that future educators might be able to recognize and weigh the philosophically laden claims of adult learning theories.

[Problems associated with the prevention of cruelty to animals in modern livestock breeding (author's transl)].

PubMed

Schultze-Petzold, H

1976-01-01

Regulations for the protection of useful animals can be traced to the early history of Law. The reason for such regulations has hardly changed up to the present: the expedient incorporation of the animal into the hierachy of values of the prevailing times. Decisive impulses invariably originated from the legal conception, the need for legal protection as well as from the scientific conceptions of society. The development rarely took a linear course and was not without setbacks. The prevention of cruelty to animals has always been faced with particular conflicting situations. Our pluralistic society with its marked philosophy of profit-making has to face such a problem, in particular as a result of livestock keeping in modern systems. The necessity and legitimacy of a permanent supply of large quantities of high-grade animal foodstuffs to be offered to our present industrial society on a competitive and low-cost basis, have contributed to this development. The public and parliament have for some time been demanding a modern federal act for the prevention of cruelty to animals based on a technical conception allowing also those questions of animal protection related to the present keeping of useful animals to be integrated, thus achieving a gradual balancing of interests. Such an Animal Protection Act came into force on October 1, 1972. On account of its scientific orientation it prompts us to give renewed thought to many present-day ideas about the keeping of animals, especially of useful animals, employing modern systems. With this objective in mind the Act has already strongly influenced the developing international harmonization of provisions for Animal Protection. The problems linked with "Animal Protection/Keeping of Useful Animals" require a harmonization of the ethical, scientific, economic and legal aspects as an indispensable prerequisite. On the basis of expert opinions prepared by a group of specialists of the Federal Ministry of Agriculture on the minimum requirements to be satisfied by modern systems of fowl breeding, the various scientific basic concepts and evaluations are presented. The value of the information yielded by modern research into animal behaviour is emphasized in this connection. Future legal ordinances in accordance with Clause 13, para 1 of the Animal Protection Act of July 24, 1972 for the protection of useful animals kept in modern systems call for a particularly thorough scientific foundation which must also stand up to examination by the courts. The problems to be solved require comprehensive research. An urgent task for the near future will be to give the resolution of these problems a firm scientific base. In addition to the topical approach to the subject "Animal Protection/Keeping of Useful Animals", indications are given for a comprehensive approach which will prove indispensable in the future...

Prescriptive scientific narratives for communicating usable science.

PubMed

Downs, Julie S

2014-09-16

In this paper I describe how a narrative approach to science communication may help audiences to more fully understand how science is relevant to their own lives and behaviors. The use of prescriptive scientific narrative can help to overcome challenges specific to scientific concepts, especially the need to reconsider long-held beliefs in the face of new empirical findings. Narrative can captivate the audience, driving anticipation for plot resolution, thus becoming a self-motivating vehicle for information delivery. This quality gives narrative considerable power to explain complex phenomena and causal processes, and to create and reinforce memory traces for better recall and application over time. Because of the inherent properties of narrative communication, their creators have a special responsibility to ensure even-handedness in selection and presentation of the scientific evidence. The recent transformation in communication and information technology has brought about new platforms for delivering content, particularly through interactivity, which can use structured self-tailoring to help individuals most efficiently get exactly the content that they need. As with all educational efforts, prescriptive scientific narratives must be evaluated systematically to determine whether they have the desired effects in improving understanding and changing behavior.

Prescriptive scientific narratives for communicating usable science

PubMed Central

Downs, Julie S.

2014-01-01

In this paper I describe how a narrative approach to science communication may help audiences to more fully understand how science is relevant to their own lives and behaviors. The use of prescriptive scientific narrative can help to overcome challenges specific to scientific concepts, especially the need to reconsider long-held beliefs in the face of new empirical findings. Narrative can captivate the audience, driving anticipation for plot resolution, thus becoming a self-motivating vehicle for information delivery. This quality gives narrative considerable power to explain complex phenomena and causal processes, and to create and reinforce memory traces for better recall and application over time. Because of the inherent properties of narrative communication, their creators have a special responsibility to ensure even-handedness in selection and presentation of the scientific evidence. The recent transformation in communication and information technology has brought about new platforms for delivering content, particularly through interactivity, which can use structured self-tailoring to help individuals most efficiently get exactly the content that they need. As with all educational efforts, prescriptive scientific narratives must be evaluated systematically to determine whether they have the desired effects in improving understanding and changing behavior. PMID:25225369

Technological and cross-border mixture value chain of science and engineering of multi-integrative mechatronics-integronics-adaptronics

NASA Astrophysics Data System (ADS)

Gheorghe, Gh. Ion; Popan, Gheorghe

2013-10-01

This scientific paper presents in national premiere and in original concept of the author, the scientific national and the author's original concept, the technological and cross-border mixture value chain of science and engineering of multi-integrative Mechatronics-Integronics-Adaptronics, as high-tech vector support development, for viability and sustainability of a new intelligent and competitive labour market.

Healing, Mental Energy in the Physics Classroom: Energy Conceptions and Trust in Complementary and Alternative Medicine in Grade 10-12 Students

ERIC Educational Resources Information Center

Svedholm, Annika M.; Lindeman, Marjaana

2013-01-01

Lay conceptions of energy often conflict with scientific knowledge, hinder science learning and scientific literacy, and provide a basis for ungrounded beliefs. In a sample of Finnish upper secondary school students, energy was attributed with features of living and animate beings and thought of as a mental property. These ontologically confused…

The Relationship between Students' Perception of the Scientific Models and Their Alternative Conceptions of the Lunar Phases

ERIC Educational Resources Information Center

Park, Su-Kyeong

2013-01-01

The aim of this study was to reveal whether there were differences in the understanding of scientific models according to their conceptions of lunar phases. The participants were 252 10th grader in South Korea. They were asked to respond SUMS (Students Understanding of Models in Science) instrument and to draw and explain why the different lunar…

Is Parental Alienation Disorder a Valid Concept? Not According to Scientific Evidence. A Review of "Parental Alienation, DSM-5 and ICD-11" by William Bernet

ERIC Educational Resources Information Center

Pepiton, M. Brianna; Alvis, Lindsey J.; Allen, Kenneth; Logid, Gregory

2012-01-01

This article reviews a recent book arguing how a concept known as parental alienation syndrome--now parental alienation disorder--should be included in official psychiatric/psychological and medical classification diagnostic manuals. Anecdotal cases and opinion are presented as research and scientific evidence, and stories are presented as…

Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning

ERIC Educational Resources Information Center

Abed, Osama H.

2016-01-01

This study investigated the effect of drama-based science teaching on students' understanding of scientific concepts and their attitudes towards science learning. The study also aimed to examine if there is an interaction between students' achievement level in science and drama-based instruction. The sample consisted of (87) of 7th grade students…

Implementing Science-Technology-Society Approaches in Middle School Science Teaching

ERIC Educational Resources Information Center

Akcay, Hakan; Yager, Robert E.

2010-01-01

The National Science Education Standards emphasize a goal that students should achieve scientific literacy, which is defined as the knowledge and understanding of scientific concepts needed in daily living. Scientific literacy enables people to not only use scientific principles and processes in making personal decisions but also to participate in…

Proportional Reasoning: An Essential Component of Scientific Understanding

ERIC Educational Resources Information Center

Hilton, Annette; Hilton, Geoff

2016-01-01

In many scientific contexts, students need to be able to use mathematical knowledge in order to engage in scientific reasoning and problem-solving, and their understanding of scientific concepts relies heavily on their ability to understand and use mathematics in often new or unfamiliar contexts. Not only do science students need high levels of…

SCCR Digital Learning System for Scientific Conceptual Change and Scientific Reasoning

ERIC Educational Resources Information Center

She, H. C.; Lee, C. Q.

2008-01-01

This study reports an adaptive digital learning project, scientific concept construction and reconstruction (SCCR), that was developed based on the theories of Dual Situated Learning Model (DSLM) and scientific reasoning. In addition, the authors investigated the effects of an SCCR related to a "combustion" topic for sixth grade students…

Learning Genetics through a Scientific Inquiry Game

ERIC Educational Resources Information Center

Casanoves, Marina; Salvadó, Zoel; González, Ángel; Valls, Cristina; Novo, Maria Teresa

2017-01-01

In this paper we discuss an activity through which students learn basic concepts in genetics by taking part in a police investigation game. The activity, which we have called Recal, immerses students in a scientific-based scenario in which they play a role of a scientific assessor. Players have to develop and use scientific reasoning and…

Analysing teachers' operations when teaching students: what constitutes scientific theories?

NASA Astrophysics Data System (ADS)

Holmqvist, Mona O.; Olander, Clas

2017-05-01

The aim of the study is to analyse teachers' efforts to develop secondary school students' knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev's three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers' (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns of interaction during the science interventions. Three lessons on what constitutes scientific theories were implemented in three different student groups (n = 24, 23, 24), framed by planning and evaluation meetings for each lesson. The results describe (1) the ways in which teachers became more skilled at ensuring instruction met their students' needs and (2) the ways in which teachers' operations during instruction changed as a result of their developed knowledge of how to express the content based on theoretical assumptions.

Semantic Information Processing of Physical Simulation Based on Scientific Concept Vocabulary Model

NASA Astrophysics Data System (ADS)

Kino, Chiaki; Suzuki, Yoshio; Takemiya, Hiroshi

Scientific Concept Vocabulary (SCV) has been developed to actualize Cognitive methodology based Data Analysis System: CDAS which supports researchers to analyze large scale data efficiently and comprehensively. SCV is an information model for processing semantic information for physics and engineering. In the model of SCV, all semantic information is related to substantial data and algorisms. Consequently, SCV enables a data analysis system to recognize the meaning of execution results output from a numerical simulation. This method has allowed a data analysis system to extract important information from a scientific view point. Previous research has shown that SCV is able to describe simple scientific indices and scientific perceptions. However, it is difficult to describe complex scientific perceptions by currently-proposed SCV. In this paper, a new data structure for SCV has been proposed in order to describe scientific perceptions in more detail. Additionally, the prototype of the new model has been constructed and applied to actual data of numerical simulation. The result means that the new SCV is able to describe more complex scientific perceptions.

Concepts in Change

NASA Astrophysics Data System (ADS)

Rusanen, Anna-Mari; Pöyhönen, Samuli

2013-06-01

In this article we focus on the concept of concept in conceptual change. We argue that (1) theories of higher learning must often employ two different notions of concept that should not be conflated: psychological and scientific concepts. The usages for these two notions are partly distinct and thus straightforward identification between them is unwarranted. Hence, the strong analogy between scientific theory change and individual learning should be approached with caution. In addition, we argue that (2) research in psychology and cognitive science provides a promising theoretical basis for developing explanatory mechanistic models of conceptual change. Moreover, we argue that (3) arguments against deeper integration between the fields of psychology and conceptual change are not convincing, and that recent theoretical developments in the cognitive sciences might prove indispensable in filling in the details in mechanisms of conceptual change.

Laboratory Directed Research and Development 1998 Annual Report

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

Pam Hughes; Sheila Bennett eds.

1999-07-14

The Laboratory's Directed Research and Development (LDRD) program encourages the advancement of science and the development of major new technical capabilities from which future research and development will grow. Through LDRD funding, Pacific Northwest continually replenishes its inventory of ideas that have the potential to address major national needs. The LDRD program has enabled the Laboratory to bring to bear its scientific and technical capabilities on all of DOE's missions, particularly in the arena of environmental problems. Many of the concepts related to environmental cleanup originally developed with LDRD funds are now receiving programmatic support from DOE, LDRD-funded work inmore » atmospheric sciences is now being applied to DOE's Atmospheric Radiation Measurement Program. We also have used concepts initially explored through LDRD to develop several winning proposals in the Environmental Management Science Program. The success of our LDRD program is founded on good management practices that ensure funding is allocated and projects are conducted in compliance with DOE requirements. We thoroughly evaluate the LDRD proposals based on their scientific and technical merit, as well as their relevance to DOE's programmatic needs. After a proposal is funded, we assess progress annually using external peer reviews. This year, as in years past, the LDRD program has once again proven to be the major enabling vehicle for our staff to formulate new ideas, advance scientific capability, and develop potential applications for DOE's most significant challenges.« less

A thermal control system for long-term survival of scientific instruments on lunar surface

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

Ogawa, K., E-mail: ogawa@astrobio.k.u-tokyo.ac.jp; Iijima, Y.; Tanaka, S.

2014-03-15

A thermal control system is being developed for scientific instruments placed on the lunar surface. This thermal control system, Lunar Mission Survival Module (MSM), was designed for scientific instruments that are planned to be operated for over a year in the future Japanese lunar landing mission SELENE-2. For the long-term operations, the lunar surface is a severe environment because the soil (regolith) temperature varies widely from nighttime −200 degC to daytime 100 degC approximately in which space electronics can hardly survive. The MSM has a tent of multi-layered insulators and performs a “regolith mound”. Temperature of internal devices is lessmore » variable just like in the lunar underground layers. The insulators retain heat in the regolith soil in the daylight, and it can keep the device warm in the night. We conducted the concept design of the lunar survival module, and estimated its potential by a thermal mathematical model on the assumption of using a lunar seismometer designed for SELENE-2. Thermal vacuum tests were also conducted by using a thermal evaluation model in order to estimate the validity of some thermal parameters assumed in the computed thermal model. The numerical and experimental results indicated a sufficient survivability potential of the concept of our thermal control system.« less

An optical profilometer for spatial characterization of three-dimensional surfaces

NASA Technical Reports Server (NTRS)

Kelly, W. L., IV; Burcher, E. E.; Skolaut, M. W., Jr.

1977-01-01

The design concept and system operation of an optical profilometer are discussed, and a preliminary evaluation of a breadboard system is presented to demonstrate the feasibility of the optical profilometer technique. Measurement results are presented for several test surfaces; and to illustrate a typical application, results are shown for a cleft palate cast used by dental surgeons. Finally, recommendations are made for future development of the optical profilometer technique for specific engineering or scientific applications.

[Concept and results of the German Research Network on Schizophrenia].

PubMed

Gaebel, W; Buchkremer, G; Häfner, H; Klosterkötter, J; Maier, W; Möller, H-J; Wölwer, W

2016-04-01

The German Research Network on Schizophrenia (GRNS) was funded by the Federal Ministry of Education and Research (BMBF) from 1999 to 2011. The aim was to obtain a better horizontal and vertical networking of German research and care facilities on schizophrenia, in order to investigate open research questions, to transfer the results into clinical practice and improve care and quality of life in patients with schizophrenia. This paper describes the concept and operations of the GRNS as well as its results on the basis of selected research projects. The GRNS comprised about 25 clinical trials of high practical relevance, which were closely interrelated regarding content, methodology and organization. The trials primarily served the development and evaluation of new and established diagnostic and therapeutic approaches, the assessment of the status quo of clinical care, as well as its improvements, together with the investigation of basic scientific questions. Many substantial results to highly relevant issues were obtained, which led or will lead to an improvement in mental health care. Quantitative and qualitative evaluation parameters, such as scientific publications and obtaining additional grants, as well as promotion of young scientists, public relations activities, congress activities and the foundation of a European Schizophrenia Association, document the successful work of the network. Successful funding requests will allow us to continue cooperative schizophrenia research in Germany as initiated by the GRNS, without necessarily always binding these activities formally to the GRNS.

Materials and structure synergistic with in-space materials utilization. [as means of reducing costs of space missions, colonization, and settlements

NASA Technical Reports Server (NTRS)

Ramohalli, Kumar; Shadman, Farhang; Sridhar, K. R.

1992-01-01

The significant advances made recently toward actual hardware realizations of various concepts for the application of in-space materials utilization (ISMU) are demonstrated. The overall plan for taking innovative concepts through technical feasibility, small-scale tests, scale-up, computer modeling, and larger-scale execution is outlined. Two specific fields of endeavor are surveyed: one has direct applications to construction on the moon, while the other has more basic implications, in addition to the practical aspects of lunar colonies. Several fundamental scientific advances made in the characterization of the physical and chemical processes that need to be elucidated for any intelligent application of the ISMU concepts in future space missions are described. A rigorous quantitative technique for the unambiguous evaluation of various components and component technology that form any space (or terrestrial mission) is also described.

Development of a NASA 2018 Mars Landed Mission Concept

NASA Technical Reports Server (NTRS)

Wilson, M. G.; Salvo, C. G.; Abilleira, F.; Sengstacken, A. J.; Allwood, A. G.; Backes, P. G.; Lindemann, R. A.; Jordan, J. F.

2010-01-01

Fundamental to NASA's Mars Exploration Program (MEP) is an ongoing development of an integrated and coordinated set of possible future candidate missions that meet fundamental science and programmatic objectives of NASA and the Mars scientific community. In the current planning horizon of the NASA MEP, a landed mobile surface exploration mission launching in the 2018 Mars launch opportunity exists as a candidate project to meet MEP in situ science and exploration objectives. This paper describes the proposed mission science objectives and the mission implementation concept developed for the 2018 opportunity. As currently envisioned, this mission concept seeks to explore a yet-to-be-selected site with high preservation potential for physical and chemical biosignatures, evaluate paleoenvironmental conditions, characterize the potential for preservation of biosignatures, and access multiple sequences of geological units in a search for evidence of past life and/or prebiotic chemistry at a site on Mars.

Laboratory Directed Research and Development Program FY98

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

Hansen, T.; Chartock, M.

1999-02-05

The Ernest Orlando Lawrence Berkeley National Laboratory (LBNL or Berkeley Lab) Laboratory Directed Research and Development Program FY 1998 report is compiled from annual reports submitted by principal investigators following the close of the fiscal year. This report describes the supported projects and summarizes their accomplishments. It constitutes a part of the Laboratory Directed Research and Development (LDRD) program planning and documentation process that includes an annual planning cycle, projection selection, implementation, and review. The LBNL LDRD program is a critical tool for directing the Laboratory's forefront scientific research capabilities toward vital, excellent, and emerging scientific challenges. The program providesmore » the resources for LBNL scientists to make rapid and significant contributions to critical national science and technology problems. The LDRD program also advances LBNL's core competencies, foundations, and scientific capability, and permits exploration of exciting new opportunities. All projects are work in forefront areas of science and technology. Areas eligible for support include the following: Advanced study of hypotheses, concepts, or innovative approaches to scientific or technical problems; Experiments and analyses directed toward ''proof of principle'' or early determination of the utility of new scientific ideas, technical concepts, or devices; and Conception and preliminary technical analyses of experimental facilities or devices.« less

Ontology Based Vocabulary Matching for Oceanographic Instruments

NASA Astrophysics Data System (ADS)

Chen, Yu; Shepherd, Adam; Chandler, Cyndy; Arko, Robert; Leadbetter, Adam

2014-05-01

Data integration act as the preliminary entry point as we enter the era of big data in many scientific domains. However the reusefulness of various dataset has met the hurdle due to different initial of interests of different parties, therefore different vocabularies in describing similar or semantically related concepts. In this scenario it is vital to devise an automatic or semi-supervised algorithm to facilitate the convergence of different vocabularies. The Ocean Data Interoperability Platform (ODIP) seeks to increase data sharing across scientific domains and international boundaries by providing a forum to harmonize diverse regional data systems. ODIP participants from the US include the Rolling Deck to Repository (R2R) program, whose mission is to capture, catalog, and describe the underway/environmental sensor data from US oceanographic research vessels and submit the data to public long-term archives. In an attempt to harmonize these regional data systems, especially vocabularies, R2R recognizes the value of the SeaDataNet vocabularies served by the NERC Vocabulary Server (NVS) hosted at the British Oceanographic Data Centre as a trusted, authoritative source for describing many oceanographic research concepts such as instrumentation. In this work, we make use of the semantic relations in the vocabularies served by NVS to build a Bayesian network and take advantage of the idea of entropy in evaluating the correlation between different concepts and keywords. The performance of the model is evaluated against matching instruments from R2R against the SeaDataNet instrument vocabularies based on calculated confidence scores in the instrument pairings. These pairings with their scores can then be analyzed for assertion growing the interoperability of the R2R vocabulary through its links to the SeaDataNet entities.

Writing a Scientific Paper III. Ethical Aspects

NASA Astrophysics Data System (ADS)

Sterken, C.

2011-07-01

The main theme of this paper is truthful communication of scientific results. Therefore, concepts of truth, error, quality and value are elaborated. The following bibliometric parameters are explained: the journal impact factor, the journal cited half-life, and the journal immediacy index, as well as paper counts, citation rates, citation index and the Hirsch index. These bibliometric indices and indicators are illustrated with examples derived from bibliometric analyses of the astronomical literature. Scientific misconduct in the broadest sense is discussed by category: researcher misconduct, author misconduct, referee and grant-reviewer misconduct. But also publisher misconduct, editorial misconduct and mismanagement, and research supervisor misbehavior are dealt with. The overall signatures of scientific misconduct are focused on, as well as the causes and the cures. This is followed by a Section devoted to whistleblowing. The biases of bibliometric indices, and the use and abuse of bibliometrics are illustrated. Moreover, suggestions for remediating the present defective system of bibliometric measurement and evaluation are worked out. Finally, the hopes and concerns of our students - either expressed during or after the lectures, or through subsequent private contacts - are passed on.

Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

NASA Astrophysics Data System (ADS)

Henrichs, Lotte F.; Leseman, Paul P. M.

2014-11-01

Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over science. In this paper, we investigate whether science lessons might be integrated with learning the language functional for school: academic language. The occurrence of scientific reasoning and sophisticated vocabulary in brief science lessons with 5-year-olds is evaluated. The aim of the study was twofold: first, to explore the nature of kindergarten science discourse without any researcher directions (pre-intervention observation). Second, in a randomized control trial, we evaluated the effect on science discourse of a brief teacher training session focused on academic language awareness. The science lessons focussed on air pressure and mirror reflection. Analyses showed that teachers from the intervention group increased their use of scientific reasoning and of domain-specific academic words in their science discourse, compared to the control group. For the use of general academic words and for lexical diversity, the effect was task-specific: these dependent measures only increased during the air pressure task. Implications of the study include the need to increase teachers' awareness of possibilities to combine early science instruction and academic language learning.

Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course

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

Koffman, Bess G.; Kreutz, Karl J.; Trenbath, Kim

We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a hypothesis; and construction of an argument. Students submit and receive feedback on two drafts of two different argumentation essays, providing the opportunity for guided practice. Each written argument is intended to draw on several weeks' course material, including short lectures, discussions, readings, and problem sets. Thus our aim with these writing assignments is to helpmore » students synthesize content and concepts, deepening their learning. We have found that this inquiry-based approach to writing engages students in course material, and significantly improves both writing and learning. We observed the greatest improvement among students with the lowest initial scores, suggesting that lower-achieving students benefitted disproportionately from this approach. Students have responded positively to the use of writing in the course, many stating on course evaluations that this is the first time they have received instruction in scientific writing. They have also pointed to a greater 'big-picture' understanding of the course gained through writing. We describe the course and our curriculum, and provide suggestions for implementation as well as rubrics used to evaluate problem sets and student argumentation essays.« less

Scientific Inquiry: A Model for Online Searching.

ERIC Educational Resources Information Center

Harter, Stephen P.

1984-01-01

Explores scientific inquiry as philosophical and behavioral model for online search specialist and information retrieval process. Nature of scientific research is described and online analogs to research concepts of variable, hypothesis formulation and testing, operational definition, validity, reliability, assumption, and cyclical nature of…

Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

PubMed

Foster, Jamie S; Lemus, Judith D

2015-01-01

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

Mapping a research agenda for the science of team science

PubMed Central

Falk-Krzesinski, Holly J; Contractor, Noshir; Fiore, Stephen M; Hall, Kara L; Kane, Cathleen; Keyton, Joann; Klein, Julie Thompson; Spring, Bonnie; Stokols, Daniel; Trochim, William

2012-01-01

An increase in cross-disciplinary, collaborative team science initiatives over the last few decades has spurred interest by multiple stakeholder groups in empirical research on scientific teams, giving rise to an emergent field referred to as the science of team science (SciTS). This study employed a collaborative team science concept-mapping evaluation methodology to develop a comprehensive research agenda for the SciTS field. Its integrative mixed-methods approach combined group process with statistical analysis to derive a conceptual framework that identifies research areas of team science and their relative importance to the emerging SciTS field. The findings from this concept-mapping project constitute a lever for moving SciTS forward at theoretical, empirical, and translational levels. PMID:23223093

Concepts of Chinese Folk Happiness

ERIC Educational Resources Information Center

Ip, Po Keung

2011-01-01

Discourses on Chinese folk happiness are often based on anecdotal narratives or qualitative analysis. Two traditional concepts of happiness popular in Chinese culture are introduced. The paper constructs a concept of Chinese folk happiness on basis of the findings of a scientific survey on the Taiwanese people regarding their concepts of…

Teachers' Conceptions of Tangent Line

ERIC Educational Resources Information Center

Paez Murillo, Rosa Elvira; Vivier, Laurent

2013-01-01

In order to study the conceptions, and their evolutions, of the tangent line to a curve an updating workshop which took place in Mexico was designed for upper secondary school teachers. This workshop was planned using the methodology of cooperative learning, scientific debate and auto reflection (ACODESA) and the conception-knowing-concept model…

The Frenkel Kontorova Model

NASA Astrophysics Data System (ADS)

Floría, L. M.; Baesens, C.; Gómez-Gardeñes, J.

In the preface to his monograph on the structure of Evolutionary Theory [1], the late professor Stephen Jay Gould attributes to the philosopher Immanuel Kant the following aphorism in Science Philosophy: "Percepts without concepts are blind; concepts without percepts are empty". Using with a bit of freedom these Kantian terms, one would say that a scientific model is a framework (or network) of interrelated concepts and percepts where experts build up scientific consistent explanations of a given set of observations. Good models are those which are both, conceptually simple and universal in their perceptions. Let us illustrate with examples the meaning of this statement.

Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

ERIC Educational Resources Information Center

Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua

2017-01-01

This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links.…

Does Attainment of Piaget's Formal Operational Level of Cognitive Development Predict Student Understanding of Scientific Models?

ERIC Educational Resources Information Center

Lahti, Richard Dennis, II.

2012-01-01

Knowledge of scientific models and their uses is a concept that has become a key benchmark in many of the science standards of the past 30 years, including the proposed Next Generation Science Standards. Knowledge of models is linked to other important nature of science concepts such as theory change which are also rising in prominence in newer…

How Do You Like Your Science, Wet or Dry? How Two Lab Experiences Influence Student Understanding of Science Concepts and Perceptions of Authentic Scientific Practice

ERIC Educational Resources Information Center

Munn, Maureen; Knuth, Randy; Van Horne, Katie; Shouse, Andrew W.; Levias, Sheldon

2017-01-01

This study examines how two kinds of authentic research experiences related to smoking behavior--genotyping human DNA (wet lab) and using a database to test hypotheses about factors that affect smoking behavior (dry lab)--influence students' perceptions and understanding of scientific research and related science concepts. The study used pre and…

Kindergarten Students' Levels of Understanding Some Science Concepts and Scientific Inquiry Processes According to Demographic Variables (The Sampling of Kilis Province in Turkey)

ERIC Educational Resources Information Center

Ilhan, Nail; Tosun, Cemal

2016-01-01

The purpose of this study is to identify the kindergarten students' levels of understanding some science concepts (LUSSC) and scientific inquiry processes (SIP) and compare their LUSSC and SIP in terms of some demographic variables. Also, another purpose of this study is to identify the predictive power of those demographic variables over the…

The Effect of Using Jigsaw Strategy in Teaching Science on the Acquisition of Scientific Concepts among the Fourth Graders of Bani Kinana Directorate of Education

ERIC Educational Resources Information Center

Hamadneh, Qaseem Mohammad Salim

2017-01-01

The study aimed to identify the effect of using Jigsaw strategy in teaching science on the acquisition of scientific concepts among the fourth graders of Bani Kinana Directorate of Education compared to the traditional way. The study sample consisted of 70 male and female students, divided into two groups: experimental and control where the…

The ubiquitous reflex and its critics in post-revolutionary Russia.

PubMed

Sirotkina, Irina

2009-03-01

In the last century, the reflex was more than a scientific concept: it was a cultural idiom that could be used to various aims--political, scholarly, and artistic. In Russia in the 1920s, the reflex became a ubiquitous notion and a current word, part of the revolutionary discourse and, finally, a password to modernity. Two major factors contributed to it: physiological theories of the reflex, widespread in Russia at the early twentieth-century, and the materialist philosophy backed after the Revolution by the Communist party. Everybody who wished to be modern and materialist, in conformity with the official communist views, had to refer to reflexes. Yet, even in this period, the concept was not unproblematic and was criticized by some scientists, philosophers, artists and even Party members. In the paper, I describe both the array of uses of the term and the criticism it received in political, scientific and artistic discourses. It is not uncommon that, taking their origins in culture and common language, scientific concepts later return there in the form of metaphors. Similarly, the reflex was made into a rigorous scientific concept in the nineteenth century but, in the next century, it circulated as a cultural idiom penetrating various areas of political, artistic and academic life.

Styles of Scientific Reasoning: A Cultural Rationale for Science Education?

ERIC Educational Resources Information Center

Kind, Per; Osborne, Jonathan

2017-01-01

In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scientific reasoning based on six "styles of scientific reasoning." Each "style" requires its own…

It's Time for a Conceptual Change.

ERIC Educational Resources Information Center

Hausfather, Samuel J.

1992-01-01

Conceptual change teaching is an instructional method that helps students modify, extend, or exchange their alternative conceptions for the appropriate scientific conceptions. Provides activities and a diagnostic test to apply the method to the concepts of heat and temperature. (MDH)

Evaluating the Interdisciplinary Discoverability of Data

NASA Astrophysics Data System (ADS)

Gordon, S.; Habermann, T.

2017-12-01

Documentation needs are similar across communities. Communities tend to agree on many of the basic concepts necessary for discovery. Shared concepts such as a title or a description of the data exist in most metadata dialects. Many dialects have been designed and recommendations implemented to create metadata valuable for data discovery. These implementations can create barriers to discovering the right data. How can we ensure that the documentation we curate will be discoverable and understandable by researchers outside of our own disciplines and organizations? Since communities tend to use and understand many of the same documentation concepts, the barriers to interdisciplinary discovery are caused by the differences in the implementation. Thus tools and methods designed for the conceptual layer that evaluate records for documentation concepts, regardless of the dialect, can be effective in identifying opportunities for improvement and providing guidance. The Metadata Evaluation Web Service combined with a Jupyter Notebook interface allows a user to gather insight about a collection of records with respect to different communities' conceptual recommendations. It accomplishes this via data visualizations and provides links to implementation specific guidance on the ESIP Wiki for each recommendation applied to the collection. By utilizing these curation tools as part of an iterative process the data's impact can be increased by making it discoverable to a greater scientific and research community. Due to the conceptual focus of the methods and tools used, they can be utilized by any community or organization regardless of their documentation dialect or tools.

[Scientific revolution and embryology: rejection or transformation of antiquity? A comparison between the procreation teachings of Cesare Cremonini, William Harvey und René Descartes].

PubMed

Lo Presti, Roberto

2014-01-01

In this paper I address the issue of the theoretical and epistemological status of embryology at the rise of the so-called "Scientific Revolution" (also in the first half of the seventeenth-century) and raise the question, in what sense and to what extent the historiographical concept of "Scientific Revolution" is applicable to the domain of embryology. To achieve this aim I compare the theories of three protagonists of the medical, scientific and philosophical debate of that age, namely Cesare Cremonini, William Harvey and René Descartes, who had very different views on the world structure and human nature and a very different concept of science, but who shared, as concerns embryological issues, an epigenetic conception of the development of the embryo. Their theories are discussed and compared in light of following questions: 1) What do Cremonini's, Harvey's and Descartes's embryological theories exactly aim to?; 2) In developing their theories, do these thinkers deal explicitly or implicitly with the Aristotelian and the Galenic embryological paradigm?; 3)Do they refer polemically to the Aristotelian and the Galenic tradition and what theoretical and/or rhetorical function have these polemical references?; 4) Do the embryological theories of Cremonini, Harvey and Descartes reflect the century-long dispute between "(Aristotelian) philosophers" and "(Galenic) doctors"?; 5) How is represented embryology as a 'scientific' and/or 'theoretical' domain? And what relationship between concepts of 'truth', 'research', 'tradition' and 'scientific progress' is implied or proposed in the embryological works of these three thinkers? What kind of use do Cremonini, Harvey and Descartes make of the argumenta ex ratione and of those ex experientia?

Mathematical and Scientific Foundations for an Integrative Engineering Curriculum.

ERIC Educational Resources Information Center

Carr, Robin; And Others

1995-01-01

Describes the Mathematical and Scientific Foundations of Engineering curriculum which emphasizes the mathematical and scientific concepts common to all engineering fields. Scientists and engineers together devised topics and experiments that emphasize the relevance of theory to real-world applications. Presents material efficiently while building…

Anatomy of scientific evolution.

PubMed

Yun, Jinhyuk; Kim, Pan-Jun; Jeong, Hawoong

2015-01-01

The quest for historically impactful science and technology provides invaluable insight into the innovation dynamics of human society, yet many studies are limited to qualitative and small-scale approaches. Here, we investigate scientific evolution through systematic analysis of a massive corpus of digitized English texts between 1800 and 2008. Our analysis reveals great predictability for long-prevailing scientific concepts based on the levels of their prior usage. Interestingly, once a threshold of early adoption rates is passed even slightly, scientific concepts can exhibit sudden leaps in their eventual lifetimes. We developed a mechanistic model to account for such results, indicating that slowly-but-commonly adopted science and technology surprisingly tend to have higher innate strength than fast-and-commonly adopted ones. The model prediction for disciplines other than science was also well verified. Our approach sheds light on unbiased and quantitative analysis of scientific evolution in society, and may provide a useful basis for policy-making.

Anatomy of Scientific Evolution

PubMed Central

Yun, Jinhyuk; Kim, Pan-Jun; Jeong, Hawoong

2015-01-01

The quest for historically impactful science and technology provides invaluable insight into the innovation dynamics of human society, yet many studies are limited to qualitative and small-scale approaches. Here, we investigate scientific evolution through systematic analysis of a massive corpus of digitized English texts between 1800 and 2008. Our analysis reveals great predictability for long-prevailing scientific concepts based on the levels of their prior usage. Interestingly, once a threshold of early adoption rates is passed even slightly, scientific concepts can exhibit sudden leaps in their eventual lifetimes. We developed a mechanistic model to account for such results, indicating that slowly-but-commonly adopted science and technology surprisingly tend to have higher innate strength than fast-and-commonly adopted ones. The model prediction for disciplines other than science was also well verified. Our approach sheds light on unbiased and quantitative analysis of scientific evolution in society, and may provide a useful basis for policy-making. PMID:25671617

A Scientific Software Product Line for the Bioinformatics domain.

PubMed

Costa, Gabriella Castro B; Braga, Regina; David, José Maria N; Campos, Fernanda

2015-08-01

Most specialized users (scientists) that use bioinformatics applications do not have suitable training on software development. Software Product Line (SPL) employs the concept of reuse considering that it is defined as a set of systems that are developed from a common set of base artifacts. In some contexts, such as in bioinformatics applications, it is advantageous to develop a collection of related software products, using SPL approach. If software products are similar enough, there is the possibility of predicting their commonalities, differences and then reuse these common features to support the development of new applications in the bioinformatics area. This paper presents the PL-Science approach which considers the context of SPL and ontology in order to assist scientists to define a scientific experiment, and to specify a workflow that encompasses bioinformatics applications of a given experiment. This paper also focuses on the use of ontologies to enable the use of Software Product Line in biological domains. In the context of this paper, Scientific Software Product Line (SSPL) differs from the Software Product Line due to the fact that SSPL uses an abstract scientific workflow model. This workflow is defined according to a scientific domain and using this abstract workflow model the products (scientific applications/algorithms) are instantiated. Through the use of ontology as a knowledge representation model, we can provide domain restrictions as well as add semantic aspects in order to facilitate the selection and organization of bioinformatics workflows in a Scientific Software Product Line. The use of ontologies enables not only the expression of formal restrictions but also the inferences on these restrictions, considering that a scientific domain needs a formal specification. This paper presents the development of the PL-Science approach, encompassing a methodology and an infrastructure, and also presents an approach evaluation. This evaluation presents case studies in bioinformatics, which were conducted in two renowned research institutions in Brazil. Copyright © 2015 Elsevier Inc. All rights reserved.

Evaluating Secondary Students' Scientific Reasoning in Genetics Using a Two-Tier Diagnostic Instrument

NASA Astrophysics Data System (ADS)

Tsui, Chi-Yan; Treagust, David

2010-05-01

While genetics has remained as one key topic in school science, it continues to be conceptually and linguistically difficult for students with the concomitant debates as to what should be taught in the age of biotechnology. This article documents the development and implementation of a two-tier multiple-choice instrument for diagnosing grades 10 and 12 students' understanding of genetics in terms of reasoning. The pretest and posttest forms of the diagnostic instrument were used alongside other methods in evaluating students' understanding of genetics in a case-based qualitative study on teaching and learning with multiple representations in three Western Australian secondary schools. Previous studies have shown that a two-tier diagnostic instrument is useful in probing students' understanding or misunderstanding of scientific concepts and ideas. The diagnostic instrument in this study was designed and then progressively refined, improved, and implemented to evaluate student understanding of genetics in three case schools. The final version of the instrument had Cronbach's alpha reliability of 0.75 and 0.64, respectively, for its pretest and the posttest forms when it was administered to a group of grade 12 students (n = 17). This two-tier diagnostic instrument complemented other qualitative data collection methods in this research in generating a more holistic picture of student conceptual learning of genetics in terms of scientific reasoning. Implications of the findings of this study using the diagnostic instrument are discussed.

The analysis of scientific communications and students’ character development through guided inquiry learning

NASA Astrophysics Data System (ADS)

Sarwi, S.; Fauziah, N.; Astuti, B.

2018-03-01

This research is setting by the condition of students who have difficulty in ideas delivery, written scientific communication, and still need the development of student character. The objectives of the research are to determine the improvement of concept understanding, to analyze scientific communication skills and to develop the character of the students through guided inquiry learning. The design in this research is quasi experimental control group preposttest, with research subject of two group of grade X Senior High School in Semarang. One group of controller uses non tutorial and treatment group using tutorial in guided inquiry. Based on result of gain test analysis, obtained = 0.71 for treatment and control group = 0.60. The t-test result of mean mastery of concept of quantity and unit using t-test of right side is t count = 2.37 (p=0.003) while t table = 1.67 (α = 5%), which means that the results of the study differed significantly. The results of the students' scientific communication skills analysis showed that the experimental group was higher than the control, with an average of 69% and 63% scientific communication skills. The character values are effective developed through guided inquiry learning. The conclusion of the study is guided inquiry learning tutorial better than guided inquiry non tutorial learning in aspect understanding concept, scientific communication skills; but the character development result is almost the same.

[Activating therapeutic care in geriatrics : Evaluation of a practice concept].

PubMed

Acklau, Stefanie; Gödecker, Lisa; Kaden, Andrea; Jahn, Patrick

2016-10-01

The special feature of the concept of activating therapeutic care in geriatrics (ATP-G) is based on the focus of nursing and therapeutic elements specifically related to the elderly. Further significance lies in the bottom-up development of this concept, which shows a close proximity to the nursing practice. The research project targeted the characteristics of ATP-G from a nursing point of view. Furthermore, the resulting elements of professional nursing care understanding for inpatient geriatric rehabilitation were used to build a scientific and theoretical foundation of the ATP-G concept. In this study 12 semi-structured interviews with professional caregivers were realized. The data collection was undertaken in three different facilities of inpatient geriatric (early) rehabilitation, chosen by lot. The data analysis was based on the methodology of qualitative content analysis according to Mayring. The research project showed that the basic elements described in the ATP-G concept are consistent with the view of nursing practitioners and therefore reflect the characteristic features of routine daily practice; nonetheless, some new aspects were found, primarily the importance of interdisciplinary teamwork in geriatric settings. There were also difficulties related to the ATP-G concept which were experienced as restraints by the questioned professionals. Further research should therefore investigate the structures for optimal implementation of the ATP-G concept into standard practice.

High Altitude Venus Operational Concept (HAVOC): Proofs of Concept

NASA Technical Reports Server (NTRS)

Jones, Christopher A.; Arney, Dale C.; Bassett, George Z.; Clark, James R.; Hennig, Anthony I.; Snyder, Jessica C.

2015-01-01

The atmosphere of Venus is an exciting destination for both further scientific study and future human exploration. A recent internal NASA study of a High Altitude Venus Operational Concept (HAVOC) led to the development of an evolutionary program for the exploration of Venus, with focus on the mission architecture and vehicle concept for a 30-day crewed mission into Venus's atmosphere at 50 kilometers. Key technical challenges for the mission include performing the aerocapture maneuvers at Venus and Earth, inserting and inflating the airship at Venus during the entry sequence, and protecting the solar panels and structure from the sulfuric acid in the atmosphere. Two proofs of concept were identified that would aid in addressing some of the key technical challenges. To mitigate the threat posed by the sulfuric acid ambient in the atmosphere of Venus, a material was needed that could protect the systems while being lightweight and not inhibiting the performance of the solar panels. The first proof of concept identified candidate materials and evaluated them, finding FEP-Teflon (Fluorinated Ethylene Propylene-Teflon) to maintain 90 percent transmittance to relevant spectra even after 30 days of immersion in concentrated sulfuric acid. The second proof of concept developed and verified a packaging algorithm for the airship envelope to inform the entry, descent, and inflation analysis.

Normative ethics does not need a foundation: it needs more science.

PubMed

Quintelier, Katinka; Van Speybroeck, Linda; Braeckman, Johan

2011-03-01

The impact of science on ethics forms since long the subject of intense debate. Although there is a growing consensus that science can describe morality and explain its evolutionary origins, there is less consensus about the ability of science to provide input to the normative domain of ethics. Whereas defenders of a scientific normative ethics appeal to naturalism, its critics either see the naturalistic fallacy committed or argue that the relevance of science to normative ethics remains undemonstrated. In this paper, we argue that current scientific normative ethicists commit no fallacy, that criticisms of scientific ethics contradict each other, and that scientific insights are relevant to normative inquiries by informing ethics about the options open to the ethical debate. Moreover, when conceiving normative ethics as being a nonfoundational ethics, science can be used to evaluate every possible norm. This stands in contrast to foundational ethics in which some norms remain beyond scientific inquiry. Finally, we state that a difference in conception of normative ethics underlies the disagreement between proponents and opponents of a scientific ethics. Our argument is based on and preceded by a reconsideration of the notions naturalistic fallacy and foundational ethics. This argument differs from previous work in scientific ethics: whereas before the philosophical project of naturalizing the normative has been stressed, here we focus on concrete consequences of biological findings for normative decisions or on the day-to-day normative relevance of these scientific insights.

[Preoperative evaluation of adult patients before elective, noncardiothoracic surgery : Joint recommendation of the German Society of Anesthesiology and Intensive Care Medicine, the German Society of Surgery, and the German Society of Internal Medicine].

PubMed

Zwissler, B

2017-06-01

Evaluation of the patient's medical history and a physical examination are the cornerstones of risk assessment prior to elective surgery and may help to optimize the patient's preoperative medical condition and to guide perioperative management. Whether the performance of additional technical tests (e. g. blood chemistry, ECG, spirometry, chest x‑ray) can contribute to a reduction of perioperative risk is often not very well known or is controversial. Similarly, there is considerable uncertainty among anesthesiologists, internists and surgeons with respect to the perioperative management of the patient's long-term medication. Therefore, the German Scientific Societies of Anesthesiology and Intensive Care Medicine (DGAI), Internal Medicine (DGIM) and Surgery (DGCH) have joined to elaborate recommendations on the preoperative evaluation of adult patients prior to elective, noncardiothoracic surgery, which were initially published in 2010. These recommendations have now been updated based on the current literature and existing international guidelines. In the first part the general principles of preoperative evaluation are described (part A). The current concepts for extended evaluation of patients with known or suspected major cardiovascular disease are presented in part B. Finally, the perioperative management of patients' long-term medication is discussed (part C). The concepts proposed in these interdisciplinary recommendations endorsed by the DGAI, DGIM and DGCH provide a common basis for a structured preoperative risk assessment and management. These recommendations aim to ensure that surgical patients undergo a rational preoperative assessment and at the same time to avoid unnecessary, costly and potentially dangerous testing. The joint recommendations reflect the current state-of-the-art knowledge as well as expert opinions because scientific-based evidence is not always available. These recommendations will be subject to regular re-evaluation and updating when new validated evidence becomes available.

Impact of Scientific Versus Emotional Wording of Patient Questions on Doctor-Patient Communication in an Internet Forum: A Randomized Controlled Experiment with Medical Students.

PubMed

Bientzle, Martina; Griewatz, Jan; Kimmerle, Joachim; Küppers, Julia; Cress, Ulrike; Lammerding-Koeppel, Maria

2015-11-25

Medical expert forums on the Internet play an increasing role in patient counseling. Therefore, it is important to understand how doctor-patient communication is influenced in such forums both by features of the patients or advice seekers, as expressed in their forum queries, and by characteristics of the medical experts involved. In this experimental study, we aimed to examine in what way (1) the particular wording of patient queries and (2) medical experts' therapeutic health concepts (for example, beliefs around adhering to a distinctly scientific understanding of diagnosis and treatment and a clear focus on evidence-based medicine) impact communication behavior of the medical experts in an Internet forum. Advanced medical students (in their ninth semester of medical training) were recruited as participants. Participation in the online forum was part of a communication training embedded in a gynecology course. We first measured their biomedical therapeutic health concept (hereinafter called "biomedical concept"). Then they participated in an online forum where they answered fictitious patient queries about mammography screening that either included scientific or emotional wording in a between-group design. We analyzed participants' replies with regard to the following dimensions: their use of scientific or emotional wording, the amount of communicated information, and their attempt to build a positive doctor-patient relationship. This study was carried out with 117 medical students (73 women, 41 men, 3 did not indicate their sex). We found evidence that both the wording of patient queries and the participants' biomedical concept influenced participants' response behavior. They answered emotional patient queries in a more emotional way (mean 0.92, SD 1.02) than scientific patient queries (mean 0.26, SD 0.55; t74=3.48, P<.001, d=0.81). We also found a significant interaction effect between participants' use of scientific or emotional wording and type of patient query (F2,74=10.29, P<.01, partial η(2)=0.12) indicating that participants used scientific wording independently of the type of patient query, whereas they used emotional wording particularly when replying to emotional patient queries. In addition, the more pronounced the medical experts' biomedical concept was, the more scientifically (adjusted β=.20; F1,75=2.95, P=.045) and the less emotionally (adjusted β=-.22; F1,74=3.66, P=.03) they replied to patient queries. Finally, we found that participants' biomedical concept predicted their engagement in relationship building (adjusted β=-.26): The more pronounced their biomedical concept was, the less they attempted to build a positive doctor-patient relationship (F1,74=5.39, P=.02). Communication training for medical experts could aim to address this issue of recognizing patients' communication styles and needs in certain situations in order to teach medical experts how to take those aspects adequately into account. In addition, communication training should also make medical experts aware of their individual therapeutic health concepts and the consequential implications in communication situations.

Transformation between scientific and social representations of conception: the method of serial reproduction.

PubMed

Bangerter, A

2000-12-01

The social representation (SR) of conception was investigated using an adapted version of Bartlett's (1932) method of serial reproduction. A sample of 75 participants reproduced a text describing the conception process in 20 segregated chains of four reproductive generations. Changes in sentence structure and content were analysed. Results indicated that when the scientific representation of conception is apprehended by laypersons, two different processes take place. First, the abstract biological description of the process is progressively transformed into an anthropomorphic description centred on the sperm and ovum (personification). Second, stereotypical sex-role attributes are projected onto the sperm and ovum. Limitations of the method of serial reproduction are discussed, as well as its potential for modelling processes of cultural diffusion of knowledge.

Du changement conceptuel a la complexification conceptuelle dans l'apprentissage des sciences

NASA Astrophysics Data System (ADS)

Belanger, Michel

Science learning has often been thought as a replacement process; learners' spontaneous ideas must be replaced by scientific ones. Many learning models in science education were formulated in this way (at least implicitly). But theses spontaneous ideas proved to be more resistant than initially thought. Several researchers concluded that students often possess an odd combination of intuitive and scientific ideas. Generally, the phenomenon of "multiple conceptions" refers to students having a repertoire of different conceptions, each associated with a context of relevance. A number of researchers in science education constructed models of this phenomenon, but none included a systematic treatment of what we consider one of its most important aspects: the fact that these multiple conceptions are not isolated within the cognitive structure, but integrated into a whole in many ways. This whole constitute a complex of conceptions, whence our utilisation of the expression "conceptual complexification" to designate this form of learning. Using ideas in the conceptual change literature and in philosophy of science, we propose five kinds of cognitive structures that could play an intermediary role between alternative conceptions, allowing the management of their multiplicity: descriptive, evaluative, explicative, transformative, and decisional. In the empirical section of the research, we explore specifically decisional structures, which are responsible for the selection of one conception of the repertoire. In order to do so, we submitted two series of tasks to eight collegial and undergraduate students in two situations. In the first tasks, subjects are asked to explain three phenomena (one biological and two physical) to fictive audiences of various ages (6 to 15 years old). In the second tasks, students' understanding of the quantum version of the Young's interference experiment is probed in order study their understanding of the demarcation between quantum and classical mechanics. In these two situations, students appear to make use of two different strategies for selecting between alternative conceptions. Many topics of science education are briefly touched in this research. The conceptual complexification model that we propose could constitute an interesting theoretical framework for their future study. Keywords: conceptual change, multiple conceptions, conceptual complexification, quantum mechanic learning, popularization, history of science.

The development of an intelligent user interface for NASA's scientific databases

NASA Technical Reports Server (NTRS)

Campbell, William J.; Roelofs, Larry H.

1986-01-01

The National Space Science Data Center (NSSDC) has initiated an Intelligent Data Management (IDM) research effort which has as one of its components, the development of an Intelligent User Interface (IUI). The intent of the IUI effort is to develop a friendly and intelligent user interface service that is based on expert systems and natural language processing technologies. This paper presents the design concepts, development approach and evaluation of performance of a prototype Intelligent User Interface Subsystem (IUIS) supporting an operational database.

Neurocardiology: Therapeutic Implications for Cardiovascular Disease

PubMed Central

Goldstein, David S.

2016-01-01

SUMMARY The term “neurocardiology” refers to physiologic and pathophysiological interplays of the nervous and cardiovascular systems. This selective review provides an update about cardiovascular therapeutic implications of neurocardiology, with emphasis on disorders involving primary or secondary abnormalities of catecholamine systems. Concepts of scientific integrative medicine help understand these disorders. Scientific integrative medicine is not a treatment method or discipline but a way of thinking that applies systems concepts to acute and chronic disorders of regulation. Some of these concepts include stability by negative feedback regulation, multiple effectors, effector sharing, instability by positive feedback loops, allostasis, and allostatic load. Scientific integrative medicine builds on systems biology but is also distinct in several ways. A large variety of drugs and non-drug treatments are now available or under study for neurocardiologic disorders in which catecholamine systems are hyperfunctional or hypofunctional. The future of therapeutics in neurocardiology is not so much in new curative drugs as in applying scientific integrative medical ideas that take into account concurrent chronic degenerative disorders and interactions of multiple drug and non-drug treatments with each other and with those disorders. PMID:21108771

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

PubMed Central

Lemus, Judith D.

2015-01-01

Abstract Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology. Key Words: Scientific inquiry—Critical thinking—Curriculum development—Astrobiology—Microbialites. Astrobiology 15, 89–99. PMID:25474292

Video and Visualization to Communicate Current Geoscience at Museums and Science Centers

NASA Astrophysics Data System (ADS)

Allen, L.; Trakinski, V.; Gardiner, N.; Foutz, S.; Pisut, D.

2012-12-01

Science Bulletins, a current-science video exhibition program produced by the American Museum of Natural History, was developed to communicate scientific concepts and results to a wide public and educator audience. Funded by a NOAA Environmental Literacy Grant and developed in collaboration with scientists, a series of Science Bulletins pieces mixes data visualization, video, and non-narrated text to highlight recent issues and findings relevant to short and long-term change in the Earth system. Some of the pieces have been evaluated with audiences to assess learning outcomes and improve practices. Videos, evaluation results, and multiplatform dissemination strategies from this series will be shared and discussed.

Placing Science into Its Human Context: Using Scientific Autobiography to Teach Chemistry

NASA Astrophysics Data System (ADS)

Carroll, Felix A.; Seeman, Jeffrey I.

2001-12-01

Scientific autobiography and biography can improve chemistry learning by helping students relate otherwise abstract concepts to important events in the lives of fellow human beings. In advanced courses, reading scientific autobiography and biography can help students see how scientific collaboration, advances in instrumentation, and major events in human lives influence the development of chemical ideas over time. In addition, studying many years of an individual's research program can demonstrate the progress of science, the connectivity of research findings, and the validity of experimental results over many decades. This paper describes the use of an autobiography of an eminent chemist in an advanced undergraduate chemistry course. This approach not only enhances the teaching of chemical concepts, but it also provides students with expanded opportunities for cooperative and self-directed learning activities.

Rockets: Physical science teacher's guide with activities

NASA Astrophysics Data System (ADS)

Vogt, Gregory L.; Rosenberg, Carla R.

1993-07-01

This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.

Health Benefits of Probiotics: A Review

PubMed Central

Dimitriadi, Dimitra; Gyftopoulou, Konstantina; Skarmoutsou, Nikoletta

2013-01-01

Probiotic bacteria have become increasingly popular during the last two decades as a result of the continuously expanding scientific evidence pointing to their beneficial effects on human health. As a result they have been applied as various products with the food industry having been very active in studying and promoting them. Within this market the probiotics have been incorporated in various products, mainly fermented dairy foods. In light of this ongoing trend and despite the strong scientific evidence associating these microorganisms to various health benefits, further research is needed in order to establish them and evaluate their safety as well as their nutritional aspects. The purpose of this paper is to review the current documentation on the concept and the possible beneficial properties of probiotic bacteria in the literature, focusing on those available in food. PMID:24959545

Rockets: Physical science teacher's guide with activities

NASA Technical Reports Server (NTRS)

Vogt, Gregory L.; Rosenberg, Carla R. (Editor)

1993-01-01

This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.

Metrics for Operator Situation Awareness, Workload, and Performance in Automated Separation Assurance Systems

NASA Technical Reports Server (NTRS)

Strybel, Thomas Z.; Vu, Kim-Phuong L.; Battiste, Vernol; Dao, Arik-Quang; Dwyer, John P.; Landry, Steven; Johnson, Walter; Ho, Nhut

2011-01-01

A research consortium of scientists and engineers from California State University Long Beach (CSULB), San Jose State University Foundation (SJSUF), California State University Northridge (CSUN), Purdue University, and The Boeing Company was assembled to evaluate the impact of changes in roles and responsibilities and new automated technologies, being introduced in the Next Generation Air Transportation System (NextGen), on operator situation awareness (SA) and workload. To meet these goals, consortium members performed systems analyses of NextGen concepts and airspace scenarios, and concurrently evaluated SA, workload, and performance measures to assess their appropriateness for evaluations of NextGen concepts and tools. The following activities and accomplishments were supported by the NRA: a distributed simulation, metric development, systems analysis, part-task simulations, and large-scale simulations. As a result of this NRA, we have gained a greater understanding of situation awareness and its measurement, and have shared our knowledge with the scientific community. This network provides a mechanism for consortium members, colleagues, and students to pursue research on other topics in air traffic management and aviation, thus enabling them to make greater contributions to the field

Intrinsic ethics regarding integrated assessment models for climate management.

PubMed

Schienke, Erich W; Baum, Seth D; Tuana, Nancy; Davis, Kenneth J; Keller, Klaus

2011-09-01

In this essay we develop and argue for the adoption of a more comprehensive model of research ethics than is included within current conceptions of responsible conduct of research (RCR). We argue that our model, which we label the ethical dimensions of scientific research (EDSR), is a more comprehensive approach to encouraging ethically responsible scientific research compared to the currently typically adopted approach in RCR training. This essay focuses on developing a pedagogical approach that enables scientists to better understand and appreciate one important component of this model, what we call intrinsic ethics. Intrinsic ethical issues arise when values and ethical assumptions are embedded within scientific findings and analytical methods. Through a close examination of a case study and its application in teaching, namely, evaluation of climate change integrated assessment models, this paper develops a method and case for including intrinsic ethics within research ethics training to provide scientists with a comprehensive understanding and appreciation of the critical role of values and ethical choices in the production of research outcomes.

A Qualitative Study Examining the Exclusive Use of Primary Literature in a Special Topics Biology Course: Improving Conceptions about the Nature of Science and Boosting Confidence in Approaching Original Scientific Research

ERIC Educational Resources Information Center

Carter, B. Elijah; Wiles, Jason R.

2017-01-01

This qualitative study explores the experiences of six students enrolled in a special topics biology class that exclusively used primary literature as course material. Nature of science (NOS) conceptions have been linked to students' attitudes toward scientific subjects, but there has been little research specifically exploring the effects of…

Enracinement or the earth, the originary ark, does not move: on the phenomenological (historical and ontogenetic) origin of common and scientific sense and the genetic method of teaching (for) understanding

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael

2015-06-01

For many students, the experience with science tends to be alienating and uprooting. In this study, I take up Simone Weil's concepts of enracinement (rooting) and déracinement (uprooting) to theorize the root of this alienation, the confrontation between children's familiarity with the world and unfamiliar/strange scientific conceptions. I build on the works of the phenomenological philosopher Edmund Husserl and the German physics educator Martin Wagenschein (who directly refers to Weil's concepts) to make a case for the rooting function of original/originary experiences and the genetic method to science teaching. The genetic approach allows students to retain their foundational familiarity with the world and their descriptions thereof all the while evolving other (more scientific) ways of explaining natural phenomena.

Automated Mars surface sample return mission concepts for achievement of essential scientific objectives

NASA Technical Reports Server (NTRS)

Weaver, W. L.; Norton, H. N.; Darnell, W. L.

1975-01-01

Mission concepts were investigated for automated return to Earth of a Mars surface sample adequate for detailed analyses in scientific laboratories. The minimum sample mass sufficient to meet scientific requirements was determined. Types of materials and supporting measurements for essential analyses are reported. A baseline trajectory profile was selected for its low energy requirements and relatively simple implementation, and trajectory profile design data were developed for 1979 and 1981 launch opportunities. Efficient spacecraft systems were conceived by utilizing existing technology where possible. Systems concepts emphasized the 1979 launch opportunity, and the applicability of results to other opportunities was assessed. It was shown that the baseline missions (return through Mars parking orbit) and some comparison missions (return after sample transfer in Mars orbit) can be accomplished by using a single Titan III E/Centaur as the launch vehicle. All missions investigated can be accomplished by use of Space Shuttle/Centaur vehicles.

Students' Energy Concepts at the Transition between Primary and Secondary School

ERIC Educational Resources Information Center

Opitz, Sebastian T.; Harms, Ute; Neumann, Knut; Kowalzik, Kristin; Frank, Arne

2015-01-01

Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students' progression in understanding the energy…

Key-Aspects of Scientific Modeling Exemplified by School Science Models: Some Units for Teaching Contextualized Scientific Methodology

ERIC Educational Resources Information Center

Develaki, Maria

2016-01-01

Models and modeling are core elements of scientific methods and consequently also are of key importance for the conception and teaching of scientific methodology. The epistemology of models and its transfer and adaption to nature of science education are not, however, simple themes. We present some conceptual units in which school science models…

Questioning the evidence for a claim in a socio-scientific issue: an aspect of scientific literacy

NASA Astrophysics Data System (ADS)

Roberts, Ros; Gott, Richard

2010-11-01

Understanding the science in a 'socio-scientific issue' is at the heart of the varied definitions of 'scientific literacy'. Many consider that understanding evidence is necessary to participate in decision making and to challenge the science that affects people's lives. A model is described that links practical work, argumentation and scientific literacy which is used as the basis of this research. If students are explicitly taught about evidence does this transfer to students asking questions in the context of a local socio-scientific issue? What do they ask questions about? Sixty-five primary teacher training students were given the pre-test, before being taught the 'concepts of evidence' and applying them in an open-ended investigation and were tested again 15 weeks later. Data were coded using Toulmin's argument pattern (TAP) and the 'concepts of evidence'. After the intervention it was found that, in relation to a socio-scientific issue, they raised significantly more questions specifically about the evidence that lead to the scientists' claims although questions explicitly targeting the quality of the data were still rare. This has implications for curricula that aim for scientific literacy.

Astrobiology in culture: the search for extraterrestrial life as "science".

PubMed

Billings, Linda

2012-10-01

This analysis examines the social construction of authority, credibility, and legitimacy for exobiology/astrobiology and, in comparison, the search for extraterrestrial intelligence (SETI), considering English-language conceptions of these endeavors in scientific culture and popular culture primarily in the United States. The questions that define astrobiology as a scientific endeavor are multidisciplinary in nature, and this endeavor is broadly appealing to public audiences as well as to the scientific community. Thus, it is useful to examine astrobiology in culture-in scientific culture, official culture, and popular culture. A researcher may explore science in culture, science as culture, by analyzing its rhetoric, the primary means that people use to construct their social realities-their cultural environment, as it were. This analysis follows this path, considering scientific and public interest in astrobiology and SETI and focusing on scientific and official constructions of the two endeavors. This analysis will also consider whether and how scientific and public conceptions of astrobiology and SETI, which are related but at the same time separate endeavors, converge or diverge and whether and how these convergences or divergences affect the scientific authority, credibility, and legitimacy of these endeavors.

An exploration of worldview and conceptions of nature of science among science teachers at a private Christian high school

NASA Astrophysics Data System (ADS)

Kits, Kara M.

Both worldview and conceptions of nature of science (NOS) are important components in teaching and learning science. However, few empirical studies have examined the interplay between both of these components for teachers or students. Therefore, this study examines the possible relationship between worldview and conceptions of nature of science for secondary science teachers who currently teach at a Christian school. Qualitative methodologies developed a rich description of the worldview beliefs and conceptions of NOS for teachers in this study. Eight secondary science teachers employed at a private Christian school participated in the study. A Views of Nature of Science (VNOS) questionnaire and follow-up interviews elicited participants' conceptions of NOS. A semi-structured interview and Test of Preferred Explanations (TOPE) questionnaire elicited participants' worldview beliefs regarding nature and the natural world and causality. Participants communicated understandings of NOS that ranged from uninformed to informed in various aspects. In addition, while their worldview beliefs and conceptions of NOS reflected their faith beliefs, participants did not have a less informed view of NOS than other science teachers in previous studies. In fact, for several aspects of NOS, these participants articulated more informed conceptions of NOS than participants in previous studies. For these participants, faith did not appear to interfere with their ability to think scientifically in regards to their worldview beliefs regarding nature and causality. Rather, faith was incorporated into a scientifically compatible worldview regarding nature and causality that is not much different from other teachers. Other than the fact that these science teachers integrated their faith beliefs into some of their responses regarding worldview and NOS, these teachers did not appear to be much different from other science teachers. That is, there was no predictable pattern between worldview beliefs regarding nature and causality and conceptions of NOS. Therefore, this study provides empirical evidence that it is not necessary to be "devoid" of religious beliefs in order to have a scientifically informed view of the world. Teachers with religious convictions can have very scientific view of the world in terms of their worldview beliefs regarding nature and the natural world and conceptions of NOS.

Does The Sun Rotate Around The Earth Or Does The Earth Rotate Around the Sun? An Important Key to Evaluating Science Education

NASA Astrophysics Data System (ADS)

Isobe, S.

2006-08-01

The Japan Spaceguard Association, Tokyo, Japan Sciences are continuously developing. This is a good situation for the sciences, but when one tries to teach scientific results, it is hard to decide which levels of science should be taught in schools. The point to evaluate is not only the quality of scientific accuracy, but also the method with which school students of different scientific abilities study scientific results. In astronomy, an important question, which is "Does the Sun rotate around the Earth or does the Earth rotate around the Sun?" can be used to evaluate student abilities. Scientifically, it is obvious that the latter choice is the better answer, but it is not so obvious for the lower-grade students and also for the lower-ability students even in the higher grades. If one sees daily the sky without scientific knowledge, one has an impression of "the Sun rotates around the Earth," and for his rest of his life he will not see any problem. If one wants to be a scientist, though, he should know that "the Earth rotates around the Sun" before reaching university level. If he will become a physical scientist, he should understand that it is not correct to say "the Earth rotates around the Sun," but he should know that the Earth rotates around the center of gravity of the solar system. A similar type of question is "has the Earth the shape of a sphere, or a pear, or a geoid?" There are many teachers with varying ranges of students who do not understand the proper level of science instruction. When students of lower capacity are instructed to understand concepts with the higher degrees of sophistication, they can easily lose their interest in the sciences. This happens in many countries, especially in Japan, where there are many different types of people with different jobs. We, as educators, should appreciate that the students can be interested in any given scientific idea, no matter what level of sophistication it is.

[Construction and validation of the "La Salle Instrument" to evaluate the ethical aspects in biomedical research on human beings].

PubMed

Valdivia-Gómez, Gilberto Guzmán; Velasco-Jiménez, María Teresa; Domínguez-González, Alejandro; Meneses-Ruíz, Dulce María; Padilla-García, Raúl Amauri

2017-01-01

Research projects must demonstrate not only a rigorous scientific methodology, but also the ethical aspects that require profound reflection of the reviewers. Current regulations establish criteria for research projects on human health, but many of these aspects are subjective. How can the evaluation of such projects be standardized? This is the main subject of the current project. This project comprises two phases. First, the design and construction of an instrument of evaluation based on the fundamental principles of bioethics, which are autonomy, beneficence, non-maleficence, and justice, and other aspects. The second phase consists of content validation through expert. During the phase of reviewing the instrument, it was necessary to make changes by adding, removing, or changing the concepts or criteria, which lead to the construction of the second version of the format. This new instrument was reviewed and analyzed by using the AGREE II instrument, and this version was validated by experts by greater than 95%. There are some recommendations to analyze the ethical aspects in research protocols involving human subjects, but they define the concepts and criteria to be evaluated. By presenting the criteria to be evaluated individually, the "La Salle instrument" allows the evaluation to be more objective and standardized.

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

NASA Astrophysics Data System (ADS)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

Medical Concept Normalization in Social Media Posts with Recurrent Neural Networks.

PubMed

Tutubalina, Elena; Miftahutdinov, Zulfat; Nikolenko, Sergey; Malykh, Valentin

2018-06-12

Text mining of scientific libraries and social media has already proven itself as a reliable tool for drug repurposing and hypothesis generation. The task of mapping a disease mention to a concept in a controlled vocabulary, typically to the standard thesaurus in the Unified Medical Language System (UMLS), is known as medical concept normalization. This task is challenging due to the differences in the use of medical terminology between health care professionals and social media texts coming from the lay public. To bridge this gap, we use sequence learning with recurrent neural networks and semantic representation of one- or multi-word expressions: we develop end-to-end architectures directly tailored to the task, including bidirectional Long Short-Term Memory, Gated Recurrent Units with an attention mechanism, and additional semantic similarity features based on UMLS. Our evaluation against a standard benchmark shows that recurrent neural networks improve results over an effective baseline for classification based on convolutional neural networks. A qualitative examination of mentions discovered in a dataset of user reviews collected from popular online health information platforms as well as a quantitative evaluation both show improvements in the semantic representation of health-related expressions in social media. Copyright © 2018. Published by Elsevier Inc.

The scientific argumentation profile of physics teacher candidate in Surabaya

NASA Astrophysics Data System (ADS)

Ain, T. N.; Wibowo, H. A. C.; Rohman, A.; Deta, U. A.

2018-03-01

The ability of scientific argumentation is an essential factor that must be mastered by physics teacher candidate as a requirement in explaining good and accurate scientific concepts. In the process of arguing, students develop explanations or persuade colleagues to support their hypotheses, express doubts, ask questions, relate alternative answers, and confirm what is unknown to develop the ability to provide rational and scientific explanations. The design of this research is descriptive qualitative with the subject of research is 20 undergraduate students of Physics Education Department in Surabaya. The research instrument consists of four casuistic questions related to the concept of kinematics. The argumentation pattern of physics teacher candidate is coded using Toulmin's argumentation pattern. The results show that the student’s ability in providing scientific argument is at the level of providing claims with the support of a weak warrant. The students are not able to provide excellent rebuttals. In each case given, the student can give a good claim statement in answering the questions. However, the concept used to support the claim is not correct. This case causes the warrant used to support the claim is weak. Students also do not analyse other facts that affect the system. Students have not reached a higher level because the understanding of physics is not deep enough.

Using Scientific and Industrial Films in Teaching Technical Communication.

ERIC Educational Resources Information Center

Veeder, Gerry

A film course especially designed for technical communication students can illustrate basic film concepts and techniques while showing how film effectively communicates ideas in an industrial and scientific communication system. After a basic introduction to film terms, the study of actual scientific and industrial films demonstrates the following…

Using Rasch Measurement to Validate the Instrument of Students' Understanding of Models in Science (SUMS)

ERIC Educational Resources Information Center

Wei, Silin; Liu, Xiufeng; Jia, Yuane

2014-01-01

Scientific models and modeling play an important role in science, and students' understanding of scientific models is essential for their understanding of scientific concepts. The measurement instrument of "Students' Understanding of Models in Science" (SUMS), developed by Treagust, Chittleborough & Mamiala ("International…

Individual versus Group Argumentation: Student's Performance in a Malaysian Context

ERIC Educational Resources Information Center

Heng, Lee Ling; Surif, Johari; Seng, Cher Hau

2014-01-01

Scientific argumentation has been greatly emphasized in the National Science Standard due to its ability to enhance students' understanding of scientific concepts. This study investigated the mastery level of scientific argumentation, based on Toulmin's Argumentation Model (TAP), when students engage in individual and group argumentations. A total…

Hands-on and Online: Scientific Explorations through Distance Learning

ERIC Educational Resources Information Center

Mawn, Mary V.; Carrico, Pauline; Charuk, Ken; Stote, Kim S.; Lawrence, Betty

2011-01-01

Laboratory experiments are often considered the defining characteristic of science courses. Such activities provide students with real-world contexts for applying scientific concepts, while also allowing them to develop scientific ways of thinking and promoting an interest in science. In recent years, an increasing number of campuses have moved…

[Refutation of traditional views of the disease and formation of the scientific basis of pathology (17-19th centuries)].

PubMed

Stochik, A M; Pal'tsev, M A; Zatravkin, S N; Stochik, A A

2011-01-01

This paper focuses on the revision of disease concepts that prevailed during the Galenism era and the formation of the scientific basis of pathology at the time of two scientific revolutions of the 17-19th centuries.

Sexual Consent as a Scientific Subject: A Literature Review

ERIC Educational Resources Information Center

Fenner, Lydia

2017-01-01

Despite the presumed centrality of sexual consent to definitions of sexual violence, it remains an ambiguous and often unexamined concept both in lay and professional/scientific discourses. The following literature review of peer-reviewed research studying sexual consent as a scientific object will thematically present major findings from said…

Scientific Investigation of the Jovian System: the Jupiter System Observer Mission Concept

NASA Astrophysics Data System (ADS)

Spilker, Thomas R.; Senske, D. A.; Prockter, L.; Kwok, J. H.; Tan-Wang, G. H.; SDT, JSO

2007-10-01

NASA's Science Mission Directorate (SMD), in efforts to start an outer solar system flagship mission in the near future, commissioned studies of mission concepts for four high-priority outer solar system destinations: Europa, the Jovian system, Titan, and Enceladus. Our team has identified and evaluated science and mission architectures to investigate major elements of the Jovian system: Jupiter, the Galilean moons, rings, and magnetosphere, and their interactions. SMD dubbed the mission concept the "Jupiter System Observer (JSO)." At abstract submission this JPL-led study is nearly complete, with final report submission in August 2007. SMD intends to select a subset of these four concepts for additional detailed study, leading to a potential flagship mission new start. A rich set of science objectives that JSO can address quite well have been identified. The highly capable science payload (including 50-cm optic), an extensive tour with multiple close flybys of Io, Europa, Ganymede and Callisto, and a significant time in orbit at Ganymede, addresses a large set of Solar System Exploration Decadal Survey (2003) and NASA Solar System Exploration Roadmap (2006) high-priority objectives. With the engineering team, the Science Definition Team evaluated a suite of mission architectures and the science they enable to arrive at two architectures that provide the best science for their estimated mission costs. This paper discusses the science objectives and operational capabilities and considerations for these mission concepts. This work was performed at JPL, APL, and other institutions under contract to NASA.

Are Limits of Concern a useful concept to improve the environmental risk assessment of GM plants?

PubMed

Dolezel, Marion; Miklau, Marianne; Heissenberger, Andreas; Reichenbecher, Wolfram

2017-01-01

The European Food Safety Authority (EFSA) has introduced a concept for the environmental risk assessment of genetically modified (GM) plants which foresees the definition of ecological threshold values defining acceptable adverse effects of the GM plant on the environment (Limits of Concern, LoC). We analysed the LoC concept by scrutinising its feasibility with regard to important aspects of the environmental risk assessment. We then considered its relationship with protection goals, the comparative safety assessment and the stepwise testing approach. We finally discussed its usefulness for assessing long-term effects, effects on non-target organisms and species of conservation concern. The LoC concept is a possible approach to introduce ecological thresholds into environmental risk assessment in order to evaluate environmental harm. However, the concept leaves many important aspects open. Thresholds for environmental harm for protection goals need spatial and temporal differentiation from LoCs used for ERA indicators. Regionalisation of LoCs must be provided for as biodiversity levels and protection goals vary across the EU. Further guidance is needed with respect to the consequences, in case LoCs are exceeded and a link needs to be established between environmentally relevant results from the comparative safety assessment and the LoC concept. LoCs for long-term effects have to be evaluated by long-term monitoring. LoCs for non-target organisms need to be discriminated according to the species and parameters assessed. The overall LoC concept is considered useful if LoCs are further specified and differentiated. Although LoCs will finally be determined by political decisions, they should be based on scientific grounds in order to increase confidence in the conclusions on the safety of GM plants.

Linking the Scales of Scientific inquiry and Watershed Management: A Focus on Green Infrastructure

NASA Astrophysics Data System (ADS)

Golden, H. E.; Hoghooghi, N.

2017-12-01

Urbanization modifies the hydrologic cycle, resulting in potentially deleterious downstream water quality and quantity effects. However, the cumulative interacting effects of water storage, transport, and biogeochemical processes occurring within other land cover and use types of the same watershed can render management explicitly targeted to limit the negative outcomes from urbanization ineffective. For example, evidence indicates that green infrastructure, or low impact development (LID), practices can attenuate the adverse water quality and quantity effects of urbanizing systems. However, the research providing this evidence has been conducted at local scales (e.g., plots, small homogeneous urban catchments) that isolate the measurable effects of such approaches. Hence, a distinct disconnect exists between the scale of scientific inquiry and the scale of management and decision-making practices. Here we explore the oft-discussed yet rarely directly addressed scientific and management conundrum: How do we scale our well-documented scientific knowledge of the water quantity and quality responses to LID practices measured and modeled at local scales to that of "actual" management scales? We begin by focusing on LID practices in mixed land cover watersheds. We present key concepts that have emerged from LID research at the local scale, considerations for scaling this research to watersheds, recent advances and findings in scaling the effects of LID practices on water quality and quantity at watershed scales, and the use of combined novel measurements and models for these scaling efforts. We underscore these concepts with a case study that evaluates the effects of three LID practices using simulation modeling across a mixed land cover watershed. This synthesis and case study highlight that scientists are making progress toward successfully tailoring fundamental research questions with decision-making goals in mind, yet we still have a long road ahead.

A Proposed Borehole Scientific Laboratory in Quay County, New Mexico, USA

NASA Astrophysics Data System (ADS)

Nielson, Dennis; Eckels, Marc; Mast, Peter; Zellman, Mark; Creed, Robert

2017-04-01

Our team has received funding from the US Department of Energy to initiate a Deep Borehole Field Test that will develop a subsurface test site to evaluate the drilling and scientific aspects of deep borehole disposal of nuclear waste in crystalline rock. Phase 1 of the project will focus on Public Outreach and land acquisition whereas Phase 2 will generate a drilling and testing plan and secure regulatory approvals. Phase 3 will complete the Drilling and Testing Plan and Phase 4 will include the drilling and testing. Phase 5 will be devoted to borehole science and experiments with emplacement technology. Although we are specifically considering issues associated with the disposal of waste, this project is a proof of concept, and no waste will be emplaced at our site. In brief, the concept envisions an 8-1/2 inch open-hole completion at a depth of 5000 m in crystalline rock. There will be an extensive program of sample collection (including core) and analysis as well as geophysical logging and borehole testing. Critical issues will be low permeability in the crystalline rock as well as the ability to manage borehole quality. Our team has proposed a site in Quay County, New Mexico that has an 850 meter thick Paleozoic section overlying homogeneous Precambrian granite. A subsequent phase of the project may drill a second hole with a 17-1/2 inch completion located about 200 m from the first. Our long-term plan is that this site will be managed as a deep scientific observatory that also provides a facility for scientific experiments and testing of borehole infrastructure and drilling equipment.

STARPROBE: Scientific rationale

NASA Technical Reports Server (NTRS)

Underwood, J. H. (Editor); Randolph, J. E. (Editor)

1982-01-01

The scientific rationale and instrumentation problems in the areas of solar internal dynamics and relativity, solar plasma and particle dynamics, and solar atmosphere structure were studied. Current STARPROBE mission and system design concepts are summarized.

The journey from safe yield to sustainability.

PubMed

Alley, William M; Leake, Stanley A

2004-01-01

Safe-yield concepts historically focused attention on the economic and legal aspects of ground water development. Sustainability concerns have brought environmental aspects more to the forefront and have resulted in a more integrated outlook. Water resources sustainability is not a purely scientific concept, but rather a perspective that can frame scientific analysis. The evolving concept of sustainability presents a challenge to hydrologists to translate complex, and sometimes vague, socioeconomic and political questions into technical questions that can be quantified systematically. Hydrologists can contribute to sustainable water resources management by presenting the longer-term implications of ground water development as an integral part of their analyses.

The Journey from Safe Yield to Sustainability

USGS Publications Warehouse

Alley, W.M.; Leake, S.A.

2004-01-01

Safe-yield concepts historically focused attention on the economic and legal aspects of ground water development. Sustainability concerns have brought environmental aspects more to the forefront and have resulted in a more integrated outlook. Water resources sustainability is not a purely scientific concept, but rather a perspective that can frame scientific analysis. The evolving concept of sustainability presents a challenge to hydrologists to translate complex, and sometimes vague, socioeconomic and political questions into technical questions that can be quantified systematically. Hydrologists can contribute to sustainable water resources management by presenting the longer-term implications of ground water development as an integral part of their analyses.

[Conception of the history of science in the interpretation of Bogdan Suchodolski].

PubMed

Lietz, Natalia

2011-01-01

In the article is presented the conception of the history of science in the interpretation of Bogdan Suchodolski. Having described the conception of the history of science created by George Sarton (1884-1956), whose thought was influenced by positivistic philosophy of August Comte, the idea of the history of science of Johan Nordstr6m (1891-1967), who was inspired by the system of Wilhelm Dilthey, and the materialistic conception of the history of science, which was represented, among others, by John Desmond Bernal (1901-1971), the author is making an attempt at revealing to what extent Bogdan Suchodolski was inspired by the above-mentioned visions of the history of science. Having defined the history of science as the history of scientific activity of people and their consciousness formed by the activity, Bogdan Suchodolski applied in the field of his own conception of the history of science the ideas that were put forward by German thinkers and philosophers, and were connected with a way of understanding culture as the constant development of national awareness, which can be exemplified with different dimensions of culture. Undoubtedly, identifying the history of Polish science with constitutive element of the history of national culture and paying attention to the conceptions tending not only to explaining, but also understanding phenomena, B. Suchodolski was influenced by Alfred Vierkandt's and Wilhelm Dilthey's thought. The present article includes several reflections on the conception of the history of science, which was created by B. Suchodolski. Among others, we can find here detailed information on how B. Suchodolski understood: the history of science, its subject, aim and methodology; its status in modern social consciousness and as the history of truth; relations between history of science and theory of science and scientific policy, history of science and the problem of unity and diversity of scientific thinking, history of science and ideas, history of culture and technology, and sources of scientific progress.

The status of the concept of 'phoneme' in psycholinguistics.

PubMed

Uppstad, Per Henning; Tønnessen, Finn Egil

2010-10-01

The notion of the phoneme counts as a break-through of modern theoretical linguistics in the early twentieth century. It paved the way for descriptions of distinctive features at different levels in linguistics. Although it has since then had a turbulent existence across altering theoretical positions, it remains a powerful concept of a fundamental unit in spoken language. At the same time, its conceptual status remains highly unclear. The present article aims to clarify the status of the concept of 'phoneme' in psycholinguistics, based on the scientific concepts of description, understanding and explanation. Theoretical linguistics has provided mainly descriptions. The ideas underlying this article are, first, that these descriptions may not be directly relevant to psycholinguistics and, second, that psycholinguistics in this sense is not a sub-discipline of theoretical linguistics. Rather, these two disciplines operate with different sets of features and with different orientations when it comes to the scientific concepts of description, understanding and explanation.

On the nature of psychodynamic science.

PubMed

Brookes, Crittenden E

2004-01-01

In a previous article (Brookes, 2003), it was suggested that a science devoted to the subjective data obtained in psychodynamic therapy would require classification of psyche, the object of study, as a hypothetical construct, a classic concept in the philosophy of psychological science. The present article argues for and outlines a necessarily new and unique scientific paradigm for psychodynamics by further suggesting (1) that positivistic science is not appropriate to the phenomenological data which psychodynamic concepts explain, (2) that retroductive inferences are preferable to inductive or deductive inferences in handling such data, (3) that the concept of meaning as scientific validation is more suitable to psychodynamic science than are the concepts of measurement and operational validation, and (4) that meaningful validation is best elaborated through the application of the concepts of erroneous meaning, of synchronicity, and of numinosity. These and other ideas are briefly described, and will be elaborated further in subsequent papers.

System concepts for a large UV/optical/IR telescope on the moon

NASA Technical Reports Server (NTRS)

Nein, Max E.; Davis, Billy

1991-01-01

To assess the systems and technological requirements for constructing lunar telescopes in conjunction with the buildup of a lunar base for scientific exploration and as a waypoint for travel to Mars, the NASA Marshall Space Flight Center conducted concept studies of a 16-m-aperture large lunar telescope (LLT) and a 4-m-aperture precursor telescope, both operating in the UV/visible/IR spectral region. The feasibility of constructing a large telescope on the lunar surface is assessed, and its systems and subsystems are analyzed. Telescope site selection, environmental effects, and launch and assembly scenarios are also evaluated. It is argued that key technical drivers for the LLT must be tested in situ by precursor telescopes to evaluate such areas as the operations and long-term reliability of active optics, radiation protection of instruments, lunar dust mitigation, and thermal shielding of the telescope systems. For a manned lunar outpost or an LLT to become a reality, a low-cost dependable transportation system must be developed.

The Power of Concept Fields

ERIC Educational Resources Information Center

Stoyanova, Elena

2008-01-01

The ability to discover, explore, describe and mathematise relationships between different concepts is at the heart of scientific work of professional mathematicians and scientists. At school level, however, helping students to link, differentiate or investigate the nature of relationships between mathematics concepts remains in the shadow of…

A Chemistry Concept Reasoning Test

ERIC Educational Resources Information Center

Cloonan, Carrie A.; Hutchinson, John S.

2011-01-01

A Chemistry Concept Reasoning Test was created and validated providing an easy-to-use tool for measuring conceptual understanding and critical scientific thinking of general chemistry models and theories. The test is designed to measure concept understanding comparable to that found in free-response questions requiring explanations over…

The ontic conception of scientific explanation.

PubMed

Wright, Cory

2015-12-01

Wesley Salmon's version of the ontic conception of explanation is a main historical root of contemporary work on mechanistic explanation. This paper examines and critiques the philosophical merits of Salmon's version, and argues that his conception's most fundamental construct is either fundamentally obscure, or else reduces to a non-ontic conception of explanation. Either way, the ontic conception is a misconception. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Physics of Life: A Biophysics Course for Non-science Major Undergraduates

NASA Astrophysics Data System (ADS)

Parthasarathy, Raghuveer

2014-03-01

Enhancing the scientific literacy of non-scientists is an important goal, both because of the ever-increasing impact of science and technology on people's lives, and because understanding contemporary science enables enriching insights into the workings of nature. One route to improving scientific literacy is via general education undergraduate courses - i.e. courses intended for students not majoring in the sciences or engineering - which in many cases provide these students' last formal exposure to science. I describe here a course on biophysics for non-science-major undergraduates recently developed at the University of Oregon. Biophysics, I claim, is a particularly useful vehicle for addressing scientific literacy. It involves important and general scientific concepts, demonstrates connections between basic science and tangible, familiar phenomena related to health and disease, and illustrates how scientific insights proceed not in predictable paths, but rather by applying tools and perspectives from disparate fields in creative ways. In addition, it highlights the far-reaching impact of physics research. I describe the general design of this course and the specific content of a few of its modules, as well as noting aspects of enrollment and evaluation. This work is affiliated with the University of Oregon's Science Literacy Program, supported by a grant from the Howard Hughes Medical Institute.

Interface Pattern Selection Criterion for Cellular Structures in Directional Solidification

NASA Technical Reports Server (NTRS)

Trivedi, R.; Tewari, S. N.; Kurtze, D.

1999-01-01

The aim of this investigation is to establish key scientific concepts that govern the selection of cellular and dendritic patterns during the directional solidification of alloys. We shall first address scientific concepts that are crucial in the selection of interface patterns. Next, the results of ground-based experimental studies in the Al-4.0 wt % Cu system will be described. Both experimental studies and theoretical calculations will be presented to establish the need for microgravity experiments.

Concepts of scientific integrative medicine applied to the physiology and pathophysiology of catecholamine systems.

PubMed

Goldstein, David S

2013-10-01

This review presents concepts of scientific integrative medicine and relates them to the physiology of catecholamine systems and to the pathophysiology of catecholamine-related disorders. The applications to catecholamine systems exemplify how scientific integrative medicine links systems biology with integrative physiology. Concepts of scientific integrative medicine include (i) negative feedback regulation, maintaining stability of the body's monitored variables; (ii) homeostats, which compare information about monitored variables with algorithms for responding; (iii) multiple effectors, enabling compensatory activation of alternative effectors and primitive specificity of stress response patterns; (iv) effector sharing, accounting for interactions among homeostats and phenomena such as hyperglycemia attending gastrointestinal bleeding and hyponatremia attending congestive heart failure; (v) stress, applying a definition as a state rather than as an environmental stimulus or stereotyped response; (vi) distress, using a noncircular definition that does not presume pathology; (vii) allostasis, corresponding to adaptive plasticity of feedback-regulated systems; and (viii) allostatic load, explaining chronic degenerative diseases in terms of effects of cumulative wear and tear. From computer models one can predict mathematically the effects of stress and allostatic load on the transition from wellness to symptomatic disease. The review describes acute and chronic clinical disorders involving catecholamine systems-especially Parkinson disease-and how these concepts relate to pathophysiology, early detection, and treatment and prevention strategies in the post-genome era. Published 2013. Compr Physiol 3:1569-1610, 2013.

Concepts of Scientific Integrative Medicine Applied to the Physiology and Pathophysiology of Catecholamine Systems

PubMed Central

Goldstein, David S.

2016-01-01

This review presents concepts of scientific integrative medicine and relates them to the physiology of catecholamine systems and to the pathophysiology of catecholamine-related disorders. The applications to catecholamine systems exemplify how scientific integrative medicine links systems biology with integrative physiology. Concepts of scientific integrative medicine include (i) negative feedback regulation, maintaining stability of the body’s monitored variables; (ii) homeostats, which compare information about monitored variables with algorithms for responding; (iii) multiple effectors, enabling compensatory activation of alternative effectors and primitive specificity of stress response patterns; (iv) effector sharing, accounting for interactions among homeostats and phenomena such as hyperglycemia attending gastrointestinal bleeding and hyponatremia attending congestive heart failure; (v) stress, applying a definition as a state rather than as an environmental stimulus or stereotyped response; (vi) distress, using a noncircular definition that does not presume pathology; (vii) allostasis, corresponding to adaptive plasticity of feedback-regulated systems; and (viii) allostatic load, explaining chronic degenerative diseases in terms of effects of cumulative wear and tear. From computer models one can predict mathematically the effects of stress and allostatic load on the transition from wellness to symptomatic disease. The review describes acute and chronic clinical disorders involving catecholamine systems—especially Parkinson disease—and how these concepts relate to pathophysiology, early detection, and treatment and prevention strategies in the post-genome era. PMID:24265239

The Development of a Scientific Motive: How Preschool Science and Home Play Reciprocally Contribute to Science Learning

NASA Astrophysics Data System (ADS)

Gomes, Judith; Fleer, Marilyn

2017-07-01

There are a growing number of studies that have examined science learning for preschool children. Some research has looked into children's home experiences and some has focused on transition, practices, routines, and traditions in preschool contexts. However, little attention has been directed to the relationship between children's learning experiences at preschool and at home, and how this relationship can assist in the development of science concepts relevant to everyday life. In drawing upon Hedegaard's (Learning and child development, 2002) cultural-historical conception of motives and Vygotsky's (The collected works of L.S. Vygotsky: problems of general psychology, 1987) theory of everyday and scientific concept formation, the study reported in this paper examines one child, Jimmy (4.2 years), and his learning experiences at home and at preschool. Data gathering featured the video recording of 4 weeks of Jimmy's learning in play at home and at preschool (38.5 h), parent questionnaire and interviews, and researcher and family gathered video observations of home play with his parents (3.5 h). Findings show how a scientific motive develops through playful everyday learning moments at home and at preschool when scientific play narratives and resources are aligned. The study contributes to a more nuanced understanding of the science learning of young children and a conception of pedagogy that takes into account the reciprocity of home and school contexts for learning science.

Engineering Concepts: The Interplay between Concept Formation and Modeling Practices in Bioengineering Sciences

ERIC Educational Resources Information Center

Nersessian, Nancy J.

2012-01-01

As much research has demonstrated, novel scientific concepts do not arise fully formed in the head of a scientist but are created in problem-solving processes, which can extend for considerable periods and even span generations of scientists. To understand concept formation and conceptual change it is important to investigate these processes in…

Fuzzy Logic, Neural Networks, Genetic Algorithms: Views of Three Artificial Intelligence Concepts Used in Modeling Scientific Systems

ERIC Educational Resources Information Center

Sunal, Cynthia Szymanski; Karr, Charles L.; Sunal, Dennis W.

2003-01-01

Students' conceptions of three major artificial intelligence concepts used in the modeling of systems in science, fuzzy logic, neural networks, and genetic algorithms were investigated before and after a higher education science course. Students initially explored their prior ideas related to the three concepts through active tasks. Then,…

Conflicting modes of reasoning in the Assisted Migration debate: a concept mapping analysis

NASA Astrophysics Data System (ADS)

Klenk, N. L.; Larson, B.

2011-12-01

A growing body of literature in biodiversity conservation and forestry has developed around the risks and benefits of the Assisted Migration (AM) of species, including recommendations for planning and management. However, despite years of academic debate, general consensus has yet to be reached between the proponents and the opponents of AM as a policy option. We hypothesize that the continued impasse arises out of fundamentally conflicting value judgments. Using a concept mapping technique, we analyzed reasons for and against AM, including the use of scientific evidence and the nature of the values and ethical norms that shape the modes of reasoning in the debate. Our results indicate the presence of a diversity of ethical arguments in addition to the standard precautionary argument and pragmatic reasoning. We further discovered that different kinds of scientific arguments are used by proponents versus opponents of AM: the former rely mostly on detailed biological and ecological facts about species most-at-risk under climate change, while the latter focus on broader ecological theories. Our analysis suggests little dispute over the scientific foundations of the debate. Instead, we suggest that the main barrier to consensus is the advocacy of fundamental values, which are a matter of personal choice, and thus not likely to be changed. One way out of this impasse is a pragmatic mode of reasoning, which eschews the debate on fundamental values and evaluates the means and ends of AM in a case-by-case approach.

I Want More and Better Cells! - An Outreach Project about Stem Cells and Its Impact on the General Population.

PubMed

Varela Amaral, Sara; Forte, Teresa; Ramalho-Santos, João; Girão da Cruz, M Teresa

2015-01-01

Although science and technology impact every aspect of modern societies, there is still an extensive gap between science and society, which impairs the full exercise of citizenship. In the particular case of biomedical research increased investment should be accompanied by parallel efforts in terms of public information and engagement. We have carried out a project involving the production and evaluation of educational contents focused on stem cells - illustrated newspaper chronicles, radio interviews, a comic book, and animated videos - and monitored their impact on the Portuguese population. The study of the outreach materials in a heterogeneous sample of the population suggests that they are valuable tools to disseminate scientific messages, and that this is especially true for the comic-book format. Furthermore, the data showed that clear and stimulating outreach materials, that are able to teach new concepts and to promote critical thinking, increase engagement in science at different levels, depending on the depth of the concepts involved. Additionally, these materials can influence political, social and personal attitudes toward science. These results, together with the importance attributed to scientific research in stem cells by the population sampled, validates the diffusion of such materials as a significant contribution towards an overall public understanding and engagement in contemporary science, and this strategy should thus be considered in future projects. Regardless, stringent quality control must be implemented in order to efficiently communicate accurate scientific developments, and the public stimulated in terms of finding additional sources of reliable information.

Implementation of Scientific Community Laboratories and Their Effect on Student Conceptual Learning, Attitudes, and Understanding of Uncertainty

NASA Astrophysics Data System (ADS)

Lark, Adam

Scientific Community Laboratories, developed by The University of Maryland, have shown initial promise as laboratories meant to emulate the practice of doing physics. These laboratories have been re-created by incorporating their design elements with the University of Toledo course structure and resources. The laboratories have been titled the Scientific Learning Community (SLC) Laboratories. A comparative study between these SLC laboratories and the University of Toledo physics department's traditional laboratories was executed during the fall 2012 semester on first semester calculus-based physics students. Three tests were executed as pre-test and post-tests to capture the change in students' concept knowledge, attitudes, and understanding of uncertainty. The Force Concept Inventory (FCI) was used to evaluate students' conceptual changes through the semester and average normalized gains were compared between both traditional and SLC laboratories. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was conducted to elucidate students' change in attitudes through the course of each laboratory. Finally, interviews regarding data analysis and uncertainty were transcribed and coded to track changes in the way students understand uncertainty and data analysis in experimental physics after their participation in both laboratory type. Students in the SLC laboratories showed a notable an increase conceptual knowledge and attitudes when compared to traditional laboratories. SLC students' understanding of uncertainty showed most improvement, diverging completely from students in the traditional laboratories, who declined throughout the semester.

Predicting ectotherm disease vector spread—benefits from multidisciplinary approaches and directions forward

NASA Astrophysics Data System (ADS)

Thomas, Stephanie Margarete; Beierkuhnlein, Carl

2013-05-01

The occurrence of ectotherm disease vectors outside of their previous distribution area and the emergence of vector-borne diseases can be increasingly observed at a global scale and are accompanied by a growing number of studies which investigate the vast range of determining factors and their causal links. Consequently, a broad span of scientific disciplines is involved in tackling these complex phenomena. First, we evaluate the citation behaviour of relevant scientific literature in order to clarify the question "do scientists consider results of other disciplines to extend their expertise?" We then highlight emerging tools and concepts useful for risk assessment. Correlative models (regression-based, machine-learning and profile techniques), mechanistic models (basic reproduction number R 0) and methods of spatial regression, interaction and interpolation are described. We discuss further steps towards multidisciplinary approaches regarding new tools and emerging concepts to combine existing approaches such as Bayesian geostatistical modelling, mechanistic models which avoid the need for parameter fitting, joined correlative and mechanistic models, multi-criteria decision analysis and geographic profiling. We take the quality of both occurrence data for vector, host and disease cases, and data of the predictor variables into consideration as both determine the accuracy of risk area identification. Finally, we underline the importance of multidisciplinary research approaches. Even if the establishment of communication networks between scientific disciplines and the share of specific methods is time consuming, it promises new insights for the surveillance and control of vector-borne diseases worldwide.

Voyages Guided by the Skies: Ancient Concepts of Exploring and Domesticating Time and Space across Cultures

NASA Astrophysics Data System (ADS)

Rappenglück, Michael A.

2015-05-01

Persistence and change are necessary for the stability and development of both the human individual and the human society, since the beginnings of human history. Man needs a static framework which, related to his self-awareness, defines a topocentric system of perception, evaluation, order, and meaning. He also requires a dynamic impetus, which allows exceeding the limits of special world views, shifting of perspectives and transformations of individual as well as social approaches to life. Travelling especially helped to broaden man's horizon and mind. Across cultures voyages guided by the skies are linked with practical concepts of exploring and domesticating time and space, but also figuratively with the life's journey and with other worlds, being expressed by mythic, ritual and later scientific language.

The CELSS Test Facility Project - An example of a CELSS flight experiment system

NASA Technical Reports Server (NTRS)

Macelroy, R. D.; Straight, C. L.

1992-01-01

The design of the facility is described in terms of its use as an investigation tool for evaluating crop growth in space with reference to required emerging technologies. NASA's CELSS Test Facility (CTF) is designed to permit the measurement of crop-plant productivity under microgravity conditions including biomass production, food production, water transpiration, and O2/CO2 exchanges. Crucial hardware tests and qualifications are identified to assure the operation of CTF technologies in space including the nutrient-delivery, water-condensation, and gas-liquid-mixing subsystems. The design concept and related scientific requirements are described and shown to provide microgravity crop research. The CTF is expected to provide data for plant research and for concepts for bioregenerative life-support systems for applications to Martian, lunar, and space-station missions.

MODIS information, data and control system (MIDACS) operations concepts

NASA Technical Reports Server (NTRS)

Han, D.; Salomonson, V.; Ormsby, J.; Ardanuy, P.; Mckay, A.; Hoyt, D.; Jaffin, S.; Vallette, B.; Sharts, B.; Folta, D.

1988-01-01

The MODIS Information, Data, and Control System (MIDACS) Operations Concepts Document provides a basis for the mutual understanding between the users and the designers of the MIDACS, including the requirements, operating environment, external interfaces, and development plan. In defining the concepts and scope of the system, how the MIDACS will operate as an element of the Earth Observing System (EOS) within the EosDIS environment is described. This version follows an earlier release of a preliminary draft version. The individual operations concepts for planning and scheduling, control and monitoring, data acquisition and processing, calibration and validation, data archive and distribution, and user access do not yet fully represent the requirements of the data system needed to achieve the scientific objectives of the MODIS instruments and science teams. The teams are not yet formed; however, it is possible to develop the operations concepts based on the present concept of EosDIS, the level 1 and level 2 Functional Requirements Documents, and through interviews and meetings with key members of the scientific community. The operations concepts were exercised through the application of representative scenarios.

In Physics Education, Perception Matters

ERIC Educational Resources Information Center

Sattizahn, Jason R.; Lyons, Daniel J.; Kontra, Carly; Fischer, Susan M.; Beilock, Sian L.

2015-01-01

Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain-general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in…

A "Semantic" View of Scientific Models for Science Education

ERIC Educational Resources Information Center

Adúriz-Bravo, Agustín

2013-01-01

In this paper I inspect a "semantic" view of scientific models taken from contemporary philosophy of science-I draw upon the so-called "semanticist family", which frontally challenges the received, syntactic conception of scientific theories. I argue that a semantic view may be of use both for science education in the…

Case Study: Assessing Critical-Thinking Skills Using Articles from the Popular Press

ERIC Educational Resources Information Center

Terry, David R.

2012-01-01

Meaningful science education requires an understanding of essential concepts, but it is just as important for scientifically literate persons to use critical thinking as they apply scientific understanding to their lives. Students should learn to use scientific information appropriately to make wise choices and to effectively solve problems that…

Malaysian Students' Scientific Argumentation: Do Groups Perform Better than Individuals?

ERIC Educational Resources Information Center

Heng, Lee Ling; Surif, Johari; Seng, Cher Hau

2015-01-01

The practices of argumentation have recently been upheld as an important need to develop students' understanding of scientific concepts. However, the present education system in Malaysia is still largely examination-based and teacher-oriented. Thus, this study aims to examine the mastery level of scientific argumentation and its scheme among…

Research and Teaching: Undergraduate Students' Scientifically Informed Decision Making about Socio-Hydrological Issues

ERIC Educational Resources Information Center

Sabel, Jaime L.; Vo, Tina; Alred, Ashley; Dauer, Jenny M.; Forbes, Cory T.

2017-01-01

Although knowledge of disciplinary concepts and epistemic understanding of science are foundations of scientific literacy, students must learn to apply their knowledge to real-world situations. To engage effectively with contemporary water-related challenges with scientific and social dimensions, students need to understand the properties of water…

Bridging Scientific Reasoning and Conceptual Change through Adaptive Web-Based Learning

ERIC Educational Resources Information Center

She, Hsiao-Ching; Liao, Ya-Wen

2010-01-01

This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' scientific reasoning and conceptual change through mixed methods. A one-group pre-, post-, and retention quasi-experimental design was used in the study. All students received tests…

Students' Participation in an Interdisciplinary, Socioscientific Issues Based Undergraduate Human Biology Major and Their Understanding of Scientific Inquiry

ERIC Educational Resources Information Center

Eastwood, Jennifer L.; Sadler, Troy D.; Sherwood, Robert D.; Schlegel, Whitney M.

2013-01-01

The purpose of this study was to examine whether Socioscientific Issues (SSI) based learning environments affect university students' epistemological understanding of scientific inquiry differently from traditional science educational contexts. We identify and compare conceptions of scientific inquiry of students participating in an…

Integrating Socio-Scientific Issues to Enhance the Bioethical Decision-Making Skills of High School Students

ERIC Educational Resources Information Center

Gutierez, Sally B.

2015-01-01

Scientific literacy has been focused on the construction of students' knowledge to use appropriate and meaningful concepts, critically think, and make balanced, well-informed decisions relevant to their lives. This study presents the effects of integrating socio-scientific issues to enhance the bioethical decision-making skills of biology…

Slash Writers and Guinea Pigs as Models for a Scientific Multiliteracy

ERIC Educational Resources Information Center

Weinstein, Matthew

2006-01-01

This paper explores alternative approaches to the conception of scientific literacy, drawing on cultural studies and emerging practices in language arts as its framework. The paper reviews historic tensions in the understanding of scientific literacy and then draws on the multiliteracies movement in language arts to suggest a scientific…

Science Teacher Candidates' Perceptions about Roles and Nature of Scientific Models

ERIC Educational Resources Information Center

Yenilmez Turkoglu, Ayse; Oztekin, Ceren

2016-01-01

Background: Scientific models have important roles in science and science education. For scientists, they provide a means for generating new knowledge or function as an accessible summary of scientific studies. In science education, on the other hand, they are accessible representations of abstract concepts, and are also organizational frameworks…

The Media as an Invaluable Tool for Informal Earth System Science Education

NASA Astrophysics Data System (ADS)

James, E.; Gautier, C.

2001-12-01

One of the most widely utilized avenues for educating the general public about the Earth's environment is the media, be it print, radio or broadcast. Accurate and effective communication of issues in Earth System Science (ESS), however, is significantly hindered by the public's relative scientific illiteracy. Discussion of ESS concepts requires the laying down of a foundation of complex scientific information, which must first be conveyed to an incognizant audience before any strata of sophisticated social context can be appropriately considered. Despite such a substantial obstacle to be negotiated, the environmental journalist is afforded the unique opportunity of providing a broad-reaching informal scientific education to a largely scientifically uninformed population base. This paper will review the tools used by various environmental journalists to address ESS issues and consider how successful each of these approaches has been at conveying complex scientific messages to a general audience lacking sufficient scientific sophistication. Different kinds of media materials used to this effect will be analyzed for their ideas and concepts conveyed, as well as their effectiveness in reaching the public at large.

Analizing Student Biology Education Misconception And Scientific Argumentation Ability Using Diagnostic Question Clusters (Dqcs) Of Molecular Genetic Concept

NASA Astrophysics Data System (ADS)

Nurlaila, L.; Sriyati, S.; Riandi

2017-02-01

The purpose of this research is to describe the profile of misconceptions and scientific argumentation ability using Diagnostic Question Cluster (DQCs) of molecular genetics concept. This research use descriptive research method and biology education students as a research subject. The Instrument that used in this research are DQCs, sheets interviews, observations, and field notes. The DQCs tested by writing and oral that used to analyze misconceptions and scientific argumentation ability. Sheets interviews, observations and field notes, are used to analyze the possible factors causing misconceptions and scientific argumentation ability. The results showed that misconception of molecular genetics are: DNA (23.75%), genes (18.75%) of chromosomes (15%) and protein synthesis (5.5%). The pattern of the highest misconceptions owned Misconception-Understand Partial. The average scientific argumentation ability is 55% and still categorized warrant (W). The pattern of the scientific argumentation abilities formed is level 2 to level 2 that consists of the arguments in the form of a claim with a counter claim that accompanied by data, collateral (warrant) or support (backing) but does not contain a disclaimer (rebutal).

Collaborative Group Learning Approaches for Teaching Comparative Planetology

NASA Astrophysics Data System (ADS)

Slater, S. J.; Slater, T. F.

2013-12-01

Modern science education reform documents propose that the teaching of contemporary students should focus on doing science, rather than simply memorizing science. Duschl, Schweingruber, and Shouse (2007) eloquently argue for four science proficiencies for students. Students should: (i) Know, use, and interpret scientific explanations of the natural world; (ii) Generate and evaluate scientific evidence and explanations; (iii) Understand the nature and development of scientific knowledge; and (iv) Participate productively in scientific practices and discourse. In response, scholars with the CAPER Center for Astronomy & Physics Education Research are creating and field-tested two separate instructional approaches. The first of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to the most challenging part of inquiry - inventing scientifically appropriate questions. Planetary science databases and virtual environments used by students to conduct scientific investigations include the NASA and JPL Solar System Simulator and Eyes on the Solar System as well as the USGS Moon and Mars Global GIS Viewers. The second of these is known widely as a Lecture-Tutorial approach. Lecture-Tutorials are self-contained, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course revision for implementation. Students are asked to reason about difficult concepts, while working in pairs, and to discuss their ideas openly. Extensive evaluation results consistently suggest that both the backwards faded-scaffolding and the Lecture-Tutorials approaches are successful at engaging students in self-directed scientific discourse as measured by the Views on Scientific Inquiry (VOSI) as well as increasing their knowledge of science as measured by the Test Of Atronomy STandards (TOAST).

Impact factor: Universalism and reliability of assessment.

PubMed

Grzybowski, Andrzej; Patryn, Rafał

In 1955, Eugene Garfield (1925-1917) published a paper in Science where for the first time he advocated the necessity of introducing parameters to assess the quality of scientific journals. Underlying this necessity was an observation of a trend where the whole area of influence in academic publishing was dominated by a narrow group of large interdisciplinary research journals. For this reason, along with Irving H. Sher, they created the impact factor (IF), also called the Garfield impact factor, journal citation rate, journal influence, and journal impact factor. The concept of IF concerns a research discipline called bibliometrics, which uses mathematical and statistical methods to analyze scientific publications. Established by Garfield in 1963, the Science Citation Index, a record of scientific publications and citations therein, contributed directly to the increased importance of this method. Since the 1960s, the register of scientific publications has expanded and their evaluation by the IF has become a fundamental and universal measure of the journal's value. Contrary to the authors' intentions in the creation of the index (IF), it is often used to assess the quality of contributions, simultaneously assessing the authors' achievements or academic career and academic institutions' funding possibilities. Copyright © 2016 Elsevier Inc. All rights reserved.

Research ethics in the dynamic of scientific field: challenges in the building of guidelines for social sciences and humanities.

PubMed

Guerriero, Iara Coelho Zito; Bosi, Maria Lúcia Magalhães

2015-09-01

The development of guidelines on research ethics for social science and humanities (SSH) takes place in the scientific field, marked by disputes aimed at the establishment of hegemonic scientific standard. In Brazil, the National Health Council is responsible for approving these guidelines, which involve certain specificities. Based on the authors' experience in the SSH Working Group of the National Commission on Research Ethics (GT CHS / CONEP), this article presents the process of development of guidelines for SSH, and some its challenges: the distance between the statutory guarantee and the effective execution of guidelines; the biomedical hegemony and the marginal position of the SSH in the CEP / CONEP system; the inadequacy of the current resolution facing the research features in CHS; the use of the concept of risk in guidelines aimed at SSH in the health area. Some interfaces and tensions in the debate between scientific merit and ethical evaluation are also discussed. The analysis highlights important impasses and difficulties regarding inter-paradigmatic dialogue in health research, considered the characteristics of the different traditions, the CONEP's heavily relying on the positivist perspective and the defense of that paradigm hegemony.

Why we do what we do: a theoretical evaluation of the integrated practice model for forensic nursing science.

PubMed

Valentine, Julie L

2014-01-01

An evaluation of the Integrated Practice Model for Forensic Nursing Science () is presented utilizing methods outlined by . A brief review of nursing theory basics and evaluation methods by Meleis is provided to enhance understanding of the ensuing theoretical evaluation and critique. The Integrated Practice Model for Forensic Nursing Science, created by forensic nursing pioneer Virginia Lynch, captures the theories, assumptions, concepts, and propositions inherent in forensic nursing practice and science. The historical background of the theory is explored as Lynch's model launched the role development of forensic nursing practice as both a nursing and forensic science specialty. It is derived from a combination of nursing, sociological, and philosophical theories to reflect the grounding of forensic nursing in the nursing, legal, psychological, and scientific communities. As Lynch's model is the first inception of forensic nursing theory, it is representative of a conceptual framework although the title implies a practice theory. The clarity and consistency displayed in the theory's structural components of assumptions, concepts, and propositions are analyzed. The model is described and evaluated. A summary of the strengths and limitations of the model is compiled followed by application to practice, education, and research with suggestions for ongoing theory development.

Learning Crude Oil by Using Scientific Literacy Comics

NASA Astrophysics Data System (ADS)

Aisyah, R.; Zakiyah, I. A.; Farida, I.; Ramdhani, M. A.

2017-09-01

A research has been conducted to create a crude oil learning media in the form of scientific literacy-oriented comic. The research included some phases, namely: concept analysis, material transformation to concept map, indicator identification and science literacy aspect. The product was made based on flowcharts and storyboards that have been validated by expert validators. The product has characteristics namely; 1) Develops indicators and aspects of science literacy, 2) presents the materials in form of story of science fiction genre, 3) has characters adopting levels of scientific literacy, 4) has optional stories, because it depends on questions asked to develop scientific literacy in terms of content, context, process and attitude. Based on feasibility test, the product is feasible to be used as learning media. It is suggested to do an expanded experiment to examine its affectivity in improving scientific literacy and growing students’ awareness about the issues of energy crisis and the impacts of fossil fuel use on the environment.

Taming theory with thought experiments: Understanding and scientific progress.

PubMed

Stuart, Michael T

2016-08-01

I claim that one way thought experiments contribute to scientific progress is by increasing scientific understanding. Understanding does not have a currently accepted characterization in the philosophical literature, but I argue that we already have ways to test for it. For instance, current pedagogical practice often requires that students demonstrate being in either or both of the following two states: 1) Having grasped the meaning of some relevant theory, concept, law or model, 2) Being able to apply that theory, concept, law or model fruitfully to new instances. Three thought experiments are presented which have been important historically in helping us pass these tests, and two others that cause us to fail. Then I use this operationalization of understanding to clarify the relationships between scientific thought experiments, the understanding they produce, and the progress they enable. I conclude that while no specific instance of understanding (thus conceived) is necessary for scientific progress, understanding in general is. Copyright © 2016 Elsevier Ltd. All rights reserved.

Architectural considerations for lunar long duration habitat

NASA Astrophysics Data System (ADS)

Bahrami, Payam

The future of space exploration science and technology is expected to move toward long duration missions. During this long duration missions the most important factor to success will be the habitation system, the place that crew will live and work. The broad range of future space exploration, new advances in technology and increasing demand for space travel and space tourism will create great opportunities for architects to use their special abilities and skills in the realm of space. The lunar habitat is defined as a multidisciplinary task and cannot be considered an independent project from the main module. Therefore, habitability will become the most important aspect of future human exploration. A successful design strategy should integrate architecture, structure and other disciplines and should bring in elements such as psychological and physiological factors, human interfaces, and privacy. The current research provides "Habitat Architectural Design System (HADS)" in order to evaluate lunar habitat concepts based on habitability, functional optimization, and human factors. HADS helps to promote parametric studied and evaluation of habitat concepts. It will provide a guideline dependent upon mission objectives to standardize architectural needs within the engineering applications and scientific demands. The significance of this research is the process of developing lunar habitat concepts using an architectural system to evaluate the quality of each concept via habitability aspects. This process can be employed during the early stage of design development and is flexible enough to be adjusted by different parameters according to the objectives of lunar mission, limitations, and cost. It also emphasizes the importance of architecture involvement in space projects, especially habitats.

`Untangling Sickle-cell Anemia and the Teaching of Heterozygote Protection'

NASA Astrophysics Data System (ADS)

Howe, Eric Michael

2007-01-01

Introductory biology textbooks often use the example of sickle-cell anemia to illustrate the concept of heterozygote protection. Ordinarily scientists expect the frequency of a gene associated with a debilitating illness would be low owing to its continual elimination by natural selection. The gene that causes sickle-cell anemia, however, has a relatively high frequency in many parts of the world. Historically, scientists proposed and defended several alternative theories to account for this anomaly, though it is now widely recognized among the scientific community that high frequencies of the gene reflect its benefit to heterozygotes against malaria. Textbooks normally develop this concept with reference to the often-used maps of Africa showing how in areas where the frequency of the sickle-cell gene is high, there is also higher exposure to the disease malaria. While sickle-cell anemia is often the example of choice for explaining and illustrating the concept of heterozygote protection, the present paper argues that exploring the history of scientific research behind our contemporary understanding has advantages for helping students understand multiple factors related to population genetics (e.g. mutation, gene flow, drift) in addition to heterozygote protection. In so doing, this approach invites students to evaluate the legitimacy of their own alternative conceptions about introductory population genetics or about the genetics of the disease sickle-cell anemia. The various historical theories scientists proposed and defended often resemble those of students who first learn about the disease. As such, a discussion of how scientists reached consensus about the role of heterozygote protection may help students understand and appreciate what are now recognized to be limitations in the views they bring to their classrooms. The paper concludes by discussing the ramifications of this approach in potentially helping students to examine certain aspects of the nature of science.

The ODINUS Mission Concept: a Mission to the Ice Giant Planets

NASA Astrophysics Data System (ADS)

Turrini, Diego; Politi, Romolo; Peron, Roberto; Grassi, Davide; Plainaki, Christina; Barbieri, Mauro; Massimo Lucchesi, David; Magni, Gianfranco; Altieri, Francesca; Cottini, Valeria; Gorius, Nicolas; Gaulme, Patrick; Schmider, François-Xavier; Adriani, Alberto; Piccioni, Giuseppe

2014-05-01

We present the scientific case and the mission concept for the comparative exploration of the ice giant planets Uranus and Neptune and their satellites with a pair of twin spacecraft: ODINUS (Origins, Dynamics and Interiors of Neptunian and Uranian Systems). The ODINUS proposal was submitted in response to the call for white papers for the definition of the themes of the L2 and L3 mission in the framework of the ESA Cosmic Vision 2015-2025 program. The goal of ODINUS is the advancement of our understanding of the ancient past of the Solar System and, more generally, of how planetary systems form and evolve. The mission concept is focused on providing elements to answer to the scientific themes of the Cosmic Vision 2015-2025 program: What are the conditions for planetary formation and the emergency of life? How does the Solar System work? What are the fundamental physical laws of the Universe? In order to achieve its goals, the ODINUS mission concept proposed the use of two twin spacecraft to be put in orbit around Uranus and Neptune respectively, with selected flybys of their satellites. The proposed measurements aim to study the atmospheres and magnetospheres of the planets, the surfaces of the satellites, and the interior structure and composition of both satellites and planets. An important possibility for performing fundamental physics studies (among them tests of general relativity theory) is offered by the cruise phase. After the extremely positive evaluation of ESA Senior Survey Committee, who stated that 'the exploration of the icy giants appears to be a timely milestone, fully appropriate for an L class mission', we discuss strategies to comparatively study Uranus and Neptune with future international missions.

[Swiss surgery: quo vadis? Reader and market analysis for strategic positioning of a specialty journal].

PubMed

Freiermuth, O; Todorov, A; Bolli, M; Heberer, M

2003-01-01

Scientific journals currently face challenges including cost pressures caused by economic constraints, increasing rivalry among competitors, limited market potential of non-english speaking journals, increasing medical specialization with resulting market fragmentation, and internet-based competition. We therefore analyzed strategic opportunities of the journal Swiss Surgery on the basis of customer surveys and of a market analysis. Swiss surgeons expressed their interest in the continuation of the journal but also indicated their support for changes in its concept and for an increased use of electronic media. An international market analysis points-out the difficulties of national, non-english speaking journals in gaining impact points and in attracting authors and readers of scientific medical articles. Therefore, a journal such as Swiss Surgery should identify and use publication niches. The demand for a concept addressing surgical training including continuous postgraduate education was confirmed by the customers of Swiss Surgery. A corresponding offer does not presently exist in the area and could become the new focus of the journal. This change of concept may have a number of consequences: A journal focusing on surgical training and education should use the results of readers' surveys rather than impact point assignment to evaluate quality. The journal should increasingly use electronic services including data bases, pictures, videos and closed user groups to supplement the print version. At short term, however, the printed version should be continued and not be substituted by the electronic version in order to maintain the established brand "Swiss Surgery".

Fundamentals of microfluidic cell culture in controlled microenvironments†

PubMed Central

Young, Edmond W. K.; Beebe, David J.

2010-01-01

Microfluidics has the potential to revolutionize the way we approach cell biology research. The dimensions of microfluidic channels are well suited to the physical scale of biological cells, and the many advantages of microfluidics make it an attractive platform for new techniques in biology. One of the key benefits of microfluidics for basic biology is the ability to control parameters of the cell microenvironment at relevant length and time scales. Considerable progress has been made in the design and use of novel microfluidic devices for culturing cells and for subsequent treatment and analysis. With the recent pace of scientific discovery, it is becoming increasingly important to evaluate existing tools and techniques, and to synthesize fundamental concepts that would further improve the efficiency of biological research at the microscale. This tutorial review integrates fundamental principles from cell biology and local microenvironments with cell culture techniques and concepts in microfluidics. Culturing cells in microscale environments requires knowledge of multiple disciplines including physics, biochemistry, and engineering. We discuss basic concepts related to the physical and biochemical microenvironments of the cell, physicochemical properties of that microenvironment, cell culture techniques, and practical knowledge of microfluidic device design and operation. We also discuss the most recent advances in microfluidic cell culture and their implications on the future of the field. The goal is to guide new and interested researchers to the important areas and challenges facing the scientific community as we strive toward full integration of microfluidics with biology. PMID:20179823

Beginning without a Conclusion.

ERIC Educational Resources Information Center

Frazier, Richard

1988-01-01

Describes a series of activities without conclusions to introduce scientific reasoning in a ninth grade physical science course. Uses popcorn popping to get students to think about the concepts of graphing, histograms, frequency, probability, and scientific methodology. (CW)

The case for Mars concept

NASA Technical Reports Server (NTRS)

French, J. R.

1986-01-01

The Case for Mars workshops conducted in 1984 dealt with a program to establish a permanent scientific research base at Mars. The participants, viewed a Mars base as the much needed long-term focus for the space program. A permanent base was chosen rather than the more conventional concept of a series of individual missions to different sites became the permanent base offers much greater scientific return plus greater crew safety and the potential for growth into a true colony. The results of the workshops are summarized.

The Development of Authentic Assessments to Investigate Ninth Graders' Scientific Literacy: In the Case of Scientific Cognition Concerning the Concepts of Chemistry and Physics

ERIC Educational Resources Information Center

Chang, Shu-Nu; Chiu, Mei-Hung

2005-01-01

Scientific literacy and authenticity have gained a lot of attention in the past few decades worldwide. The goal of the study was to develop various authentic assessments to investigate students' scientific literacy for corresponding to the new curriculum reform of Taiwan in 1997. In the process, whether ninth graders were able to apply school…

Relations between Representational Consistency, Conceptual Understanding of the Force Concept, and Scientific Reasoning

ERIC Educational Resources Information Center

Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni

2012-01-01

Previous physics education research has raised the question of "hidden variables" behind students' success in learning certain concepts. In the context of the force concept, it has been suggested that students' reasoning ability is one such variable. Strong positive correlations between students' preinstruction scores for reasoning…

Using History to Teach Contemporary Psychology

ERIC Educational Resources Information Center

Beins, Bernard C.

2011-01-01

Gaining a perspective on the evolution of psychological concepts can show students the power of theory and societal perspective in shaping scientific ideas across time. In this article, the author uses two constructs, the broad concept of intelligence and the narrow concept of combat stress reaction, to illustrate how psychologists have grappled…

Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network

ERIC Educational Resources Information Center

Haudek, Kevin C.; Kaplan, Jennifer J.; Knight, Jennifer; Long, Tammy; Merrill, John; Munn, Alan; Nehm, Ross; Smith, Michelle; Urban-Lurain, Mark

2011-01-01

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students'…

The concept verification testing of materials science payloads

NASA Technical Reports Server (NTRS)

Griner, C. S.; Johnston, M. H.; Whitaker, A.

1976-01-01

The concept Verification Testing (CVT) project at the Marshall Space Flight Center, Alabama, is a developmental activity that supports Shuttle Payload Projects such as Spacelab. It provides an operational 1-g environment for testing NASA and other agency experiment and support systems concepts that may be used in shuttle. A dedicated Materials Science Payload was tested in the General Purpose Laboratory to assess the requirements of a space processing payload on a Spacelab type facility. Physical and functional integration of the experiments into the facility was studied, and the impact of the experiments on the facility (and vice versa) was evaluated. A follow-up test designated CVT Test IVA was also held. The purpose of this test was to repeat Test IV experiments with a crew composed of selected and trained scientists. These personnel were not required to have prior knowledge of the materials science disciplines, but were required to have a basic knowledge of science and the scientific method.

Experimental concept for examination of biological effects of magnetic field concealed by gravity.

PubMed

Yamashita, M; Tomita-Yokotani, K; Hashimoto, H; Takai, M; Tsushima, M; Nakamura, T

2004-01-01

Space is not only a place to study biological effects of gravity, but also provides unique opportunities to examine other environmental factors, where the biological actions are masked by gravity on the ground. Even the earth's magnetic field is steadily acting on living systems, and is known to influence many biological processes. A systematic survey and assessment of its action are difficult to conduct in the presence of dominant factors, such as gravity. Investigation of responses of biological systems against the combined environment of zero-gravity and zero-magnetic field might establish the baseline for the analysis of biological effects of magnetic factors. We propose, in this paper, an experimental concept in this context, together with a practical approach of the experiments, both in orbit and on the ground, with a thin magnetic shielding film. Plant epicotyl growth was taken as an exemplar index to evaluate technical and scientific feasibility of the proposed system concept. c2004 COSPAR. Published by Elsevier Ltd. All rights reserved.

Semantic Mistakes and Didactic Difficulties in Teaching the "Amount of Substance" Concept: A Useful Model

ERIC Educational Resources Information Center

Pekdag, Bulent; Azizoglu, Nursen

2013-01-01

Textbooks still have the distinction of being the most dominant teaching tool in science teaching. The manner in which a scientific concept is expressed in a textbook is of importance in the in-depth learning process of that concept. With this in mind, problems with expressing the "amount of substance" concept were reviewed in 15…

Exploring the Relationship between Secondary Science Teachers' Subject Matter Knowledge and Knowledge of Student Conceptions While Teaching Evolution by Natural Selection

ERIC Educational Resources Information Center

Lucero, Margaret M.; Petrosino, Anthony J.; Delgado, Cesar

2017-01-01

The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers' subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students' conceptions (KOSC) can be valuable resources for…

What Undergraduates Misunderstand about Stem Cell Research

NASA Astrophysics Data System (ADS)

Halverson, Kristy Lynn; Freyermuth, Sharyn K.; Siegel, Marcelle A.; Clark, Catharine G.

2010-11-01

As biotechnology-related scientific advances, such as stem cell research (SCR), are increasingly permeating the popular media, it has become ever more important to understand students' ideas about this issue. Very few studies have investigated learners' ideas about biotechnology. Our study was designed to understand the types of alternative conceptions students hold concerning SCR. The qualitative research design allowed us to examine college students' understandings about stem cells and SCR. More specifically, we addressed the following questions: How can alternative conceptions about stem cell topics be categorized? What types of alternative conceptions are most common? Participants included 132 students enrolled in a biotechnology course that focused on the scientific background of biotechnology applications relevant to citizens. In this study, we used an inductive approach to develop a taxonomy of alternative ideas about SCR by analyzing student responses to multiple open-ended data sources. We identified five categories of conceptions: alternative conceptions about what, alternative conceptions about how, alternative conceptions about medical potential, terminology confusion, and political and legal alternative conceptions. In order to improve instruction, it is important to understand students' ideas when entering the classroom. Our findings highlight a need to teach how science can be applied to societal issues and improve science literacy and citizenship.

Earth Observing Scanning Polarimeter (EOSP), phase B

NASA Technical Reports Server (NTRS)

1990-01-01

Evaluations performed during a Phase B study directed towards defining an optimal design for the Earth Observing Scanning Polarimeter (EOSP) instrument is summarized. An overview of the experiment approach is included which provides a summary of the scientific objectives, the background of the measurement approach, and the measurement method. In the instrumentation section, details of the design are discussed starting with the key instrument features required to accomplish the scientific objectives and a system characterization in terms of the Stokes vector/Mueller matrix formalism. This is followed by a detailing of the instrument design concept, the design of the individual elements of the system, the predicted performance, and a summary of appropriate instrument testing and calibration. The selected design makes use of key features of predecessor polarimeters and is fully compatible with the Earth Observing System spacecraft requirements.

The Concept of Ecologically Oriented Progress and Natural Resource Preservation

NASA Astrophysics Data System (ADS)

Gasanov, M. A.; Kolotov, K. A.; Demidenko, K. A.; Podgornaya, E. A.; Kadnikova, O. V.

2017-01-01

The most important issue of scientific and technological progress is considering the environment challenges of industrial development. It means that the progress must be ecologically oriented and environmentally friendly. The most adequate concept for the approach to the issue of “man - society - nature” relations is the ontology of the noosphere - the idea of a common space for human beings and nature. It presents an ideal example of an optimistic attitude towards the coordination between accelerating the scientific and technological development and natural resource saving. However, to maintain the balance between human needs and environmental processes determined by this concept, it is essential to include the lean production training into technological development of society.

The Virtual Mission - A step-wise approach to large space missions

NASA Technical Reports Server (NTRS)

Hansen, Elaine; Jones, Morgan; Hooke, Adrian; Pomphrey, Richard

1992-01-01

Attention is given to the Virtual Mission (VM) concept, wherein multiple scientific instruments will be on different platforms, in different orbits, operated from different control centers, at different institutions, and reporting to different user groups. The VM concept enables NASA's science and application users to accomplish their broad science goals with a fleet made up of smaller, more focused spacecraft and to alleviate the difficulties involved with single, large, complex spacecraft. The concept makes possible the stepwise 'go-as-you-pay' extensible approach recommended by Augustine (1990). It enables scientists to mix and match the use of many smaller satellites in novel ways to respond to new scientific ideas and needs.

Outreach with Team eS Through Science Festivals and Interactive Art Installations

NASA Astrophysics Data System (ADS)

Yoho, Amanda; Starkman, Glenn

2014-03-01

The Team eS project aims to acclimate (pre)teens to scientific concepts subtly, with fun, accessible, and engaging art and activities hosted at public community festivals, online at a dedicated website, and using social media. Our festivals will be centered around an interactive art installation inspired by a scientific concept. We hope to provide a positive experience inspired by science that these teens can reflect upon when encountering similar concepts in the future, especially in settings like a classroom where fear and anxiety can cloud interest or performance. We want to empower teens to not feel lost or out of the loop - we want to remove the fear of facing science.

Concept Maps for Improved Science Reasoning and Writing: Complexity Isn't Everything.

PubMed

Dowd, Jason E; Duncan, Tanya; Reynolds, Julie A

2015-01-01

A pervasive notion in the literature is that complex concept maps reflect greater knowledge and/or more expert-like thinking than less complex concept maps. We show that concept maps used to structure scientific writing and clarify scientific reasoning do not adhere to this notion. In an undergraduate course for thesis writers, students use concept maps instead of traditional outlines to define the boundaries and scope of their research and to construct an argument for the significance of their research. Students generate maps at the beginning of the semester, revise after peer review, and revise once more at the end of the semester. Although some students revised their maps to make them more complex, a significant proportion of students simplified their maps. We found no correlation between increased complexity and improved scientific reasoning and writing skills, suggesting that sometimes students simplify their understanding as they develop more expert-like thinking. These results suggest that concept maps, when used as an intervention, can meet the varying needs of a diverse population of student writers. © 2015 J. E. Dowd et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

[Evidence-based prevention: a new model for public health].

PubMed

Vitale, Francesco; Cusimano, Rosanna; Bruno, Giuseppe; Firenze, Alberto; De Crescenzo, Loredana; Romano, Nino

2005-01-01

The concept of evidence-based prevention (EBP), was developed during the last decade as the counterpart, in Public Health, of Evidence-Based Medicine (EBM) in Clinical Medicine. The growing debate on EBP reflects the increasing recognition that successful evaluation of public health interventions will necessarily entail the use of research designs other than controlled trials as well as the use of various other types of evidence, often in combination. Evidence-based prevention, therefore, aims to implement those prevention strategies that have been found to be useful and effective through a formal evaluation based on scientific methodology. A the same it aims to progressively discard all preventive practices for which usefulness and effectiveness have not been proved.

Comparing Emerging XML Based Formats from a Multi-discipline Perspective

NASA Astrophysics Data System (ADS)

Sawyer, D. M.; Reich, L. I.; Nikhinson, S.

2002-12-01

This paper analyzes the similarity and differences among several examples of an emerging generation of Scientific Data Formats that are based on XML technologies. Some of the factors evaluated include the goals of these efforts, the data models, and XML technologies used, and the maturity of currently available software. This paper then investigates the practicality of developing a single set of structural data objects and basic scientific concepts, such as units, that could be used across discipline boundaries and extended by disciplines and missions to create Scientific Data Formats for their communities. This analysis is partly based on an effort sponsored by the ESDIS office at GSFC to compare the Earth Science Markup Language (ESML) and the eXtensible Data Format( XDF), two members of this new generation of XML based Data Description Languages that have been developed by NASA funded efforts in recent years. This paper adds FITSML and potentially CDFML to the list of XML based Scientific Data Formats discussed. This paper draws heavily a Formats Evolution Process Committee (http://ssdoo.gsfc.nasa.gov/nost/fep/) draft white paper primarily developed by Lou Reich, Mike Folk and Don Sawyer to assist the Space Science community in understanding Scientific Data Formats. One of primary conclusions of that paper is that a scientific data format object model should be examined along two basic axes. The first is the complexity of the computer/mathematical data types supported and the second is the level of scientific domain specialization incorporated. This paper also discusses several of the issues that affect the decision on whether to implement a discipline or project specific Scientific Data Format as a formal extension of a general purpose Scientific Data Format or to implement the APIs independently.

Predict-share-observe-explain learning activity for the Torricelli's tank experiment

NASA Astrophysics Data System (ADS)

Panich, Charunya; Puttharugsa, Chokchai; Khemmani, Supitch

2018-01-01

The purpose of this research was to study the students' scientific concept and achievement on fluid mechanics before and after the predict-share-observe-explain (PSOE) learning activity for the Torricelli's tank experiment. The 24 participants, who were selected by purposive sampling, were students at grade 12 at Nannakorn School, Nan province. A one group pre-test/post-test design was employed in the study. The research instruments were 1) the lesson plans using the PSOE learning activity and 2) two-tier multiple choice question and subjective tests. The results indicated that students had better scientific concept about Torricelli's tank experiment and the post-test mean score was significantly higher than the pre-test mean score at a 0.05 level of significance. Moreover, the students had retention of knowledge after the PSOE learning activity for 4 weeks at a 0.05 level of significance. The study showed that the PSOE learning activity is suitable for developing students' scientific concept and achievement.

Student Engagement with Artefacts and Scientific Ideas in a Laboratory and a Concept-Mapping Activity

ERIC Educational Resources Information Center

Hamza, Karim Mikael; Wickman, Per-Olof

2013-01-01

The purpose of this study is to use a comparative approach to scrutinize the common assumption that certain school science activities are theoretical and therefore particularly suited for engaging students with scientific ideas, whereas others are practical and, thus, not equally conducive to engagement with scientific ideas. We compared two…

Nutrition Labelling: Applying Biological Concepts and Reasoning to Socio-Scientific Issues

ERIC Educational Resources Information Center

Lee, Yeung Chung

2016-01-01

Nutrition labelling, which helps consumers to make informed choices, can be used as both a context and a vehicle for students to consolidate and apply their knowledge of food and nutrition to improve health. It also facilitates students' ability to negotiate socio-scientific issues from scientific and other perspectives. This article reports a…

Science Teaching as Educational Interrogation of Scientific Research

ERIC Educational Resources Information Center

Ginev, Dimitri

2013-01-01

The main argument of this article is that science teaching based on a pedagogy of questions is to be modeled on a hermeneutic conception of scientific research as a process of the constitution of texts. This process is spelled out in terms of hermeneutic phenomenology. A text constituted by scientific practices is at once united by a hermeneutic…

Transforming "Ecosystem" from a Scientific Concept into a Teachable Topic: Philosophy and History of Ecology Informs Science Textbook Analysis

ERIC Educational Resources Information Center

Schizas, Dimitrios; Papatheodorou, Efimia; Stamou, George

2018-01-01

This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we…

The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory

ERIC Educational Resources Information Center

Koerber, Susanne; Mayer, Daniela; Osterhaus, Christopher; Schwippert, Knut; Sodian, Beate

2015-01-01

The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8-, 9-, 10-year-olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66-item scale, five components of scientific thinking were addressed, including experimental design, data…

Supporting Reform-Oriented Secondary Science Teaching through the Use of a Framework to Analyze Construction of Scientific Explanations

ERIC Educational Resources Information Center

Richmond, Gail; Parker, Joyce M.; Kaldaras, Leonora

2016-01-01

The Next-Generation Science Standards (NGSS) call for a different approach to learning science. They promote three-dimensional (3D) learning that blends disciplinary core ideas, crosscutting concepts and scientific practices. In this study, we examined explanations constructed by secondary science teacher candidates (TCs) as a scientific practice…

Data First: Building Scientific Reasoning in AP Chemistry via the Concept Development Study Approach

ERIC Educational Resources Information Center

Nichol, Carolyn A.; Szymczyk, Amber J.; Hutchinson, John S.

2014-01-01

This article introduces the "Data First" approach and shows how the observation and analysis of scientific data can be used as a scaffold to build conceptual understanding in chemistry through inductive reasoning. The "Data First" approach emulates the scientific process by changing the order by which we introduce data. Rather…

Quantifying falsifiability of scientific theories

NASA Astrophysics Data System (ADS)

Nemenman, Ilya

I argue that the notion of falsifiability, a key concept in defining a valid scientific theory, can be quantified using Bayesian Model Selection, which is a standard tool in modern statistics. This relates falsifiability to the quantitative version of the statistical Occam's razor, and allows transforming some long-running arguments about validity of scientific theories from philosophical discussions to rigorous mathematical calculations.

In the maw of the Ouroboros: an analysis of scientific literacy and democracy

NASA Astrophysics Data System (ADS)

Bang, Lars

2017-10-01

This paper explores the concept of scientific literacy through its relation to democracy and citizenship. Scientific literacy has received international attention in the twenty-first century as demonstrated by the Programme for International Student Assessment survey of 2006. It is no longer just a concept but has become a stated and testable outcome in the science education research community. This paper problematizes the `marriage' between scientific literacy and democracy, particularly the idea that scientific literacy is a presupposed necessity to proper citizenship and awareness of the role of science in modern society. A perusal of the science education literature can provide a history of scientific literacy, as it exists as a research category. Through Gilles Deleuze's notion of the Dogmatic Image of Thought and its relation to a Spinozist understanding of individuation/Becoming, it is argued that scientific literacy is not a recent invention and is problematic in its relation to democracy. This article is thus intended to act more as vehicle to move, stimulate and dramatize thought and potentially reconceptualise scientific literacy, than a comprehensive historical analysis. The concept of scientific literacy has undergone specific transformations in the last two centuries and has been enacted in different manifestations throughout modernity. Here the analysis draws upon Deleuze's reading of Michel Foucault and the notion of the Diagram related to Foucault's oeuvre, and is specifically using Foucault's notion of rationalities as actualized threads or clusters of discourse. The obvious link between science and democracy is an effect of specific rationalities within the epistemological field of science, rather than intrinsic, essential characteristics of science or scientific literacy. There is nothing intrinsic in its function for democracy. Through a case study of the work of Charles W. Eliot and Herbert Spencer and the modern enactment of scientific literacy in contemporary science education, this paper shows the cultural and historical contingencies on which the relation between scientific literacy and democracy has been constructed through a rationality this article calls the Man of Science. The mythical Ouroboros will be used as a Fresh Image of Thought to explore the movements and folds within the discursive formation of Scientific Literacy, the rationality of the Man of Science, and their relation to democracy.

Understanding Science: Frameworks for using stories to facilitate systems thinking

NASA Astrophysics Data System (ADS)

ElShafie, S. J.; Bean, J. R.

2017-12-01

Studies indicate that using a narrative structure for teaching and learning helps audiences to process and recall new information. Stories also help audiences retain specific information, such as character names or plot points, in the context of a broader narrative. Stories can therefore facilitate high-context systems learning in addition to low-context declarative learning. Here we incorporate a framework for science storytelling, which we use in communication workshops, with the Understanding Science framework developed by the UC Museum of Paleontology (UCMP) to explore the application of storytelling to systems thinking. We translate portions of the Understanding Science flowchart into narrative terms. Placed side by side, the two charts illustrate the parallels between the scientific process and the story development process. They offer a roadmap for developing stories about scientific studies and concepts. We also created a series of worksheets for use with the flowcharts. These new tools can generate stories from any perspective, including a scientist conducting a study; a character that plays a role in a larger system (e.g., foraminifera or a carbon atom); an entire system that interacts with other systems (e.g., the carbon cycle). We will discuss exemplar stories about climate change from each of these perspectives, which we are developing for workshops using content and storyboard models from the new UCMP website Understanding Global Change. This conceptual framework and toolkit will help instructors to develop stories about scientific concepts for use in a classroom setting. It will also help students to analyze stories presented in class, and to create their own stories about new concepts. This approach facilitates student metacognition of the learning process, and can also be used as a form of evaluation. We are testing this flowchart and its use in systems teaching with focus groups, in preparation for use in teacher professional development workshops.

White paper on the promotion of an integrated risk assessment concept in European regulatory frameworks for chemicals.

PubMed

Wilks, M F; Roth, N; Aicher, L; Faust, M; Papadaki, P; Marchis, A; Calliera, M; Ginebreda, A; Andres, S; Kühne, R; Schüürmann, G

2015-07-15

The vision of a sustainable and safe use of chemicals to protect human health, preserve the environment and maintain the ecosystem requires innovative and more holistic approaches to risk assessment (RA) in order to better inform decision making. Integrated risk assessment (IRA) has been proposed as a solution to current scientific, societal and policy needs. It is defined as the mutual exploitation of environmental risk assessment (ERA) for human health risk assessment (HHRA) and vice versa in order to coherently and more efficiently characterize an overall risk to humans and the environment for better informing the risk analysis process. Extrapolating between species which are relevant for HHRA and ERA requires a detailed understanding of pathways of toxicity/modes of action (MoA) for the various toxicological endpoints. Significant scientific advances, changes in chemical legislation, and increasing environmental consciousness have created a favourable scientific and regulatory environment to develop and promote the concept and vision of IRA. An initial proof of concept is needed to foster the incorporation of IRA approaches into different chemical sectorial regulations and demonstrate their reliability for regulatory purposes. More familiarity and confidence with IRA will ultimately contribute to an overall reduction in in vivo toxicity testing requirements. However, significant progress will only be made if long-term support for MoA-related research is secured. In the short term, further exchange and harmonization of RA terminology, models and methodologies across chemical categories and regulatory agencies will support these efforts. Since societal values, public perceptions and cultural factors are of increasing importance for the acceptance of risk analysis and successful implementation of risk mitigation measures, the integration of socio-economic analysis and socio-behavioural considerations into the risk analysis process may help to produce a more effective risk evaluation and consideration of the risks and benefits associated with the use of chemicals. Copyright © 2015 Elsevier B.V. All rights reserved.

Elementary pre-service teachers' conceptual understanding of dissolving: a Vygotskian concept development perspective

NASA Astrophysics Data System (ADS)

Harrell, Pamela; Subramaniam, Karthigeyan

2015-09-01

Background and purpose: The purpose of this study was to investigate and identify the nature and the interrelatedness of pre-service teachers' misconceptions and scientific concepts for explaining dissolving before, during, and after a 5E learning cycle lesson on dissolving, the intervention. Sample, design, and methods: Guided by Vygotsky's theory of concept development, the study focused specifically on the spontaneous, and spontaneous pseudo-concepts held by the 61 elementary pre-service teachers during a 15-week science methods course. Data included concept maps, interview transcripts, written artifacts, drawings, and narratives, and were thematically analyzed to classify concepts and interrelatedness. Results: Results of the study showed that spontaneous pseudo-concepts (1) dominated pre-service teachers' understandings about dissolving throughout the study, and (2) were simply associated with scientific concepts during and after the intervention. Conclusion: Collectively, the results indicated that the pre-service teachers' did not acquire a unified system of knowledge about dissolving that could be characterized as abstract, generalizable, and hierarchical. Implications include the need for (1) familiarity with pre-service teachers' prior knowledge about science content; (2) a variety of formative assessments to assess their misconceptions; (3) emphasizing the importance of dialectical method for concept development during instruction; and (4) skillful content instructors.

Taiwanese middle school students' materialistic concepts of sound

NASA Astrophysics Data System (ADS)

Eshach, Haim; Lin, Tzu-Chiang; Tsai, Chin-Chung

2016-06-01

This study investigated if and to what extent grade 8 and 9 students in Taiwan attributed materialistic properties to sound concepts, and whether they hold scientific views in parallel with materialistic views. Taiwanese middle school students are a special population since their scores in international academic comparison tests such as TIMSS and PISA are among the highest in the world. The "Sound Concept Inventory Instrument" with both materialistic and scientific statements of sound concepts was applied to explore Taiwanese students' ideas and corresponding confidence. The results showed that although the subject of sound is taught extensively in grade 8 in Taiwan, students still hold materialistic views of sound. The participants agreed, on average, with 41% of the statements that associate sound with materialistic properties. Moreover, they were quite confident in their materialistic answers (mean=3.27 on a 5-point Likert scale). In parallel, they also agreed with 71% of the scientific statements in the questions. They were also confident of their scientific answers (mean=3.21 ). As for the difference between grade 8 and 9 students, it seems that in grade 9, when students do not learn about sound, there is a kind of regression to a more materialistic view of sound. The girls performed better than the boys (t =3.59 , p <0. 001 ). The paper uses Vosniadou and Brewer's [Cogn. Sci. 18, 123 (1994)., 10.1207/s15516709cog1801_4] framework theory to explain the results, and suggests some ideas for improving the teaching of sound.

Methods for Specifying Scientific Data Standards and Modeling Relationships with Applications to Neuroscience

PubMed Central

Rübel, Oliver; Dougherty, Max; Prabhat; Denes, Peter; Conant, David; Chang, Edward F.; Bouchard, Kristofer

2016-01-01

Neuroscience continues to experience a tremendous growth in data; in terms of the volume and variety of data, the velocity at which data is acquired, and in turn the veracity of data. These challenges are a serious impediment to sharing of data, analyses, and tools within and across labs. Here, we introduce BRAINformat, a novel data standardization framework for the design and management of scientific data formats. The BRAINformat library defines application-independent design concepts and modules that together create a general framework for standardization of scientific data. We describe the formal specification of scientific data standards, which facilitates sharing and verification of data and formats. We introduce the concept of Managed Objects, enabling semantic components of data formats to be specified as self-contained units, supporting modular and reusable design of data format components and file storage. We also introduce the novel concept of Relationship Attributes for modeling and use of semantic relationships between data objects. Based on these concepts we demonstrate the application of our framework to design and implement a standard format for electrophysiology data and show how data standardization and relationship-modeling facilitate data analysis and sharing. The format uses HDF5, enabling portable, scalable, and self-describing data storage and integration with modern high-performance computing for data-driven discovery. The BRAINformat library is open source, easy-to-use, and provides detailed user and developer documentation and is freely available at: https://bitbucket.org/oruebel/brainformat. PMID:27867355

Evaluation research on jiangsu green economy development capability: a case study of Xuzhou

NASA Astrophysics Data System (ADS)

Sun, Fuhua; Liu, Haiyu; Wang, Zhaoxia

2018-02-01

As a national leading province of economic development and demonstration area of ecological civilization construction, Jiangsu makes a scientific and rational evaluation to its green economy development capability through the construction of index system and model, which is significant for better grasping its green development condition, implementing the “green” development concept and promoting Jiangsu to be a new Jiangsu with “good economy, rich public, favourable environment and civilized society degree”. The paper constructs the evaluation system of green economic development capability based on factor analysis method, adjusts indexes at all levels through factor analysis, calculates the factor score, determines the main influencing factors, analyzes the influence factor score, and puts forward the corresponding policy according to the practical situation of Jiangsu Province.

Piaget and Organic Chemistry: Teaching Introductory Organic Chemistry through Learning Cycles

NASA Astrophysics Data System (ADS)

Libby, R. Daniel

1995-07-01

This paper describes the first application of the Piaget-based learning cycle technique (Atkin & Karplus, Sci. Teach. 1962, 29, 45-51) to an introductory organic chemistry course. It also presents the step-by-step process used to convert a lecture course into a discussion-based active learning course. The course is taught in a series of learning cycles. A learning cycle is a three phase process that provides opportunities for students to explore new material and work with an instructor to recognize logical patterns in data, and devise and test hypotheses. In this application, the first phase, exploration, involves out-of-class student evaluation of data in attempts to identify significant trends and develop hypotheses that might explain the trends in terms of fundamental scientific principles. In the second phase, concept invention, the students and instructor work together in-class to evaluate student hypotheses and find concepts that work best in explaining the data. The third phase, application, is an out-of-class application of the concept to new situations. The development of learning cycles from lecture notes is presented as an 8 step procedure. The process involves revaluation and restructuring of the course material to maintain a continuity of concept development according to the instructor's logic, dividing topics into individual concepts or techniques, and refocusing the presentation in terms of large numbers of examples that can serve as data for students in their exploration and application activities. A sample learning cycle and suggestions for ways of limited implementation of learning cycles into existing courses are also provided.

The Jupiter System Observer Mission Concept: Scientific Investigation of the Jovian System

NASA Astrophysics Data System (ADS)

Spilker, T. R.; Senske, D. A.; Prockter, L.; Kwok, J. H.; Tan-Wang, G. H.; Sdt, J.

2007-12-01

NASA's Science Mission Directorate (SMD), in efforts to start an outer solar system flagship mission in the near future, commissioned studies of mission concepts for four high-priority outer solar system destinations: Europa, the Jovian system, Titan, and Enceladus. Our team has identified and evaluated science and mission architectures to investigate major elements of the Jovian system: Jupiter, the Galilean moons, rings, and magnetosphere, and their interactions. SMD dubbed the mission concept the "Jupiter System Observer (JSO)." This JPL-led study's final report is now complete and was submitted in August 2007. SMD intends to select a subset of these four concepts for additional detailed study, leading to a potential flagship mission new start. The study's NASA-appointed, multi-institutional Science Definition Team (SDT) identified a rich set of science objectives that JSO can address quite well. The highly capable science payload (including ~50-cm optics), an extensive tour with multiple close flybys of Io, Europa, Ganymede and Callisto, and a significant time in orbit at Ganymede, addresses a large set of Solar System Exploration Decadal Survey (2003) and NASA Solar System Exploration Roadmap (2006) high-priority objectives. With the engineering team, the SDT evaluated a suite of mission architectures and the science they enable to arrive at two architectures that provide the best science for their estimated mission costs. This paper discusses the science objectives and operational capabilities and considerations for these mission concepts, and some options available for emphasizing specific science objectives. This work was performed at JPL, APL, and other institutions under contract to NASA.

An Experiment in Scientific Code Semantic Analysis

NASA Technical Reports Server (NTRS)

Stewart, Mark E. M.

1998-01-01

This paper concerns a procedure that analyzes aspects of the meaning or semantics of scientific and engineering code. This procedure involves taking a user's existing code, adding semantic declarations for some primitive variables, and parsing this annotated code using multiple, distributed expert parsers. These semantic parser are designed to recognize formulae in different disciplines including physical and mathematical formulae and geometrical position in a numerical scheme. The parsers will automatically recognize and document some static, semantic concepts and locate some program semantic errors. Results are shown for a subroutine test case and a collection of combustion code routines. This ability to locate some semantic errors and document semantic concepts in scientific and engineering code should reduce the time, risk, and effort of developing and using these codes.

What is a Trophic Cascade?

PubMed

Ripple, William J; Estes, James A; Schmitz, Oswald J; Constant, Vanessa; Kaylor, Matthew J; Lenz, Adam; Motley, Jennifer L; Self, Katharine E; Taylor, David S; Wolf, Christopher

2016-11-01

Few concepts in ecology have been so influential as that of the trophic cascade. Since the 1980s, the term has been a central or major theme of more than 2000 scientific articles. Despite this importance and widespread usage, basic questions remain about what constitutes a trophic cascade. Inconsistent usage of language impedes scientific progress and the utility of scientific concepts in management and conservation. Herein, we offer a definition of trophic cascade that is designed to be both widely applicable yet explicit enough to exclude extraneous interactions. We discuss our proposed definition and its implications, and define important related terms, thereby providing a common language for scientists, policy makers, conservationists, and other stakeholders with an interest in trophic cascades. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Concept of Metamorphosis and its Metaphors. Possible and Impossible Transformations of Life; Metamorphosis in Children's Literature

NASA Astrophysics Data System (ADS)

Bruguière, Catherine; Perru, Olivier; Charles, Frédéric

2018-03-01

The article examines a number of links between the metaphorical uses of the concept of metamorphosis in literature and the various changes of the meaning of the concept that took place at the beginning of the modern scientific age between the 17th and 19th centuries, a period during which the notion of metamorphosis resurfaced in conflict with evolutionist thinking. We present the extent to which the concept of animal metamorphosis, the object of multiple redefinitions over the course of this historical period, became the vector of a very strong metaphorical meaning, which emerged in the literature of the period and survives to this day in certain children's storybooks belonging to what we term the genre of "realistic fiction". We intend, from a pedagogical standpoint, to identify which specific attributes of these metaphors exist in those storybooks, and to gauge the extent to which those attributes contradict the scientific characteristics and fictional representations of the concept of metamorphosis.

Astronomy in Early Childhood Education: A Concept-Based Approach

ERIC Educational Resources Information Center

Ampartzaki, Maria; Kalogiannakis, Michail

2016-01-01

In an attempt to understand the natural world's phenomena, young children form their perceptions of different aspects of the macrocosm, which they contrast with new scientific concepts. This process calls for an early intervention that will provide the stimuli and the tools for the development of new concepts, ideas, and cognitive structures. The…

42 CFR 52h.10 - What matters must be reviewed for solicited contract proposals?

Code of Federal Regulations, 2010 CFR

2010-10-01

... with respect to a contract project involving solicited contract proposals, unless the project concept... group has made recommendations concerning the scientific merit of the concept. (b) The awarding official... review of the project concept and the proposals has been completed. The request for proposals shall state...

The Conservation of Energy Concept in Ninth Grade General Science, Final Report.

ERIC Educational Resources Information Center

Shockley, William; And Others

Discussed is an instructional approach, "concept-distillation," which involves experiences, games, and puzzles that have the "distilled essence" of the basic concepts of the physical sciences. This approach is designed to impart a vivid and dramatic meaning and structure of the sciences for transfer in scientific thinking. The…

Ideas for a Teaching Sequence for the Concept of Energy

ERIC Educational Resources Information Center

Duit, Reinders; Neumann, Knut

2014-01-01

The energy concept is one of the most important ideas for students to understand. Looking at phenomena through the lens of energy provides powerful tools to model, analyse and predict phenomena in the scientific disciplines. The cross-disciplinary nature of the energy concept enables students to look at phenomena from different angles, helping…

How Do We Present the Concept of Energy in Physics?

ERIC Educational Resources Information Center

Pujol, O.; Perez, J. P.

2007-01-01

Scientific and pedagogical comments about the fundamental physical concept of energy are made. In particular, we argue for an historical presentation of this concept because its essential justification is the research, conscious or not, of a characteristic quantity of a system whose fundamental property is to be conservative. Some delicate issues…

Ground to Grits. Scientific Concepts in Nutrition/Agriculture.

ERIC Educational Resources Information Center

Cain, Peggy W.; And Others

This curriculum guide presents an activity-oriented program designed to give students experiences that will help them understand concepts concerning the relationship between science, agriculture, and nutritional needs. Covered in the six units of the guide are reasons for eating certain foods (taste and smell); the nature of food (the concept of…

Metaphysics and medical education: taking holism seriously.

PubMed

Wilson, Bruce

2013-06-01

Medical education is now suffused with concepts that have their source outside the traditional scientific and medical disciplines: concepts such as holism, connectedness and reflective practice. Teaching of these, and other problematic concepts such as medical uncertainty and error, has been defined more by the challenge they pose to the standard model rather than being informed by a strong positive understanding. This challenge typically involves a critical engagement with the idea of objectivity, which is rarely acknowledged as an inherently metaphysical critique. Consequently, these ideas prove to be difficult to teach well. I suggest that the lack of an integrating, positive narrative is the reason for teaching difficulty, and propose that what is needed is an explicit commitment to teach the metaphysics of medicine, with the concept of holism being the fulcrum on which the remaining concepts turn. An acknowledged metaphysical narrative will encompass the scientific realism that medical students typically bring to their tertiary education, and at the same time enable a bigger picture to be drawn that puts the newer and more problematic concepts into context. © 2013 John Wiley & Sons Ltd.

A Social Control Perspective on Scientific Misconduct.

ERIC Educational Resources Information Center

Hackett, Edward J.

1994-01-01

Some explanations for scientific misconduct are examined, including those based on theories of individual psychopathology, anomie, and alienation. An alternative explanation, drawing on the concept of social control, is presented, and implications for research and policy are examined. (MSE)

Classroom Ideas

ERIC Educational Resources Information Center

Spooner, William E.

1977-01-01

A Drinking Bird toy is used to stimulate scientific questioning and problem solving. Suggestions are given for using the bird to explore scientific concepts including evaporation, work, systems, density and dynamic equilibrium. 32 questions you can use to stimulate student investigations are listed. (AJ)

Linked In

ERIC Educational Resources Information Center

Mayer, Kristen; Damelin, Daniel; Krajcik, Joseph

2013-01-01

The "Next Generation Science Standards" ("NGSS") emphasizes content and scientific practices, but what does this actually look like in a classroom? The "NGSS" integrates scientific and engineering practices with core ideas and crosscutting concepts, merging the three dimensions from "A Framework for K-12 Science…

The medicalization of love and narrow and broad conceptions of human well-being.

PubMed

Nyholm, Sven

2015-07-01

Would a "medicalization" of love be a "good" or "bad" form of medicalization? In discussing this question, Earp, Sandberg, and Savulescu primarily focus on the potential positive and negative consequences of turning love into a medical issue. But it can also be asked whether there is something intrinsically regrettable about medicalizing love. It is argued here that the medicalization of love can be seen as an "evaluative category mistake": it treats a core human value (love) as if it were mainly a means to other ends (viz. physical health and hedonic well-being). It is also argued that Earp et al's closing argument (that a scientific perspective on love actually adds more value to love) can be seen as involving another evaluative category mistake: it treats an object of desire and practical interest (namely, love) as if it mainly were an object of scientific contemplation and theoretical interest. It is concluded that, to relate love to health and well-being in a more satisfying way, we should construe the latter two in broader ways, whereby love is itself a component or element of human flourishing.

Instructional scientific humor in the secondary classroom

NASA Astrophysics Data System (ADS)

Wizner, Francine

This study is an examination of the manner in which educators employ scientific content humor and how that humor is perceived by their students. Content humor is a useful strategy in drawing the attention of students and improving their receptivity toward scientific information. It is also a useful tool in combating the growing distractions of the electronic classroom. Previous studies have found that humor has a positive effect on knowledge, memory, and understanding. However, few studies have been conducted below the undergraduate level and mainly quantitative measures of student recall have been used to measure learning. This study employed multiple data sources to determine how two secondary biology teachers used humor in order to explain scientific concepts and how their students perceived their teachers' use of scientific instructional humor. Evidence of student humor reception was collected from four students in each of the two classes. All of the scientific instructional humor used in the studied classrooms was cognitive in nature, varying among factual, procedural, conceptual, and metacognitive knowledge. Teachers tended to use dialogic forms of humor. Their scientific humor reflected everyday experiences, presented queries, poked fun at authority, and asked students to search out new perspectives and perform thought experiments. Teachers were the primary actors in performing the humorous events. The events were sometimes physical exaggerations of words or drawings, and they occurred for the purpose of establishing rapport or having students make connections between scientific concepts and prior knowledge. Student perceptions were that teachers did employ humor toward instructional objectives that helped their learning. Helping students become critical thinkers is a trademark of science teachers. Science teachers who take the risk of adopting some attributes of comedians may earn the reward of imparting behaviors on their students like critical thinking skills, the ability to explore questions in a detached manner, and the ability to search out new perspectives. The results of this research may encourage additional study on how secondary science teachers use humor to explain scientific concepts and may also encourage science teachers to investigate novel ways that instructional humor can be used in their classrooms. Keywords: Scientific Humor, Instructional Humor, Secondary, Biology.

Modelling Creativity: Identifying Key Components through a Corpus-Based Approach.

PubMed

Jordanous, Anna; Keller, Bill

2016-01-01

Creativity is a complex, multi-faceted concept encompassing a variety of related aspects, abilities, properties and behaviours. If we wish to study creativity scientifically, then a tractable and well-articulated model of creativity is required. Such a model would be of great value to researchers investigating the nature of creativity and in particular, those concerned with the evaluation of creative practice. This paper describes a unique approach to developing a suitable model of how creative behaviour emerges that is based on the words people use to describe the concept. Using techniques from the field of statistical natural language processing, we identify a collection of fourteen key components of creativity through an analysis of a corpus of academic papers on the topic. Words are identified which appear significantly often in connection with discussions of the concept. Using a measure of lexical similarity to help cluster these words, a number of distinct themes emerge, which collectively contribute to a comprehensive and multi-perspective model of creativity. The components provide an ontology of creativity: a set of building blocks which can be used to model creative practice in a variety of domains. The components have been employed in two case studies to evaluate the creativity of computational systems and have proven useful in articulating achievements of this work and directions for further research.

[Research progress on water footprint in agricultural products].

PubMed

Lu, Yang; Liu, Xiu-wei; Zhang, Xi-ying

2015-10-01

Water is one of the important resources in human activities. Scientifically and rationally evaluating the effects of human activities on water resources is important for sustainable water resource management. The innovative concepts of water footprint (WF) distinguished the human water consumption into green water, blue water and grey water which extended the evaluation methods in sustainable utilization of water resources. Concepts of WF based on virtual water (VW) and based on life cycle assessment (LCA) both combined water quality and water quantity are now the focuses in agricultural water management researches. Theory of WF based on VW includes the calculation of green, blue and grey WF as well as the evaluation of the sustainability of water environment. Theory of WF based on LCA reflects the overall impact of consumptive and degradative water use on the environment. The purpose of this article was to elaborate the research progresses in theoretical calculation methods and environmental sustainability assessment of the two water footprint theories and then to analyze the differentiation of these two methodologies in describing the consumptive water use in agriculture and its effects on environment. Finally, some future research aspects on water footprint were provided.

Understandings of Nature of Science and Multiple Perspective Evaluation of Science News by Non-science Majors

NASA Astrophysics Data System (ADS)

Leung, Jessica Shuk Ching; Wong, Alice Siu Ling; Yung, Benny Hin Wai

2015-10-01

Understandings of nature of science (NOS) are a core component of scientific literacy, and a scientifically literate populace is expected to be able to critically evaluate science in the media. While evidence has remained inconclusive on whether better NOS understandings will lead to critical evaluation of science in the media, this study aimed at examining the correlation therein. Thirty-eight non-science majors, enrolled in a science course for non-specialists held in a local community college, evaluated three health news articles by rating the extent to which they agreed with the reported claims and providing as many justifications as possible. The majority of the participants were able to evaluate and justify their viewpoint from multiple perspectives. Students' evaluation was compared with their NOS conceptions, including the social and cultural embedded NOS, the tentative NOS, the peer review process and the community of practice. Results indicated that participants' understanding of the tentative NOS was significantly correlated with multiple perspective evaluation of science news reports of socioscientific nature (r = 0.434, p < 0.05). This moderate correlation suggested the association between understanding of the tentative NOS and multiple perspective evaluation of science in the media of socioscientific nature. However, the null result for other target NOS aspects in this study suggested a lack of evidence to assume that understanding the social dimensions of science would have significant influence on the evaluation of science in the media. Future research on identifying the reasons for why and why not NOS understandings are applied in the evaluation will move this field forward.

Computer assisted data analysis in intensive care: the ICDEV project--development of a scientific database system for intensive care (Intensive Care Data Evaluation Project).

PubMed

Metnitz, P G; Laback, P; Popow, C; Laback, O; Lenz, K; Hiesmayr, M

1995-01-01

Patient Data Management Systems (PDMS) for ICUs collect, present and store clinical data. Various intentions make analysis of those digitally stored data desirable, such as quality control or scientific purposes. The aim of the Intensive Care Data Evaluation project (ICDEV), was to provide a database tool for the analysis of data recorded at various ICUs at the University Clinics of Vienna. General Hospital of Vienna, with two different PDMSs used: CareVue 9000 (Hewlett Packard, Andover, USA) at two ICUs (one medical ICU and one neonatal ICU) and PICIS Chart+ (PICIS, Paris, France) at one Cardiothoracic ICU. CONCEPT AND METHODS: Clinically oriented analysis of the data collected in a PDMS at an ICU was the beginning of the development. After defining the database structure we established a client-server based database system under Microsoft Windows NI and developed a user friendly data quering application using Microsoft Visual C++ and Visual Basic; ICDEV was successfully installed at three different ICUs, adjustment to the different PDMS configurations were done within a few days. The database structure developed by us enables a powerful query concept representing an 'EXPERT QUESTION COMPILER' which may help to answer almost any clinical questions. Several program modules facilitate queries at the patient, group and unit level. Results from ICDEV-queries are automatically transferred to Microsoft Excel for display (in form of configurable tables and graphs) and further processing. The ICDEV concept is configurable for adjustment to different intensive care information systems and can be used to support computerized quality control. However, as long as there exists no sufficient artifact recognition or data validation software for automatically recorded patient data, the reliability of these data and their usage for computer assisted quality control remain unclear and should be further studied.

Labview Interface Concepts Used in NASA Scientific Investigations and Virtual Instruments

NASA Technical Reports Server (NTRS)

Roth, Don J.; Parker, Bradford H.; Rapchun, David A.; Jones, Hollis H.; Cao, Wei

2001-01-01

This article provides an overview of several software control applications developed for NASA using LabVIEW. The applications covered here include (1) an Ultrasonic Measurement System for nondestructive evaluation of advanced structural materials, an Xray Spectral Mapping System for characterizing the quality and uniformity of developing photon detector materials, (2) a Life Testing System for these same materials, (3) and the instrument panel for an aircraft mounted Cloud Absorption Radiometer that measures the light scattered by clouds in multiple spectral bands. Many of the software interface concepts employed are explained. Panel layout and block diagram (code) strategies for each application are described. In particular, some of the more unique features of the applications' interfaces and source code are highlighted. This article assumes that the reader has a beginner-to-intermediate understanding of LabVIEW methods.

Enabling NVM for Data-Intensive Scientific Services

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

Carns, Philip; Jenkins, John; Seo, Sangmin

Specialized, transient data services are playing an increasingly prominent role in data-intensive scientific computing. These services offer flexible, on-demand pairing of applications with storage hardware using semantics that are optimized for the problem domain. Concurrent with this trend, upcoming scientific computing and big data systems will be deployed with emerging NVM technology to achieve the highest possible price/productivity ratio. Clearly, therefore, we must develop techniques to facilitate the confluence of specialized data services and NVM technology. In this work we explore how to enable the composition of NVM resources within transient distributed services while still retaining their essential performance characteristics.more » Our approach involves eschewing the conventional distributed file system model and instead projecting NVM devices as remote microservices that leverage user-level threads, RPC services, RMA-enabled network transports, and persistent memory libraries in order to maximize performance. We describe a prototype system that incorporates these concepts, evaluate its performance for key workloads on an exemplar system, and discuss how the system can be leveraged as a component of future data-intensive architectures.« less

Research knowledge in undergraduate school in Brazil: a comparison between medical and law students.

PubMed

Reis Filho, Antonio José Souza; Andrade, Bruno Bezerril; Mendonça, Vitor Rosa Ramos de; Barral-Netto, Manoel

2010-09-01

Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students' participation in more scientific activities.

Toward a Durable Prevalence of Scientific Conceptions: Tracking the Effects of Two Interfering Misconceptions about Buoyancy from Preschoolers to Science Teachers

ERIC Educational Resources Information Center

Potvin, Patrice; Cyr, Guillaume

2017-01-01

While the majority of published research on conceptual change has focused on how misconceptions can be abandoned or modified, some recent research findings support the hypothesis that acquired scientific knowledge does not necessarily erase or alter initial non-scientific knowledge but rather coexists with it. In keeping with this…

Pupils Produce Their Own Narratives Inspired by the History of Science: Animation Movies Concerning the Geocentric-Heliocentric Debate

ERIC Educational Resources Information Center

Piliouras, Panagiotis; Siakas, Spyros; Seroglou, Fanny

2011-01-01

In this paper, we present the design and application of a teaching scenario appropriate for 12-years-old pupils in the primary school aiming to a better understanding of scientific concepts and scientific methods, linking the development of individual thinking with the development of scientific ideas and facilitating a better understanding of the…

Computer networks for remote laboratories in physics and engineering

NASA Technical Reports Server (NTRS)

Starks, Scott; Elizandro, David; Leiner, Barry M.; Wiskerchen, Michael

1988-01-01

This paper addresses a relatively new approach to scientific research, telescience, which is the conduct of scientific operations in locations remote from the site of central experimental activity. A testbed based on the concepts of telescience is being developed to ultimately enable scientific researchers on earth to conduct experiments onboard the Space Station. This system along with background materials are discussed.

Science Education as Public and Social Wealth: The Notion of Citizenship from a European Perspective

ERIC Educational Resources Information Center

Siatras, Anastasios; Koumaras, Panagiotis

2013-01-01

In this paper, (a) we present a framework for developing a science content (i.e., science concepts, scientific methods, scientific mindset, and problem-solving strategies for socio-scientific issues) used to design the new Cypriot science curriculum aiming at ensuring a democratic and human society, (b) we use the previous framework to explore the…

Thai Pre-Service Science Teachers' Struggles in Using Socio-Scientific Issues (SSIs) during Practicum

ERIC Educational Resources Information Center

Pitiporntapin, Sasithep; Yutakom, Naruemon; Sadler, Troy D.

2016-01-01

In educational reform, teaching through socio-scientific issues (SSIs) is considered the best way to promote scientific literacy for citizenship as the goal of science teaching. To bring SSIs into the science classroom, Thai pre-service science teachers (PSTs) are expected to understand the concept of SSI-based teaching and to use it effectively…

Commentary: Considerations in Pedagogy and Assessment in the Use of Computers to Promote Learning about Scientific Models

ERIC Educational Resources Information Center

Adams, Stephen T.

2004-01-01

Although one role of computers in science education is to help students learn specific science concepts, computers are especially intriguing as a vehicle for fostering the development of epistemological knowledge about the nature of scientific knowledge--what it means to "know" in a scientific sense (diSessa, 1985). In this vein, the…

A Writing-Intensive Course Improves Biology Undergraduates' Perception and Confidence of Their Abilities to Read Scientific Literature and Communicate Science

ERIC Educational Resources Information Center

Brownell, Sara E.; Price, Jordan V.; Steinman, Lawrence

2013-01-01

Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of…

Understanding of Energy in Biology and Vitalistic Conceptions.

ERIC Educational Resources Information Center

Barak, Judith; Gorodetsky, Malka; Chipman, David

1997-01-01

Addresses the possible connection between misconceptions of energy in biological phenomena and adherence to scientifically oriented conceptions of biology. Makes recommendations for basing the biology curriculum on the second law of thermodynamics. Contains 31 references. (DDR)

Necessary, but Not Sufficient. The Benefit Concept in the Project Evaluation of Animal Research in the Context of Directive 2010/63/EU.

PubMed

Eggel, Matthias; Grimm, Herwig

2018-02-28

Directive 2010/63/EU (henceforth "Directive") on the protection of animals used for scientific purposes mandates that every project proposal in EU member states involving procedures on living non-human vertebrates and cephalopods has to be approved in an review process, including a harm-benefit-analysis (HBA), to assess "whether the harm to the animals in terms of suffering, pain and distress is justified by the expected outcome taking into account ethical consideration and may ultimately benefit human beings, animals or the environment". Despite the justifying relevance of "outcome" and "benefit", it remains unclear how to understand these concepts. However, national authorities and applicants require a clear understanding of this to carry out a HBA. To analyze the underlying premises of the HBA and its consequences for the evaluation process, we introduce a heuristic to analyze the relation between "outcome", "benefit" and "prospective benefit assessment". We then apply the heuristic to all seven legitimate purposes for animal research stated in the Directive, namely basic research, translational or applied research, product safety, education and training, protection of the environment, preservation of species and forensic inquiries. As we show, regardless of which purpose is aimed for, applicants are hard-pressed to demonstrate tangible benefits in a prospective assessment. In the HBA, this becomes a problem since-as we argue-the only reasonable, expected and tangible outcome of research can ever be knowledge. The potential long-term benefits on the basis of gained knowledge are unforeseeable and impossible to predict. Research is bound to fall short of these proclaimed societal benefits and its credibility will suffer as long as research has to validate itself through short-term societal benefit. We propose to revise the ethical evaluation based on the HBA and we think it necessary to develop an alternative model for project evaluation that focuses on the value of knowledge as a scientific outcome as a necessary but not sufficient condition for societal benefit.

Microscopic Virtual Media (MVM) in Physics Learning: Case Study on Students Understanding of Heat Transfer

NASA Astrophysics Data System (ADS)

Wibowo, F. C.; Suhandi, A.; Rusdiana, D.; Darman, D. R.; Ruhiat, Y.; Denny, Y. R.; Suherman; Fatah, A.

2016-08-01

A Study area in physics learning is purposeful on the effects of various types of learning interventions to help students construct the basic of scientific conception about physics. Microscopic Virtual Media (MVM) are applications for physics learning to support powerful modelling microscopic involving physics concepts and processes. In this study groups (experimental) of 18±20 years old, students were studied to determine the role of MVM in the development of functional understanding of the concepts of thermal expansion in heat transfer. The experimental group used MVM in learning process. The results show that students who learned with virtual media exhibited significantly higher scores in the research tasks. Our findings proved that the MVM may be used as an alternative instructional tool, in order to help students to confront and constructed their basic of scientific conception and developed their understanding.

Students' Multimodal Construction of the Work-Energy Concept

NASA Astrophysics Data System (ADS)

Tang, Kok-Sing; Chee Tan, Seng; Yeo, Jennifer

2011-09-01

This article examines the role of multimodalities in representing the concept of work-energy by studying the collaborative discourse of a group of ninth-grade physics students engaging in an inquiry-based instruction. Theorising a scientific concept as a network of meaning relationships across semiotic modalities situated in human activity, this article analyses the students' interactions through their use of natural language, mathematical symbolism, depiction, and gestures, and examines the intertextual meanings made through the integration of these modalities. Results indicate that the thematic integration of multimodalities is both difficult and necessary for students in order to construct a scientific understanding that is congruent with the physics curriculum. More significantly, the difficulties in multimodal integration stem from the subtle differences in the categorical, quantitative, and spatial meanings of the work-energy concept whose contrasts are often not made explicit to the students. The implications of these analyses and findings for science teaching and educational research are discussed.

Analyse d'un programme d'electromecanique en ses concepts et principes physiques: Methode et application

NASA Astrophysics Data System (ADS)

Gagnon, Richard; Besançon, Jacques; Jean, Pascale

1989-09-01

In many Western countries there is growing interest in the usefulness of scientific knowledge in vocational and technical training. Moreover, there is an increasing tendency in these countries to formulate objectives within teaching programmes, in order to come closer to the real tasks of the world of work. To determine what knowledge is required, a general method of analysing objective-based vocational training programmes was developed. This allows the identification of the minimum scientific and mathematical concepts and principles which are necessary to reach the learning objectives, and the establishment of their relative significance and the requisite level of detail. It has been used to determine the essential physical concepts of the industrial mechanics section (625 hours) of a programme on the electromechanics of automated systems. The results reveal the existence of 41 concepts needed for a total of 2,452.5 hours. A limited group of these is of particular importance.

The prior conceptions about force and motion held by grade 8 students in educational opportunity expansion schools of Thailand

NASA Astrophysics Data System (ADS)

Buaraphan, Khajornsak

2018-01-01

According to the constructivist theory, students' prior conceptions play an important role in their process of knowledge construction and teachers must take those prior conceptions into account when designing learning activities. The interpretive study was conducted to explore grade 8 students' conceptions about force and motion. The research participants were 42 students (21 male, 21 female) from seven Educational Opportunity Expansion Schools in Nakhon Pathom province located at the central region of Thailand. In each school, two low, two medium and two high achievers were selected. The Interview-About-Instance (IAI) technique was used to collect data. All interviews were audio recorded and subsequently transcribed verbatim. The students' conceptions were interpreted into scientific conception (SC), partial scientific conception (PC) and alternative conception (AC). The frequency of each category was counted and calculated for percentage. The results revealed that the students held a variety of prior conceptions about force and motion ranged from SC, PC to AC. Each students, including the high achievers, held mixed conceptions of force and motion. Interesting, the two dominant ACs held by the students were: a) force-implies-motion or motion-implies-force, and b) force coming only from an active agent. The science teachers need to take these ACs into account when designing the learning activities to cope with them. The implications regarding teaching and learning about force and motion are also discussed.

EFFICIENTLY ESTABLISHING CONCEPTS OF INFERENTIAL STATISTICS AND HYPOTHESIS DECISION MAKING THROUGH CONTEXTUALLY CONTROLLED EQUIVALENCE CLASSES

PubMed Central

Fienup, Daniel M; Critchfield, Thomas S

2010-01-01

Computerized lessons that reflect stimulus equivalence principles were used to teach college students concepts related to inferential statistics and hypothesis decision making. Lesson 1 taught participants concepts related to inferential statistics, and Lesson 2 taught them to base hypothesis decisions on a scientific hypothesis and the direction of an effect. Lesson 3 taught the conditional influence of inferential statistics over decisions regarding the scientific and null hypotheses. Participants entered the study with low scores on the targeted skills and left the study demonstrating a high level of accuracy on these skills, which involved mastering more relations than were taught formally. This study illustrates the efficiency of equivalence-based instruction in establishing academic skills in sophisticated learners. PMID:21358904

[The environment and health. Of the difficulty of reconciling environmental and health standards in cultural nature].

PubMed

Mittelstrass, J

1989-09-15

Scientific cultures, i.e. modern industrial societies, create their own environment. The expression denoting such a creation is a Kultur-Natur ('cultural nature') determined by environmental and health standards. These standards are neither natural laws nor can they be derived from nature. They are instead a part of human rationality. They also have an ethical dimension. The argument focuses on the following aspects: (scientific and technological) rationality as problem solver and problem producer, exploration of the concept of the Kultur-Natur, the status of environmental and health standards, presenting the case for the concept of rational ethics (Vernunftethik) against the concept of ecological ethics and the supplementation of a research imperative by an ethical imperative.

The art of talking about science: beginning to teach physiology students how to communicate with nonscientists.

PubMed

Petzold, Andrew M; Dunbar, Robert L

2018-06-01

The ability to clearly disseminate scientific knowledge is a skill that is necessary for any undergraduate student within the sciences. Traditionally, this is accomplished through the instruction of scientific presentation or writing with a focus on peer-to-peer communication at the expense of teaching communication aimed at a nonscientific audience. One of the ramifications of focusing on peer-to-peer communication has presented itself as an apprehension toward scientific knowledge within the general populace. This apprehension can be seen in a variety of venues, including the traditional media, popular culture, and education, which generally paint scientists as aloof and with an inability to discuss scientific issues to anyone other than other scientists. This paper describes a curriculum designed to teach Introduction to Anatomy and Physiology students the tools necessary for communicating complex concepts that were covered during the semester using approachable language. Students were assessed on their word usage in associated writing activities, the student's ability to reduce complexity of their statements, and performance in an informal scientific presentation to a lay audience. Results showed that this pedagogical approach has increased students' ability to reduce the complexity of their language in both a written and oral format. This, in turn, led to evaluators reporting greater levels of understanding of the topic presented following the presentation.

Nursing's ways of knowing and dual process theories of cognition.

PubMed

Paley, John; Cheyne, Helen; Dalgleish, Len; Duncan, Edward A S; Niven, Catherine A

2007-12-01

This paper is a comparison of nursing's patterns of knowing with the systems identified by cognitive science, and evaluates claims about the equal-status relation between scientific and non-scientific knowledge. Ever since Carper's seminal paper in 1978, it has been taken for granted in the nursing literature that there are ways of knowing, or patterns of knowing, that are not scientific. This idea has recently been used to argue that the concept of evidence, typically associated with evidence-based practice, is inappropriately restricted because it is identified exclusively with scientific research. The paper reviews literature in psychology which appears to draw a comparable distinction between rule-based, analytical cognitive processes and other forms of cognitive processing which are unconscious, holistic and intuitive. There is a convincing parallel between the 'patterns of knowing' distinction in nursing and the 'cognitive processing' distinction in psychology. However, there is an important difference in the way the relation between different forms of knowing (or cognitive processing) is depicted. In nursing, it is argued that the different patterns of knowing have equal status and weight. In cognitive science, it is suggested that the rule-based, analytical form of cognition has a supervisory and corrective function with respect to the other forms. Scientific reasoning and evidence-based knowledge have epistemological priority over the other forms of nursing knowledge. The implications of this claim for healthcare practice are briefly indicated.

Nanotechnology Review: Molecular Electronics to Molecular Motors

NASA Technical Reports Server (NTRS)

Srivastava, Deepak; Saini, Subhash (Technical Monitor)

1998-01-01

Reviewing the status of current approaches and future projections, as already published in scientific journals and books, the talk will summarize the direction in which computational and experimental nanotechnologies are progressing. Examples of nanotechnological approaches to the concepts of design and simulation of carbon nanotube based molecular electronic and mechanical devices will be presented. The concepts of nanotube based gears and motors will be discussed. The above is a non-technical review talk which covers long term precompetitive basic research in already published material that has been presented before many US scientific meeting audiences.

EUCLID mission design

NASA Astrophysics Data System (ADS)

Wallner, Oswald; Ergenzinger, Klaus; Tuttle, Sean; Vaillon, L.; Johann, Ulrich

2017-11-01

EUCLID, a medium-class mission candidate of ESA's Cosmic Vision 2015-2025 Program, currently in Definition Phase (Phase A/B1), shall map the geometry of the Dark Universe by investigating dark matter distributions, the distance-redshift relationship, and the evolution of cosmic structures. EUCLID consists of a 1.2 m telescope and two scientific instruments for ellipticity and redshift measurements in the visible and nearinfrared wavelength regime. We present a design concept of the EUCLID mission which is fully compliant with the mission requirements. Preliminary concepts of the spacecraft and of the payload including the scientific instruments are discussed.

Alternative detox.

PubMed

Ernst, E

2012-01-01

The concept that alternative therapies can eliminate toxins and toxicants from the body, i.e. 'alternative detox' (AD) is popular. Selected textbooks and articles on the subject of AD. The principles of AD make no sense from a scientific perspective and there is no clinical evidence to support them. The promotion of AD treatments provides income for some entrepreneurs but has the potential to cause harm to patients and consumers. In alternative medicine, simplistic but incorrect concepts such as AD abound. AREAS TIMELY FOR RESEARCH: All therapeutic claims should be scientifically tested before being advertised-and AD cannot be an exception.

Conceptions of scientific literacy: Reactionaries in ascendency in the state of Victoria

NASA Astrophysics Data System (ADS)

Cross, Rober

1995-06-01

Schooling as much as any other social activity is determined by ideology. The introduction of the Victorian Curriculum & Standards Framework is a case in point. The alliance between the new Victorian State government and traditionalists has “reformed” the schooling of science. Evidence is presented that points to a return to a conception of scientific literacy in which the central mythology of value-free science is the guiding principle. Here is a vision for an “educated” Australia, which begs the question: Whose Australia?

HEAO-A Observatory Description. [experimental design and instrumentation

NASA Technical Reports Server (NTRS)

Dailey, C.; Parnell, T. A.

1977-01-01

The High Energy Astronomy Observatory Program is briefly described to introduce guest observers to the HEAO-A mission. Topics discussed include spacecraft subsystems, scientific instrumentation, and the mission operations concept. Scientific participants such as principal investigators and co-investigators are listed.

CAFE — A New On-Line Resource for Planning Scientific Field Investigations in Planetary Analogue Environments

NASA Astrophysics Data System (ADS)

Preston, L. J.; Barber, S. J.; Grady, M. M.

2012-03-01

The Concepts for Activities in the Field for Exploration (CAFE) project is creating a complete catalogue of terrestrial analogue environments that are appropriate for testing human space exploration-related scientific field activities.

I Want More and Better Cells! – An Outreach Project about Stem Cells and Its Impact on the General Population

PubMed Central

Varela Amaral, Sara; Forte, Teresa; Ramalho-Santos, João; Girão da Cruz, M. Teresa

2015-01-01

Although science and technology impact every aspect of modern societies, there is still an extensive gap between science and society, which impairs the full exercise of citizenship. In the particular case of biomedical research increased investment should be accompanied by parallel efforts in terms of public information and engagement. We have carried out a project involving the production and evaluation of educational contents focused on stem cells - illustrated newspaper chronicles, radio interviews, a comic book, and animated videos - and monitored their impact on the Portuguese population. The study of the outreach materials in a heterogeneous sample of the population suggests that they are valuable tools to disseminate scientific messages, and that this is especially true for the comic-book format. Furthermore, the data showed that clear and stimulating outreach materials, that are able to teach new concepts and to promote critical thinking, increase engagement in science at different levels, depending on the depth of the concepts involved. Additionally, these materials can influence political, social and personal attitudes toward science. These results, together with the importance attributed to scientific research in stem cells by the population sampled, validates the diffusion of such materials as a significant contribution towards an overall public understanding and engagement in contemporary science, and this strategy should thus be considered in future projects. Regardless, stringent quality control must be implemented in order to efficiently communicate accurate scientific developments, and the public stimulated in terms of finding additional sources of reliable information. PMID:26222053

[Significance of Matrix-augmented Bone Marrow Stimulation for Treatment of Cartilage Defects of the Knee: A Consensus Statement of the DGOU Working Group on Tissue Regeneration].

PubMed

Niemeyer, Philipp; Becher, Christoph; Buhs, Matthias; Fickert, Stefan; Gelse, Kolja; Günther, Daniel; Kaelin, Raphael; Kreuz, Peter; Lützner, Jörg; Nehrer, Stefan; Madry, Henning; Marlovits, Stefan; Mehl, Julian; Ott, Henning; Pietschmann, Matthias; Spahn, Gunther; Tischer, Thomas; Volz, Martin; Walther, Markus; Welsch, Götz; Zellner, Johannes; Zinser, Wolfgang; Angele, Peter

2018-06-18

Surgical principles for treatment of full-thickness cartilage defects of the knee include bone marrow stimulation techniques (i.e. arthroscopic microfracturing) and transplantation techniques (i.e. autologous chondrocyte implantation and osteochondral transplantation). On the basis of increasing scientific evidence, indications for these established therapeutical concepts have been specified and clear recommendations for practical use have been given. Within recent years, matrix-augmented bone marrow stimulation has been established as a new treatment concept for chondral lesions. To date, scientific evidence is limited and specific indications are still unclear. The present paper gives an overview of available products as well as preclinical and clinical scientific evidence. On the basis of the present evidence and an expert consensus from the "Working Group on Tissue Regeneration" of the German Orthopaedic and Trauma Society (DGOU), indications are specified and recommendations for the use of matrix-augmented bone marrow stimulation are given. In principle, it can be stated that the various products offered in this field differ considerably in terms of the number and quality of related studies (evidence level). Against the background of the current data situation, their application is currently seen in the border area between cell transplantation and bone marrow stimulation techniques, but also as an improvement on traditional bone marrow stimulation within the indication range of microfracturing. The recommendations of the Working Group have preliminary character and require re-evaluation after improvement of the study situation. Georg Thieme Verlag KG Stuttgart · New York.

[Quality concept in health care. Methodology for its measurement].

PubMed

Morera Guitart, J

2003-12-01

It is increasingly necessary that the neurologists achieve basic knowledgement in clinical management and medical care quality. We will review the concepts of medical care quality (MCQ). Of the definitions checked, we want to emphasize the following aspects. a) application of current scientific knowledge; b) interpersonal relationship; c) environment where the assistance is dispensed; d) results in health; e) cost of assistance; f) risks for the patient and g) patient satisfaction. For the analysis of the MCQ we could distinguish several components: scientific-technical component, efficacy, effectiveness, efficiency, accessibility, continuity, equity, appropriateness, and satisfaction of the patient and of the professional. One of the main objectives to measure the MCQ is to improve the assistance itself. For its measurement we can employ diverse methods depending on our objective: to improve the process, to do Benchmarking, to know the satisfaction of the patients or to guarantee the quality of the medical attention. The most used tools for this measurement are: establishment of criteria-indicator-standard for quality, elaboration of satisfaction questionnaires, interviews to key informant, analysis of complaints and claims of patients and professionals, and clinical audits. The role of the neurologist in the achievement of a high quality neurological attention if fundamental. Therefore, it is necessary some specific formation on: scientific and technical matter, communicative abilities, teamworking, management and organisation of tasks and pharmaco-economic evaluation, and a cultural change that involves every professional on the co-responsibility of the continuous improvement of the processes and of the results of his work, advancing gradually towards the excellence of medical assistance.

Research Misconduct and the Physical Sciences

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

HM Kerch; JJ Dooley

Research misconduct includes the fabrication, falsification, and plagiarism (FFP) of concepts or ideas; some institutions have expanded this concept to include ''other serious deviations (OSD) from accepted research practice.'' An action can be evaluated as research misconduct if it involves activities unique to the practice of science and could negatively affect the scientific record. Although the number of cases of research misconduct is uncertain (formal records are kept only by the NIH and the NSF), the costs are high in integrity of the scientific record, diversions from research to investigate allegations, ruined careers of those eventually exonerated, and erosion ofmore » public confidence in science. Currently, research misconduct policies vary from institution to institution and from government agency to government agency; some have highly developed guidelines that include OSD, others have no guidelines at ail. One result has been that the federal False Claims Act has been used to pursue allegations of research misconduct and have them adjudicated in the federal court, rather than being judged by scientific peers. The federal government will soon establish a first-ever research misconduct policy that would apply to all research funded by the federal government regardless of what agency funded the research or whether the research was carried out in a government, industrial or university laboratory. Physical scientists, who up to now have only infrequently been the subject or research misconduct allegations, must none-the-less become active in the debate over research misconduct policies and how they are implemented since they will now be explicitly covered by this new federal wide policy.« less

Organic food processing: a framework for concept, starting definitions and evaluation.

PubMed

Kahl, Johannes; Alborzi, Farnaz; Beck, Alexander; Bügel, Susanne; Busscher, Nicolaas; Geier, Uwe; Matt, Darja; Meischner, Tabea; Paoletti, Flavio; Pehme, Sirli; Ploeger, Angelika; Rembiałkowska, Ewa; Schmid, Otto; Strassner, Carola; Taupier-Letage, Bruno; Załęcka, Aneta

2014-10-01

In 2007 EU Regulation (EC) 834/2007 introduced principles and criteria for organic food processing. These regulations have been analysed and discussed in several scientific publications and research project reports. Recently, organic food quality was described by principles, aspects and criteria. These principles from organic agriculture were verified and adapted for organic food processing. Different levels for evaluation were suggested. In another document, underlying paradigms and consumer perception of organic food were reviewed against functional food, resulting in identifying integral product identity as the underlying paradigm and a holistic quality view connected to naturalness as consumers' perception of organic food quality. In a European study, the quality concept was applied to the organic food chain, resulting in a problem, namely that clear principles and related criteria were missing to evaluate processing methods. Therefore the goal of this paper is to describe and discuss the topic of organic food processing to make it operational. A conceptual background for organic food processing is given by verifying the underlying paradigms and principles of organic farming and organic food as well as on organic processing. The proposed definition connects organic processing to related systems such as minimal, sustainable and careful, gentle processing, and describes clear principles and related criteria. Based on food examples, such as milk with different heat treatments, the concept and definitions were verified. Organic processing can be defined by clear paradigms and principles and evaluated according criteria from a multidimensional approach. Further work has to be done on developing indicators and parameters for assessment of organic food quality. © 2013 Society of Chemical Industry.

From Common Sense Concepts to Scientifically Conditioned Concepts of Chemical Bonding: An Historical and Textbook Approach Designed to Address Learning and Teaching Issues at the Secondary School Level

ERIC Educational Resources Information Center

Croft, Michael; de Berg, Kevin

2014-01-01

This paper selects six key alternative conceptions identified in the literature on student understandings of chemical bonding and illustrates how a historical analysis and a textbook analysis can inform these conceptions and lead to recommendations for improving the teaching and learning of chemical bonding at the secondary school level. The…

Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks

NASA Astrophysics Data System (ADS)

Crawford, Barbara A.; Zembal-Saul, Carla; Munford, Danusa; Friedrichsen, Patricia

2005-08-01

This study addresses the need for research in three areas: (1) teachers' understandings of scientific inquiry; (2) conceptual understandings of evolutionary processes; and (3) technology-enhanced instruction using an inquiry approach. The purpose of this study was to determine in what ways The Galapagos Finches software-based materials created a context for learning and teaching about the nature of scientific knowledge and evolutionary concepts. The research used a design experiment in which researchers significantly modified a secondary science methods course. The multiple data sources included: audiotaped conversations of two focus pairs of participants as they interacted with the software; written pre- and posttests on concepts of natural selection of the 21 prospective teachers; written pre- and posttests on views of the nature of science; three e-mail journal questions; and videotaped class discussions. Findings indicate that prospective teachers initially demonstrated alternative understandings of evolutionary concepts; there were uninformed understandings of the nature of scientific inquiry; there was little correlation between understandings and disciplines; and even the prospective teachers with research experience failed to understand the diverse methods used by scientists. Following the module there was evidence of enhanced understandings through metacognition, and the potential for interactive software to provide promising context for enhancing content understandings.

Thinking like a scientist: innateness as a case study.

PubMed

Knobe, Joshua; Samuels, Richard

2013-01-01

The concept of innateness appears in systematic research within cognitive science, but it also appears in less systematic modes of thought that long predate the scientific study of the mind. The present studies therefore explore the relationship between the properly scientific uses of this concept and its role in ordinary folk understanding. Studies 1-4 examined the judgments of people with no specific training in cognitive science. Results showed (a) that judgments about whether a trait was innate were not affected by whether or not the trait was learned, but (b) such judgments were impacted by moral considerations. Study 5 looked at the judgments of both non-scientists and scientists, in conditions that encouraged either thinking about individual cases or thinking about certain general principles. In the case-based condition, both non-scientists and scientists showed an impact of moral considerations but little impact of learning. In the principled condition, both non-scientists and scientists showed an impact of learning but little impact of moral considerations. These results suggest that both non-scientists and scientists are drawn to a conception of innateness that differs from the one at work in contemporary scientific research but that they are also both capable of 'filtering out' their initial intuitions and using a more scientific approach. Copyright © 2012 Elsevier B.V. All rights reserved.

How Do You Like Your Science, Wet or Dry? How Two Lab Experiences Influence Student Understanding of Science Concepts and Perceptions of Authentic Scientific Practice

PubMed Central

Munn, Maureen; Knuth, Randy; Van Horne, Katie; Shouse, Andrew W.; Levias, Sheldon

2017-01-01

This study examines how two kinds of authentic research experiences related to smoking behavior—genotyping human DNA (wet lab) and using a database to test hypotheses about factors that affect smoking behavior (dry lab)—influence students’ perceptions and understanding of scientific research and related science concepts. The study used pre and post surveys and a focus group protocol to compare students who conducted the research experiences in one of two sequences: genotyping before database and database before genotyping. Students rated the genotyping experiment to be more like real science than the database experiment, in spite of the fact that they associated more scientific tasks with the database experience than genotyping. Independent of the order of completing the labs, students showed gains in their understanding of science concepts after completion of the two experiences. There was little change in students’ attitudes toward science pre to post, as measured by the Scientific Attitude Inventory II. However, on the basis of their responses during focus groups, students developed more sophisticated views about the practices and nature of science after they had completed both research experiences, independent of the order in which they experienced them. PMID:28572181

Preservice Biology Teachers' Conceptions About the Tentative Nature of Theories and Models in Biology

NASA Astrophysics Data System (ADS)

Reinisch, Bianca; Krüger, Dirk

2018-02-01

In research on the nature of science, there is a need to investigate the role and status of different scientific knowledge forms. Theories and models are two of the most important knowledge forms within biology and are the focus of this study. During interviews, preservice biology teachers ( N = 10) were asked about their understanding of theories and models. They were requested to give reasons why they see theories and models as either tentative or certain constructs. Their conceptions were then compared to philosophers' positions (e.g., Popper, Giere). A category system was developed from the qualitative content analysis of the interviews. These categories include 16 conceptions for theories ( n tentative = 11; n certai n = 5) and 18 conceptions for models ( n tentative = 10; n certain = 8). The analysis of the interviews showed that the preservice teachers gave reasons for the tentativeness or certainty of theories and models either due to their understanding of the terms or due to their understanding of the generation or evaluation of theories and models. Therefore, a variety of different terminology, from different sources, should be used in learning-teaching situations. Additionally, an understanding of which processes lead to the generation, evaluation, and refinement or rejection of theories and models should be discussed with preservice teachers. Within philosophy of science, there has been a shift from theories to models. This should be transferred to educational contexts by firstly highlighting the role of models and also their connections to theories.

Cross-country discrepancies on public understanding of stress concepts: evidence for stress-management psychoeducational programs.

PubMed

Souza-Talarico, Juliana Nery; Wan, Nathalie; Santos, Sheila; Fialho, Patrícia Paes Araujo; Chaves, Eliane Corrêa; Caramelli, Paulo; Bianchi, Estela Ferraz; Santos, Aline Talita; Lupien, Sonia J

2016-06-03

Negative effects of stress have pose one of the major threats to the health and economic well being of individuals independently of age and cultural background. Nevertheless, the term "stress" has been globally used unlinked from scientificevidence-based meaning. The discrepancies between scientific and public stress knowledge are focus of concern and little is know about it. This is relevant since misconceptions about stress may influence the effects of stress-management psychoeducational programs and the development of best practices for interventions. The study aimed to analyze stress knowledge among the Canadian and Brazilian general public and to determine the extent to which scientific and popular views of stress differ between those countries. We evaluated 1156 healthy participants between 18 and 88 years of age recruited from Canada (n = 502) and Brazil (n = 654). To assess stress knowledge, a questionnaire composed of questions regarding stress concepts ("stress is bad" versus "stress-free life is good") and factors capable of triggering the stress response ("novelty, unpredictability, low sense of control and social evaluative threat versus "time pressure,work overload, conflict, unbalance and children") was used. Both Canadian and Brazilian participants showed misconceptions about stress and the factors capable of triggering a stress response. However, the rate of misconceptions was higher in Brazil than in Canada (p < 0.05). These findings suggest a lack of public understanding of stress science and its variance according to a country's society. Psychoeducational programs and vulnerability of stress-related disorder are discussed.

The Development of Genetics in the Light of Thomas Kuhn's Theory of Scientific Revolutions.

PubMed

Portin, Petter

2015-01-01

The concept of a paradigm is in the key position in Thomas Kuhn's theory of scientific revolutions. A paradigm is the framework within which the results, concepts, hypotheses and theories of scientific research work are understood. According to Kuhn, a paradigm guides the working and efforts of scientists during the time period which he calls the period of normal science. Before long, however, normal science leads to unexplained matters, a situation that then leads the development of the scientific discipline in question to a paradigm shift--a scientific revolution. When a new theory is born, it has either gradually emerged as an extension of the past theory, or the old theory has become a borderline case in the new theory. In the former case, one can speak of a paradigm extension. According to the present author, the development of modern genetics has, until very recent years, been guided by a single paradigm, the Mendelian paradigm which Gregor Mendel launched 150 years ago, and under the guidance of this paradigm the development of genetics has proceeded in a normal fashion in the spirit of logical positivism. Modern discoveries in genetics have, however, created a situation which seems to be leading toward a paradigm shift. The most significant of these discoveries are the findings of adaptive mutations, the phenomenon of transgenerational epigenetic inheritance, and, above all, the present deeply critical state of the concept of the gene.

Real Science, Real Learning: Bridging the Gap Between Scientists, Educators and Students

NASA Astrophysics Data System (ADS)

Lewis, Y.

2006-05-01

Today as never before, America needs its citizens to be literate in science and technology. Not only must we only inspire a new generation of scientists and engineers and technologists, we must foster a society capable of meeting complex, 21st-century challenges. Unfortunately, the need for creative, flexible thinkers is growing at a time when our young students are lagging in science interest and performance. Over the past 17 years, the JASON Project has worked to link real science and scientists to the classroom. This link provide viable pipeline to creating the next generation scientists and researchers. Ultimately, JASON's mission is to improve the way science is taught by enabling students to learn directly from leading scientists. Through partnerships with agencies such as NOAA and NASA, JASON creates multimedia classroom products based on current scientific research. Broadcasts of science expeditions, hosted by leading researchers, are coupled with classroom materials that include interactive computer-based simulations, video- on-demand, inquiry-based experiments and activities, and print materials for students and teachers. A "gated" Web site hosts online resources and provides a secure platform to network with scientists and other classrooms in a nationwide community of learners. Each curriculum is organized around a specific theme for a comprehensive learning experience. It may be taught as a complete package, or individual components can be selected to teach specific, standards-based concepts. Such thematic units include: Disappearing Wetlands, Mysteries of Earth and Mars, and Monster Storms. All JASON curriculum units are grounded in "inquiry-based learning." The highly interactive curriculum will enable students to access current, real-world scientific research and employ the scientific method through reflection, investigation, identification of problems, sharing of data, and forming and testing hypotheses. JASON specializes in effectively applying technology in science education by designing animated interactive visualizations that promote student understanding of complex scientific concepts and systems (Rieber, 1990, 1996). JASON's experience in utilizing the power of simulation technology has been widely recognized for its effectiveness in exciting and engaging students in science learning by independent evaluations of JASON's multimedia science curriculum (Ba et al., 2001; Goldenberg et al., 2003). The data collected indicates that JASON's science products have had a positive impact on students' science learning, have positively influenced their perceptions of scientists and of becoming scientists, and have helped diverse students grasp a deeper understanding of complex scientific content, concepts and technologies.

Ecosystem services and economic theory: integration for policy-relevant research.

PubMed

Fisher, Brendan; Turner, Kerry; Zylstra, Matthew; Brouwer, Roy; de Groot, Rudolf; Farber, Stephen; Ferraro, Paul; Green, Rhys; Hadley, David; Harlow, Julian; Jefferiss, Paul; Kirkby, Chris; Morling, Paul; Mowatt, Shaun; Naidoo, Robin; Paavola, Jouni; Strassburg, Bernardo; Yu, Doug; Balmford, Andrew

2008-12-01

It has become essential in policy and decision-making circles to think about the economic benefits (in addition to moral and scientific motivations) humans derive from well-functioning ecosystems. The concept of ecosystem services has been developed to address this link between ecosystems and human welfare. Since policy decisions are often evaluated through cost-benefit assessments, an economic analysis can help make ecosystem service research operational. In this paper we provide some simple economic analyses to discuss key concepts involved in formalizing ecosystem service research. These include the distinction between services and benefits, understanding the importance of marginal ecosystem changes, formalizing the idea of a safe minimum standard for ecosystem service provision, and discussing how to capture the public benefits of ecosystem services. We discuss how the integration of economic concepts and ecosystem services can provide policy and decision makers with a fuller spectrum of information for making conservation-conversion trade-offs. We include the results from a survey of the literature and a questionnaire of researchers regarding how ecosystem service research can be integrated into the policy process. We feel this discussion of economic concepts will be a practical aid for ecosystem service research to become more immediately policy relevant.

Imbalanced network biomarkers for traditional Chinese medicine Syndrome in gastritis patients.

PubMed

Li, Rui; Ma, Tao; Gu, Jin; Liang, Xujun; Li, Shao

2013-01-01

Cold Syndrome and Hot Syndrome are thousand-year-old key therapeutic concepts in traditional Chinese medicine (TCM), which depict the loss of body homeostasis. However, the scientific basis of TCM Syndrome remains unclear due to limitations of current reductionist approaches. Here, we established a network balance model to evaluate the imbalanced network underlying TCM Syndrome and find potential biomarkers. By implementing this approach and investigating a group of chronic superficial gastritis (CSG) and chronic atrophic gastritis (CAG) patients, we found that with leptin as a biomarker, Cold Syndrome patients experience low levels of energy metabolism, while the CCL2/MCP1 biomarker indicated that immune regulation is intensified in Hot Syndrome patients. Such a metabolism-immune imbalanced network is consistent during the course from CSG to CAG. This work provides a new way to understand TCM Syndrome scientifically, which in turn benefits the personalized medicine in terms of the ancient medicine and complex biological systems.

[Safety assessment of foods derived from genetically modified plants].

PubMed

Pöting, A; Schauzu, M

2010-06-01

The placing of genetically modified plants and derived food on the market falls under Regulation (EC) No. 1829/2003. According to this regulation, applicants need to perform a safety assessment according to the Guidance Document of the Scientific Panel on Genetically Modified Organisms of the European Food Safety Authority (EFSA), which is based on internationally agreed recommendations. This article gives an overview of the underlying legislation as well as the strategy and scientific criteria for the safety assessment, which should generally be based on the concept of substantial equivalence and carried out in relation to an unmodified conventional counterpart. Besides the intended genetic modification, potential unintended changes also have to be assessed with regard to potential adverse effects for the consumer. All genetically modified plants and derived food products, which have been evaluated by EFSA so far, were considered to be as safe as products derived from the respective conventional plants.