Carroll County hands-on elementary science

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

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

1994-12-31

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

Cognitive Achievement and Motivation in Hands-on and Teacher-Centred Science Classes: Does an additional hands-on consolidation phase (concept mapping) optimise cognitive learning at work stations?

NASA Astrophysics Data System (ADS)

Gerstner, Sabine; Bogner, Franz X.

2010-05-01

Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher-centred versus hands-on instruction; on the other hand, hands-on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all participants, the hands-on approach as well as the concept mapping adaptation were totally new. Our hands-on approach followed instruction based on "learning at work stations". A total of 397 high-achieving fifth graders participated in our study. We used a pre-test, post-test, retention test design both to detect students' short-term learning success and long-term learning success, and to document their decrease rates of newly acquired knowledge. Additionally, we monitored intrinsic motivation. Although the teacher-centred approach provided higher short-term learning success, hands-on instruction resulted in relatively lower decrease rates. However, after six weeks, all students reached similar levels of newly acquired knowledge. Nevertheless, concept mapping as a knowledge consolidation phase positively affected short-term increase in knowledge. Regularly placed in instruction, it might increase long-term retention rates. Scores of interest, perceived competence and perceived choice were very high in all the instructional schemes.

STAR Library Education Network: a hands-on learning program for libraries and their communities

NASA Astrophysics Data System (ADS)

Dusenbery, P.

2010-12-01

Science and technology are widely recognized as major drivers of innovation and industry (e.g. Rising above the Gathering Storm, 2006). While the focus for education reform is on school improvement, there is considerable research that supports the role that out-of-school experiences can play in student achievement and public understanding of STEM disciplines. Libraries provide an untapped resource for engaging underserved youth and their families in fostering an appreciation and deeper understanding of science and technology topics. Designed spaces, like libraries, allow lifelong, life-wide, and life-deep learning to take place though the research basis for learning in libraries is not as developed as other informal settings like science centers. The Space Science Institute’s National Center for Interactive Learning (NCIL) in partnership with the American Library Association (ALA), the Lunar and Planetary Institute (LPI), and the National Girls Collaborative Project (NGCP) have received funding from NSF to develop a national education project called the STAR Library Education Network: a hands-on learning program for libraries and their communities (or STAR-Net for short). STAR stands for Science-Technology, Activities and Resources. The overarching goal of the project is to reach underserved youth and their families with informal STEM learning experiences. This project will deepen our knowledge of informal/lifelong learning that takes place in libraries and establish a learning model that can be compared to the more established free-choice learning model for science centers and museums. The project includes the development of two STEM hands-on exhibits on topics that are of interest to library staff and their patrons: Discover Earth and Discover Tech. In addition, the project will produce resources and inquiry-based activities that libraries can use to enrich the exhibit experience. Additional resources will be provided through partnerships with relevant

Teaching chemistry and other sciences to blind and low-vision students through hands-on learning experiences in high school science laboratories

NASA Astrophysics Data System (ADS)

Supalo, Cary Alan

2010-11-01

Students with blindness and low vision (BLV) have traditionally been underrepresented in the sciences as a result of technological and attitudinal barriers to equal access in science laboratory classrooms. The Independent Laboratory Access for the Blind (ILAB) project developed and evaluated a suite of talking and audible hardware/software tools to empower students with BLV to have multisensory, hands-on laboratory learning experiences. This dissertation focuses on the first year of ILAB tool testing in mainstream science laboratory classrooms, and comprises a detailed multi-case study of four students with BLV who were enrolled in high school science classes during 2007--08 alongside sighted students. Participants attended different schools; curricula included chemistry, AP chemistry, and AP physics. The ILAB tools were designed to provide multisensory means for students with BLV to make observations and collect data during standard laboratory lessons on an equivalent basis with their sighted peers. Various qualitative and quantitative data collection instruments were used to determine whether the hands-on experiences facilitated by the ILAB tools had led to increased involvement in laboratory-goal-directed actions, greater peer acceptance in the students' lab groups, improved attitudes toward science, and increased interest in science. Premier among the ILAB tools was the JAWS/Logger Pro software interface, which made audible all information gathered through standard Vernier laboratory probes and visually displayed through Logger Pro. ILAB tools also included a talking balance, a submersible audible light sensor, a scientific talking stopwatch, and a variety of other high-tech and low-tech devices and techniques. While results were mixed, all four participating BLV students seemed to have experienced at least some benefit, with the effect being stronger for some than for others. Not all of the data collection instruments were found to reveal improvements for all

Using the Learning Cycle To Teach Physical Science: A Hands-on Approach for the Middle Grades.

ERIC Educational Resources Information Center

Beisenherz, Paul; Dantonio, Marylou

The Learning Cycle Strategy enables students themselves to construct discrete science concepts and includes an exploration phase, introduction phase, and application phase. This book focuses on the use of the Learning Cycle to teach physical sciences and is divided into three sections. Section I develops a rationale for the Learning Cycle as an…

Hands-on Science. Why Do Mittens Work?

ERIC Educational Resources Information Center

Kepler, Lynne

1996-01-01

This article presents hands-on, experiential science activities that use mittens to teach elementary students about classification and insulation. The first involves children sorting mittens. The second has them find out for themselves why mittens keep their hands warm. Across-the-curriculum activities are also described. (SM)

ECHOS: Early Childhood Hands-On Science Efficacy Study

ERIC Educational Resources Information Center

Brown, Judy A.; Greenfield, Daryl B.; Bell, Elizabeth; Juárez, Cheryl Lani; Myers, Ted; Nayfeld, Irena

2013-01-01

"ECHOS: Early Childhood Hands-On Science" was developed at the Miami Science Museum as a comprehensive set of science lessons sequenced to lead children toward a deeper understanding of science content and the use of science process skills. The purpose of the research is to determine whether use of the "ECHOS" model will…

Does Hands-On Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

ERIC Educational Resources Information Center

Caglak, Serdar

2017-01-01

This study aimed to investigate to what extent the use of hands-on science activities influences on students? academic achievement in science. Review of literature revealed several research studies focusing upon such aim and thus, a meta-analysis of these researches was carried out to obtain an overall effect size estimate of hands-on science…

The effects of hands-on-science instruction on the science achievement of middle school students

NASA Astrophysics Data System (ADS)

Wiggins, Felita

Student achievement in the Twenty First Century demands a new rigor in student science knowledge, since advances in science and technology require students to think and act like scientists. As a result, students must acquire proficient levels of knowledge and skills to support a knowledge base that is expanding exponentially with new scientific advances. This study examined the effects of hands-on-science instruction on the science achievement of middle school students. More specifically, this study was concerned with the influence of hands-on science instruction versus traditional science instruction on the science test scores of middle school students. The subjects in this study were one hundred and twenty sixth-grade students in six classes. Instruction involved lecture/discussion and hands-on activities carried out for a three week period. Specifically, the study ascertained the influence of the variables gender, ethnicity, and socioeconomic status on the science test scores of middle school students. Additionally, this study assessed the effect of the variables gender, ethnicity, and socioeconomic status on the attitudes of sixth grade students toward science. The two instruments used to collect data for this study were the Prentice Hall unit ecosystem test and the Scientific Work Experience Programs for Teachers Study (SWEPT) student's attitude survey. Moreover, the data for the study was treated using the One-Way Analysis of Covariance and the One-Way Analysis of Variance. The following findings were made based on the results: (1) A statistically significant difference existed in the science performance of middle school students exposed to hands-on science instruction. These students had significantly higher scores than the science performance of middle school students exposed to traditional instruction. (2) A statistically significant difference did not exist between the science scores of male and female middle school students. (3) A statistically

"Who Dunnit?": Learning Chemistry and Critical Thinking through Hands-On Forensic Science.

ERIC Educational Resources Information Center

Demetry, Chrysanthe; Nicoletti, Denise; Mix, Kimberlee; O'Connor, Kerri; Martin, Andrea

2002-01-01

Demonstrates how forensic science can be used as a framework for generating student interest and learning in chemistry and promoting critical thinking. The "Who Dunnit?" forensic science workshop was developed by undergraduate students and is one element of a two-week residential summer outreach program that seeks to develop interest in…

Development of Pupils' Transfer Skills by Means of Hands On Activities with Artisan Materials in Natural Sciences Classes

ERIC Educational Resources Information Center

Ciascai, Liliana; Chicinas, Luminita

2008-01-01

Hands on activities with artisan materials used in order to realize different practical devices helpful in learning process are one of the most frequently used activity in science classes. Usually, the main strength of these activities are: a deeper learning, an increased motivation of pupils for actively learning and development of practical…

Science Fun: Hands-On Science with Dr. Zed.

ERIC Educational Resources Information Center

Penrose, Gordon

This book presents 65 simple, safe, and intriguing hands-on science activities. In doing these simple experiments, children can make a variety of discoveries that will surprise them. It includes many activities from discovering how people see color and what makes people's hair stand on end, to creating a tornado in a jar or a propeller-driven boat…

Robotic Mission to Mars: Hands-on, minds-on, web-based learning

NASA Astrophysics Data System (ADS)

Mathers, Naomi; Goktogen, Ali; Rankin, John; Anderson, Marion

2012-11-01

Problem-based learning has been demonstrated as an effective methodology for developing analytical skills and critical thinking. The use of scenario-based learning incorporates problem-based learning whilst encouraging students to collaborate with their colleagues and dynamically adapt to their environment. This increased interaction stimulates a deeper understanding and the generation of new knowledge. The Victorian Space Science Education Centre (VSSEC) uses scenario-based learning in its Mission to Mars, Mission to the Orbiting Space Laboratory and Primary Expedition to the M.A.R.S. Base programs. These programs utilize methodologies such as hands-on applications, immersive-learning, integrated technologies, critical thinking and mentoring to engage students in Science, Technology, Engineering and Mathematics (STEM) and highlight potential career paths in science and engineering. The immersive nature of the programs demands specialist environments such as a simulated Mars environment, Mission Control and Space Laboratory, thus restricting these programs to a physical location and limiting student access to the programs. To move beyond these limitations, VSSEC worked with its university partners to develop a web-based mission that delivered the benefits of scenario-based learning within a school environment. The Robotic Mission to Mars allows students to remotely control a real rover, developed by the Australian Centre for Field Robotics (ACFR), on the VSSEC Mars surface. After completing a pre-mission training program and site selection activity, students take on the roles of scientists and engineers in Mission Control to complete a mission and collect data for further analysis. Mission Control is established using software developed by the ACRI Games Technology Lab at La Trobe University using the principles of serious gaming. The software allows students to control the rover, monitor its systems and collect scientific data for analysis. This program encourages

Teachers' Perspectives on Online Virtual Labs vs. Hands-On Labs in High School Science

NASA Astrophysics Data System (ADS)

Bohr, Teresa M.

This study of online science teachers' opinions addressed the use of virtual labs in online courses. A growing number of schools use virtual labs that must meet mandated laboratory standards to ensure they provide learning experiences comparable to hands-on labs, which are an integral part of science curricula. The purpose of this qualitative case study was to examine teachers' perceptions of the quality and effectiveness of high school virtual labs. The theoretical foundation was constructivism, as labs provide student-centered activities for problem solving, inquiry, and exploration of phenomena. The research questions focused on experienced teachers' perceptions of the quality of virtual vs. hands-on labs. Data were collected through survey questions derived from the lab objectives of The Next Generation Science Standards . Eighteen teachers rated the degree of importance of each objective and also rated how they felt virtual labs met these objectives; these ratings were reported using descriptive statistics. Responses to open-ended questions were few and served to illustrate the numerical results. Many teachers stated that virtual labs are valuable supplements but could not completely replace hands-on experiences. Studies on the quality and effectiveness of high school virtual labs are limited despite widespread use. Comprehensive studies will ensure that online students have equal access to quality labs. School districts need to define lab requirements, and colleges need to specify the lab experience they require. This study has potential to inspire positive social change by assisting science educators, including those in the local school district, in evaluating and selecting courseware designed to promote higher order thinking skills, real-world problem solving, and development of strong inquiry skills, thereby improving science instruction for all high school students.

An Analysis of the Professional Learning of Science Teachers Using the Metaphor of Learning by Expanding

ERIC Educational Resources Information Center

Goodnough, Karen; Murphy, Elizabeth

2017-01-01

This study reports on the professional learning of two teachers of science who were learning to engage their grade four students in meaningful, hands-on learning. Teachers' learning took place in the context of a 10-month university-based action research program designed to help improve the practice of science, technology, engineering and…

Bringing Hands-on Activities and Real Scientists to Students: Bishop Museum's X-treme Science Exhibit, Holoholo Science Program, and Planned Science Learning Center

NASA Astrophysics Data System (ADS)

Hills, D. J.; Fullerton, K.; Hoddick, C.; Ali, N.; Mosher, M. K.

2002-12-01

Bishop Museum developed the "X-treme Science: Exploring Oceans, Volcanoes, and Outer Space" museum exhibit in conjunction with NASA as part of their goal to increase educational outreach. A key element of the exhibit was the inclusion of real scientists describing what they do, and fostering the interaction between scientists and students. Highlights of the exhibit were interviews with local (Hawaii-based) scientists involved in current ocean, volcano, and space research. These interviews were based on questions that students provided, and were available during the exhibit at interactive kiosks. Lesson plans were developed by local teachers and scientists, and provided online to enhance the exhibit. However, one limitation of the museum exhibit was that not all students in the state could visit, or spend enough time with it. To serve more remote schools, and to provide for additional enrichment for those who did attend, the education department at Bishop Museum developed a traveling program with the X-treme Science exhibit as the basis. The Holoholo (Hawaiian for "fun outing") Science program brings a scientist into the classroom with a hands-on scientific inquiry activity. The activity is usually a simplified version of a problem that the scientist actually deals with. The students explore the activity, reach conclusions, and discuss their results. They are then given the opportunity to question the scientist about the activity and about what the scientist does. This allows students to understand that science is not something mystical, but rather something attainable. A key element of Holoholo remains the active participation of real-life scientists in the experience. The scientists who have participated in the program have had overwhelmingly positive experiences. Bishop Museum is developing a science learning center, with the objective of meeting local and national science standards using inquiry based science. The unifying theme of all three of these projects is

Not-So-Messy Hands-On Science.

ERIC Educational Resources Information Center

Bryan, Denise; Denty, Amy

2002-01-01

Presents four elementary hands-on science activities that highlight animal adaptation (how birds' beaks are adapted to suit their habitats), the water cycle (how nature cleans rainwater that seeps into the ground), aquatic ecosystems (changes over time in an aquatic habitat), and animal habitats (all living beings' need for food, water, shelter,…

3Hs Education: Examining hands-on, heads-on and hearts-on early childhood science education

NASA Astrophysics Data System (ADS)

Zeynep Inan, Hatice; Inan, Taskin

2015-08-01

Active engagement has become the focus of many early childhood science education curricula and standards. However, active engagement usually emphasizes getting children engaged with science solely through hands-on activities. Active engagement by way of hands, heads, and hearts are kept separate and rarely discussed in terms of getting all to work together, although inquiry-based education and student interest have been accepted as important in science education. The current study is an inquiry-based research. It aims to describe and examine projects and activity stations for preschoolers in a Turkish preschool classroom bringing together the pieces of the puzzle of science education, called here 'Hands-Heads-Hearts-on Science Education'. The study, conducted from a qualitative-interpretivist paradigm, reveals that activity stations and projects create a context for hands-on (active engagement), heads-on (inquiry based or mental-engagement), and hearts-on (interest based) science education. It is found that activity stations and projects, when maintained by appropriate teacher-support, create a playful context in which children can be actively and happily engaged in science-related inquiry.

Innovative Hands-on Activities for Middle School Science.

ERIC Educational Resources Information Center

Barry, Dana M.

This paper contains some hands-on activities that relate science to art and language arts. The focus is placed on middle schools and activities engage students in the discovery that chemicals are used to draw and color. Students also read and write poetry and literature that employ science-related topics. A number of spin-off activities are…

Stimulating Participation and Learning in Microbiology: Presence and Identification of Bacteria from Student's Hands

ERIC Educational Resources Information Center

Antunes, Patrícia

2016-01-01

We proposed in the Basic Microbiology Subject for food science and nutrition students, a "hands-on" activity consisting on sampling student's hands for bacterial presence and identification. This is a project to be implemented in multiple laboratory classes throughout the semester, allowing students to learn, and apply general…

Hands-on earth science with students at schools for the Deaf

NASA Astrophysics Data System (ADS)

Cooke, M. L.

2011-12-01

Earth science teachers at schools for the Deaf face a variety of challenges. This community of students has a wide range of language skills, teaching resources can be limited and often teachers are not trained in geosciences. An NSF CAREER grant provided an opportunity to make a difference to this community and foster earth science learning at 8 schools for the Deaf around the country. We designed hands-on deformational sandboxes for the teachers and provided accompanying curriculum materials. The sandbox is a physical model of crustal deformation that students can manipulate to test hypotheses. The visual nature of the sandbox was well-suited for the spatial grammar of American Sign Language used by these students. Furthermore, language skills were enhanced by scaffolded observation, sketch, annotation, discussion, interpretation assignments. Geoscience training of teachers was strengthened with workshops and three 5-day field trips for teachers and selected students to Utah, western New England and southern California. The field trips provided opportunity for students to work as geoscientists observing, interpreting, discussing and presenting their investigations. Between field trips, we set up videoconferences from the UMass experimental lab with the high school earth science classrooms. These sessions facilitated dialog between students and researchers at UMass. While the project set out to provide geoscience learning opportunities for students at Schools for the Deaf, the long lasting impact was the improved geoscience training of teachers, most of whom had limited post-secondary earth science training. The success of the project also rested on the dedication of the teachers to their students and their willingness to try new approaches and experiences. By tapping into a community of 6 teachers, who already shared curriculum and had fantastic leadership, the project was able to have significant impact and exceed the initial goals. The project has led to a

Hands-On Nuclear Physics

ERIC Educational Resources Information Center

Whittaker, Jeff

2013-01-01

Nuclear science is an important topic in terms of its application to power generation, medical diagnostics and treatment, and national defense. Unfortunately, the subatomic domain is far removed from daily experience, and few learning aids are available to teachers. What follows describes a low-tech, hands-on method to teach important concepts in…

Hands-on optics: an informal science education initiative

NASA Astrophysics Data System (ADS)

Johnson, Anthony M.; Pompea, Stephen M.; Arthurs, Eugene G.; Walker, Constance E.; Sparks, Robert T.

2007-09-01

The project is collaboration between two scientific societies, the Optical Society of America (OSA) and SPIE - The International Society for Optical Engineering and the National Optical Astronomy Observatory (NOAO). The program is designed to bring science education enrichment to thousands of underrepresented middle school students in more than ten states, including female and minority students, who typically have not been the beneficiaries of science and engineering resources and investments. HOO provides each teacher with up to six activity modules, each containing enough materials for up to 30 students to participate in 6-8 hours of hands-on optics-related activities. Sample activities, developed by education specialists at NOAO, include building kaleidoscopes and telescopes, communicating with a beam of light, and a hit-the-target laser beam challenge. Teachers engage in two days of training and, where possible, are partnered with a local optics professional (drawn from the local rosters of SPIE and OSA members) who volunteers to spend time with the teacher and students as they explore the module activities. Through these activities, students gain experience and understanding of optics principles, as well as learning the basics of inquiry, critical thinking, and problem solving skills involving optics, and how optics interfaces with other disciplines. While the modules were designed for use in informal after- school or weekend sessions, the number of venues has expanded to large and small science centers, Boys and Girls Clubs, Girl Scouts, summer camps, family workshops, and use in the classroom.

Partnership with informal education learning centers to develop hands-on activities for research outreach efforts

NASA Astrophysics Data System (ADS)

Courville, Z.; Haynes, R.; DeFrancis, G.; Koh, S.; Ringelberg, D.

2012-12-01

Outreach informed by scientific research plays an important role in fostering interest in science by making science and scientists accessible, fun, and interesting. Developing an interest in science in young, elementary-aged students through outreach is a rewarding endeavor for researchers, in that audiences are usually receptive, requirements for broader impacts are met, and bonds are formed between researchers and members of their local and surrounding communities. Promoting such interest among young students is imperative not only for an individual researcher's own self interest, but also for the strength of American science and innovation moving forward, and is the responsibility of the current generation of scientists. Developing genuine and successful inquiry-based, hands-on activities for elementary-aged students is outside the expertise of many researchers. Partnering with an informal education learning center (i.e. science museum or after-school program) provides researchers with the expertise they might be lacking in such endeavors. Here, we present a series of polar-, engineering- and microbiology-themed hands-on activities that have been developed by researchers at a government lab in partnership with a local science museum. Through a series of workshops, the science education staff at the museum provided researchers with background and instruction on inquiry and hands-on activities, and then collaborated with the researchers to develop activities which were later demonstrated at the museum to museum-goers. Education staff provided feedback about the presentation of the activities for further refinement. The program provided an opportunity for researchers to develop fun, on-target and age-appropriate science activities for elementary-aged students, an audience for outreach, and enabled general public audiences the chance to interact with researchers and scientists in an informal setting.

The APSU 0.5m Telescope - A Hands-On Learning Environment for Secondary Teachers

NASA Astrophysics Data System (ADS)

Allyn Smith, J.; Buckner, S. L.; Pirkle, S. F.

2012-05-01

Physical science teachers with hands-on experience are critical to secondary education learning. In "Before It’s Too Late," the U.S. Department of Education (2000) estimated "about 56% of high school students taking physical science are taught by out-of-field teachers." In Tennessee, the problem is even greater, while the demand is increasing. This project aims to address the shortage of well-prepared physics and astronomy teachers. Austin Peay State University has recently installed a 0.5m telescope with imaging and rudimentary spectroscopic capability. We are committed to working with the College of Education to bring secondary teachers in training and practicing secondary teachers to the telescope to experience basic operations and conduct small research projects. This is done via classes and summer workshops. We describe the program setup, expectations for the participants, learning outcomes, and the evaluation process.

Could hands-on activities and smartphone in science CLIL teaching foster motivation and positive attitudes in students?

NASA Astrophysics Data System (ADS)

Ercolino, Immacolata; Maraffi, Sabina; Sacerdoti, Francesco M.

2016-04-01

Motivating students is one of the most challenging things we do as educators. We know that students need to be engaged to fully appreciate and learn what has been taught; the secret consists in nurturing student engagement. One of the newer ways to involve students and foster motivation in their Science learning consists in focusing on their usage and on applying knowledge and skills in their real-life. Students usually are engaged in authentic teaching pathway. Learning focusing on the experience helps teachers to improve classroom management by gathering students around a common organized activity. Hands-on activities support problem-based approaches to learning by focusing on the experience and process of investigating, proposing and creating solutions developing critical thinking skills and enlarge student's scientific glossary. We utilized in our classroom some lab activities that we learned at an ESA/GTTP Teacher training Workshop 2014 program at the Lorentz Center Leiden, Netherlands. "Cooking a comet - Ingredients for life" "Demonstration of the second Kepler's law using marbles" New media equipment, as student's own smartphones, can increase the teaching impact speaking the same language used by the students every day. They can measure magnetic fields, their GPS coordinates (longitude and latitude), and so on. In this way we can measure distances as parallax using mobile devices and simulating distance measurements in the classroom, on the school campus. The smartphone is the device with which the students answer questions, take decisions, and solve quests. Students infact can observe the Universe from their classroom and scientifically they can watch the Sun with "Google sky map" or "Star walk" are excellent tools to learn your way around the night sky .As teachers we used these apps in the classroom when Sun goes through the constellations so our students don't believe in horoscopes. This paper is focused on hands on activities and the effects of the

Hands-On Whole Science. What Rots?

ERIC Educational Resources Information Center

Markle, Sandra

1991-01-01

Presents activities on the science of garbage to help elementary students learn to save the earth. A rotting experiment teaches students what happens to apple slices sealed in plastic or buried in damp soil. Other activities include reading stories on the subject and conducting classroom composting or toxic materials projects. (SM)

PBL, Hands-On/ Digital resources in Geology, (Teaching/ Learning)

NASA Astrophysics Data System (ADS)

Soares, Rosa; Santos, Cátia; Carvalho, Sara

2015-04-01

The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program that aims to evaluate the effectiveness in students learning the Rock Cycle theme. Prior research on both PBL and Rock Cycle was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and Rock Cycle as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application and it was expected that this approach would assist students towards achieving a specific set of competencies. PBL is a student-centered method based on the principle of using problems as the starting point for the acquisition of new knowledge. Problems are based on complex real-world situations. All information needed to solve the problem is initially not given. Students will identify, find, and use appropriate resources to complete the exercise. They work permanently in small groups, developing self-directed activities and increasing participation in discussions. Teacher based guidance allows students to be fully engaged in knowledge building. That way, the learning process is active, integrated, cumulative, and connected. Theme "Rock Cycle" was introduced using a problematic situation, which outlined the geological processes highlighted in "Foz do Douro" the next coastline of the school where the study was developed. The questions proposed by the students were solved, using strategies that involved the use of hands-on activities and virtual labs in Geology. The systematization of the selected theme was performed in a field excursion, implemented according to the organizational model of Nir Orion, to The "Foz do Douro" metamorphic complex. In the evaluation of the learning process, data were obtained on students' development of knowledge and competencies through the application of

How Science Texts and Hands-on Explorations Facilitate Meaning Making: Learning from Latina/o Third Graders

ERIC Educational Resources Information Center

Varelas, Maria; Pieper, Lynne; Arsenault, Amy; Pappas, Christine C.; Keblawe-Shamah, Neveen

2014-01-01

In this study, we examined opportunities for reasoning and meaning making that read-alouds of children's literature science information books and related hands-on explorations offered to young Latina/o students in an urban public school. Using a qualitative, interpretative framework, we analyzed classroom discourse and children's writing…

Hands-On Science, 680 Hands at a Time: Shrinking the Large Lecture with a Collapsing Can Experiment.

ERIC Educational Resources Information Center

Shipman, Harry L.

2001-01-01

Explains how hands-on science activities can be done in a class designed as a lecture setting. Uses the collapsing can activity to demonstrate the birth of a black hole. Evaluates student responses to the hands-on approach. (YDS)

The interdisciplinary effect of hands-on science as measured by the Tennessee Comprehensive Assessment Program (TCAP)

NASA Astrophysics Data System (ADS)

Cherry, Elvis H.

This study examined the difference in scale scores from Tennessee's standardized test the Tennessee Comprehensive Assessment Program (TCAP). Archival data from the years 2002 and 2005 were compared using ANOVA tests at < .01 and < .05 levels. TCAP/NCE Scale Scores for academic subjects of Science, Math, Social Studies and Reading were used. 3922 student test results were divided into groups based on the number of years the student had a trained hands-on science teacher. Trained hands-on science teachers were identified from Metropolitan Nashville Public Schools (MNPS) Science Department inservice records, which gave information on the teacher's participation in The Hands-on Science Initiative, Biology Gateway and Physical Science training. This information included not only that the teacher had be trained but also the dates of training. The study revealed 1600 students who attended MNPS between the years 2002 and 2005; in grades five through seven that never had a hands-on science trained teacher. About 1600 students in those same years had a hands-on science teacher for only one year, and 588 students had a hands-on science teacher for two of the three years. Lastly of the 3922 students in the study there were 44 students who had a hands-on science teacher for all three years. The results of the ANOVA test showed statistically significant gains in science, math and social studies but not in reading for students who had trained hands-on science teachers for at least one year.

Choices of Pre-Service Science Teachers Laboratory Environments: Hands-on or Hands-off?

ERIC Educational Resources Information Center

Kapici, Hasan Ozgur; Akcay, Hakan

2018-01-01

Learning in laboratories for students is not only crucial for conceptual understanding, but also contributes to gaining scientific reasoning skills. Following fast developments in technology, online laboratory environments have been improved considerably and nowadays form an attractive alternative for hands-on laboratories. The study was done in…

Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods

NASA Astrophysics Data System (ADS)

Hodson, Derek

2014-10-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that recognize key differences in learning goals and criticizes the common assertion that 'current wisdom advocates that students best learn science through an inquiry-oriented teaching approach' on the grounds that conflating the distinction between learning by inquiry and engaging in scientific inquiry is unhelpful in selecting appropriate teaching/learning approaches.

Multi-stage learning aids applied to hands-on software training.

PubMed

Rother, Kristian; Rother, Magdalena; Pleus, Alexandra; Upmeier zu Belzen, Annette

2010-11-01

Delivering hands-on tutorials on bioinformatics software and web applications is a challenging didactic scenario. The main reason is that trainees have heterogeneous backgrounds, different previous knowledge and vary in learning speed. In this article, we demonstrate how multi-stage learning aids can be used to allow all trainees to progress at a similar speed. In this technique, the trainees can utilize cards with hints and answers to guide themselves self-dependently through a complex task. We have successfully conducted a tutorial for the molecular viewer PyMOL using two sets of learning aid cards. The trainees responded positively, were able to complete the task, and the trainer had spare time to respond to individual questions. This encourages us to conclude that multi-stage learning aids overcome many disadvantages of established forms of hands-on software training.

Performance Assessments in Science: Hands-On Tasks and Scoring Guides.

ERIC Educational Resources Information Center

Stecher, Brian M.; Klein, Stephen P.

In 1992, RAND received a grant from the National Science Foundation to study the technical quality of performance assessments in science and to evaluate their feasibility for use in large-scale testing programs. The specific goals of the project were to assess the reliability and validity of hands-on science testing and to investigate the cost and…

Hands-on Simulation versus Traditional Video-learning in Teaching Microsurgery Technique

PubMed Central

SAKAMOTO, Yusuke; OKAMOTO, Sho; SHIMIZU, Kenzo; ARAKI, Yoshio; HIRAKAWA, Akihiro; WAKABAYASHI, Toshihiko

2017-01-01

Bench model hands-on learning may be more effective than traditional didactic practice in some surgical fields. However, this has not been reported for microsurgery. Our study objective was to demonstrate the efficacy of bench model hands-on learning in acquiring microsuturing skills. The secondary objective was to evaluate the aptitude for microsurgery based on personality assessment. Eighty-six medical students comprising 62 men and 24 women were randomly assigned to either 20 min of hands-on learning with a bench model simulator or 20 min of video-learning using an instructional video. They then practiced microsuturing for 40 min. Each student then made three knots, and the time to complete the task was recorded. The final products were scored by two independent graders in a blind fashion. All participants then took a personality test, and their microsuture test scores and the time to complete the task were compared. The time to complete the task was significantly shorter in the simulator group than in the video-learning group. The final product scores tended to be higher with simulator-learning than with video-learning, but the difference was not significant. Students with high “extraversion” scores on the personality inventory took a shorter time to complete the suturing test. Simulator-learning was more effective for microsurgery training than video instruction, especially in understanding the procedure. There was a weak association between personality traits and microsurgery skill. PMID:28381653

The Assessment of Hands-On Elementary Science Programs.

ERIC Educational Resources Information Center

Hein, George, Ed.

This document contains 15 chapters on various topics related to elementary science assessment. A comprehensive description of efforts to introduce alternatives to multiple-choice, paper and pencil tests to assess science learning is provided. The monograph includes an analysis of assessment issues, descriptions of current practice, and suggestions…

What K-8 Principals Should Know about Hands-On Science

ERIC Educational Resources Information Center

Jorgenson, Olaf

2005-01-01

In an increasing number of schools and school systems, active, hands-on science is gaining momentum and realizing remarkable gains in students' science, literacy, and mathematics standardized test achievement. Two recent major research projects have documented significant improvements in objective test results, which are supported by extensive…

Hands-On Science Reform, Science Achievement, and the Elusive Goal of "science for All" in a Diverse Elementary School District

NASA Astrophysics Data System (ADS)

Echevarria, Marissa

Given the emphasis on "science for all" in national reform documents, this study analyzed student science achievement scores in hands-on reform versus traditional classrooms for 3,667 students in Grades 3 to 6 by gender, ethnicity, free or reduced lunch status, parent education, and level of English proficiency to determine whether these subgroups performed better or worse in reform classrooms. Teachers in reform classrooms used exemplary hands-on science kits and attended 1-day in-service training per kit. Teachers in traditional classrooms used the regular activity-based science curriculum with textbook. Gender differences favoring boys appeared in both types of classrooms, but were larger in the reform classrooms. Boys from lower socioeconomic levels performed better in reform classrooms, but limited-English-proficient boys performed worse. Parent education was significantly related to higher achievement for boys only in reform classrooms. For girls this relation was significant only in traditional classrooms. White girls performed significantly worse in reform classroom, but there were no differences for Asian and Hispanic girls. Implications for adapting hands-on science reform to meet student needs are discussed.

An Interactive Robotic Fish Exhibit for Designed Settings in Informal Science Learning

ERIC Educational Resources Information Center

Phamduy, Paul; Leou, Mary; Milne, Catherine; Porfiri, Maurizio

2017-01-01

Informal science learning aims to improve public understanding of STEM. Free-choice learners can be engaged in a wide range of experiences, ranging from watching entertaining educational videos to actively participating in hands-on projects. Efforts in informal science learning are often gauged by their ability to elicit interaction, to foster…

What We've Learned about Assessing Hands-On Science.

ERIC Educational Resources Information Center

Shavelson, Richard J.; Baxter, Gail P.

1992-01-01

A recent study compared hands-on scientific inquiry assessment to assessments involving lab notebooks, computer simulations, short-answer paper-and-pencil problems, and multiple-choice questions. Creating high quality performance assessments is a costly, time-consuming process requiring considerable scientific and technological know-how. Improved…

Science and Science Education Go Hand-in-Hand: The Impact of the NASA Science Mission Directorate Education and Public Outreach Program

NASA Astrophysics Data System (ADS)

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

2014-07-01

For nearly two decades, NASA has embedded education and public outreach (EPO) in its Earth and space science missions and research programs on the principle that science education is most effective when educators and scientists work hand-in-hand. Four Science EPO Forums organize the respective NASA Science Mission Directorate (SMD) Astrophysics, Earth Science, Heliophysics, and Planetary Science EPO programs into a coordinated, efficient, and effective nationwide effort. The NASA SMD EPO program evaluates EPO impacts that support NASA's policy of providing a direct return-on-investment for the American public, advances STEM education and literacy, and enables students and educators to participate in the practice of science as embodied in the 2013 Next Generation Science Standards. Leads of the four NASA SMD Science EPO Forums provided big-picture perspectives on NASA's effort to incorporate authentic science into the nation's STEM education and scientific literacy, highlighting examples of program effectiveness and impact. Attendees gained an increased awareness of the depth and breadth of NASA SMD's EPO programs and achievements, the magnitude of its impacts through representative examples, and the ways current and future EPO programs can build upon the work being done.

3"H"s Education: Examining Hands-On, Heads-On and Hearts-On Early Childhood Science Education

ERIC Educational Resources Information Center

Inan, Hatice Zeynep; Inan, Taskin

2015-01-01

Active engagement has become the focus of many early childhood science education curricula and standards. However, active engagement usually emphasizes getting children engaged with science solely through hands-on activities. Active engagement by way of hands, heads, and hearts are kept separate and rarely discussed in terms of getting all to work…

Calculator-Controlled Robots: Hands-On Mathematics and Science Discovery

ERIC Educational Resources Information Center

Tuchscherer, Tyson

2010-01-01

The Calculator Controlled Robots activities are designed to engage students in hands-on inquiry-based missions. These activities address National science and technology standards, as well as specifically focusing on mathematics content and process standards. There are ten missions and three exploration extensions that provide activities for up to…

Gender differences in an elementary school learning environment: A study on how girls learn science in collaborative learning groups

NASA Astrophysics Data System (ADS)

Greenspan, Yvette Frank

Girls are marked by low self-confidence manifested through gender discrimination during the early years of socialization and culturalization (AAUW, 1998). The nature of gender bias affects all girls in their studies of science and mathematics, particularly in minority groups, during their school years. It has been found that girls generally do not aspire in either mathematical or science-oriented careers because of such issues as overt and subtle stereotyping, inadequate confidence in ability, and discouragement in scientific competence. Grounded on constructivism, a theoretical framework, this inquiry employs fourth generation evaluation, a twelve-step evaluative process (Guba & Lincoln, 1989). The focus is to discover through qualitative research how fifth grade girls learn science in a co-sexual collaborative learning group, as they engage in hands-on, minds-on experiments. The emphasis is centered on one Hispanic girl in an effort to understand her beliefs, attitudes, and behavior as she becomes a stakeholder with other members of her six person collaborative learning group. The intent is to determine if cultural and social factors impact the learning of scientific concepts based on observations from videotapes, interviews, and student opinion questionnaires. QSR NUD*IST 4, a computer software program is utilized to help categorize and index data. Among the findings, there is evidence that clearly indicates girls' attitudes toward science are altered as they interact with other girls and boys in a collaborative learning group. Observations also indicate that cultural and social factors affect girls' performance as they explore and discover scientific concepts with other girls and boys. Based upon what I have uncovered utilizing qualitative research and confirmed according to current literature, there seems to be an appreciable impact on the way girls appear to learn science. Rooted in the data, the results mirror the conclusions of previous studies, which

Science teacher's perception about science learning experiences as a foundation for teacher training program

NASA Astrophysics Data System (ADS)

Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

2017-05-01

Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

Bring the Poles to Your Classroom & Community Through Linked Hands-on Learning & IPY Data

NASA Astrophysics Data System (ADS)

Turrin, M.; Bell, R. E.; Kastens, K. A.; Pfirman, S. L.

2009-12-01

Two major legacies of the 4th International Polar Year (IPY 2007-9) are a newly galvanized educational community and an immense volume of polar data collected by the global science community. The tremendous new polar datasets represent a unique opportunity to communicate the nature of the changing poles to student and public audiences through this polar savvy educational community if effective approaches to link data and understanding are employed. We have developed a strategy for polar education that leverages the IPY data resources, linked with the polar education hands-on ‘manipulatives’ (materials that students can manipulate in a dynamic manner). This linked approach leverages the fundamental inquiry based learning but recognizes that particularly in the polar sciences the size of the earth, the remoteness of the poles and the scale of its processes make it difficult for students to explore in a hands-on manner. The linking of polar hands-on ‘manipulatives’ with IPY data provides a bridge between the tangible and the global. Alone manipulative activities can be beneficial in their ability to help students visualize a process or behavior, but without a strong link back to the Earth through data or evidence the understanding of the process is not transferred from the classroom model to the full scale Earth. The use of activities or models is beneficial in connecting the learner to the polar process(es), while the IPY data provides a unique opportunity to ground the polar manipulative experiments in real data. This linked strategy emerged from a series of NSF sponsored IPY Polar Fairs at major science museums that reached in excess of 12,000 people. The design of the fairs was that polar scientists developed activities linking low cost hands-on manipulatives to scientific evidence/data that was displayed in posters, images, and video clips. The participating scientists walked the ‘audience’ through the hands-on manipulative, then discussed their

'Science in action': The politics of hands-on display at the New York Museum of Science and Industry.

PubMed

Sastre-Juan, Jaume

2018-06-01

This article analyzes the changing politics of hands-on display at the New York Museum of Science and Industry by following its urban deambulation within Midtown Manhattan, which went hand in hand with sharp shifts in promoters, narrative, and exhibition techniques. The museum was inaugurated in 1927 as the Museum of the Peaceful Arts on the 7th and 8th floors of the Scientific American Building. It changed its name in 1930 to the New York Museum of Science and Industry while on the 4th floor of the Daily News Building, and it was close to being renamed the Science Center when it finally moved in 1936 to the ground floor of the Rockefeller Center. The analysis of how the political agenda of the different promoters of the New York Museum of Science and Industry was spatially and performatively inscribed in each of its sites suggests that the 1930s boom of visitor-operated exhibits had nothing to do with an Exploratorium-like rhetoric of democratic empowerment. The social paternalistic ideology of the vocational education movement, the ideas on innovation of the early sociology of invention, and the corporate behavioral approach to mass communications are more suitable contexts in which to understand the changing politics of hands-on display in interwar American museums of science and industry.

Making the Science Literacy Connection: After-School Science Clubs

ERIC Educational Resources Information Center

Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

2004-01-01

Children make discoveries spontaneously while participating in hands-on science learning experiences. The students in this study were attending an after-school science program that was organized around authentic literacy activities and hands-on science learning experiences related to the theme of wetlands. Literacy connections formed natural…

"Celebrate Science" Has Formula for Hands-On Learning

ERIC Educational Resources Information Center

Brydolf, Carol

2012-01-01

Cost-effective, easily replicated program is a win-win situation for high schoolers who teach science and for their elementary students. The thank-you letter from Leslie, a grade-schooler in San Diego County's Ramona Unified School District, speaks volumes about the excitement generated by "Celebrate Science"--an innovative,…

Square Wheels and Other Easy-To-Build Hands-On Science Activities. An Exploratorium Science Snackbook.

ERIC Educational Resources Information Center

Rathjen, Don; Doherty, Paul

This book, part of The Exploratorium science "snackbook" series, explains science with a hands-on approach. Activities include: (1) "3-D Shadow"; (2) "Bits and Bytes"; (3) "Circuit Workbench"; (4) "Diamagnetic Repulsion"; (5) "Film Can Racer"; (6) "Fractal Patterns"; (7) "Hoop Nightmares"; (8) "Hydraulic Arm"; (9) "Hyperbolic Slot"; (10) "Light…

Reduced asymmetry in motor skill learning in left-handed compared to right-handed individuals.

PubMed

McGrath, Robert L; Kantak, Shailesh S

2016-02-01

Hemispheric specialization for motor control influences how individuals perform and adapt to goal-directed movements. In contrast to adaptation, motor skill learning involves a process wherein one learns to synthesize novel movement capabilities in absence of perturbation such that they are performed with greater accuracy, consistency and efficiency. Here, we investigated manual asymmetry in acquisition and retention of a complex motor skill that requires speed and accuracy for optimal performance in right-handed and left-handed individuals. We further determined if degree of handedness influences motor skill learning. Ten right-handed (RH) and 10 left-handed (LH) adults practiced two distinct motor skills with their dominant or nondominant arms during separate sessions two-four weeks apart. Learning was quantified by changes in the speed-accuracy tradeoff function measured at baseline and one-day retention. Manual asymmetry was evident in the RH group but not the LH group. RH group demonstrated significantly greater skill improvement for their dominant-right hand than their nondominant-left hand. In contrast, for the LH group, both dominant and nondominant hands demonstrated comparable learning. Less strongly-LH individuals (lower EHI scores) exhibited more learning of their dominant hand. These results suggest that while hemispheric specialization influences motor skill learning, these effects may be influenced by handedness. Copyright © 2015 Elsevier B.V. All rights reserved.

Adapting a successful inquiry-based immersion program to create an Authentic, Hands- on, Field based Curriculum in Environmental Science at Barnard College

NASA Astrophysics Data System (ADS)

Kenna, T. C.; Pfirman, S.; Mailloux, B. J.; Martin, S.; Kelsey, R.; Bower, P.

2008-12-01

Adapting a successful inquiry-based immersion program to create an Authentic, Hands-on, Field based Curriculum in Environmental Science at Barnard College T. C. Kenna, S. Pfirman, B. J. Mailloux, M. Stute, R. Kelsey, and P. Bower By adapting a successful inquiry-based immersion program (SEA semester) to the typical college format of classes, we are improving the technical and quantitative skills of undergraduate women and minorities in environmental science and improving their critical thinking and problem-solving by exposing our students to open-ended real-world environmental issues. Our approach uses the Hudson River Estuary as a natural laboratory. In a series of hands-on inquiry-based activities, students use advanced equipment to collect data and samples. Each class session introduces new analytical and data analysis techniques. All classes have the connecting theme of the river. Working with real data is open-ended. Our major findings as indicated by surveys as well as journaling throughout the semester are that the field- based experience significantly contributed to student learning and engagement. Journaling responses indicated that nearly all students discussed the importance and excitement of an authentic research experience. Some students were frustrated with data irregularities, uncertainty in methods and data, and the general challenge of a curriculum with inherent ambiguity. The majority were satisfied with the aims of the course to provide an integrative experience. All students demonstrated transfer of learned skills. This project has had a significant impact on our undergraduate female students: several students have pursued senior thesis projects stemming from grant activities, stating that the field activities were the highlight of their semester. Some students love the experience and want more. Others decide that they want to pursue a different career. All learn how science is conducted and have a better foundation to understand concepts such

Learning Science, Learning about Science, Doing Science: Different Goals Demand Different Learning Methods

ERIC Educational Resources Information Center

Hodson, Derek

2014-01-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that…

Science Action Labs Part 3: Puzzlers. An Innovative Collection of Hands-On Science Activities and Labs.

ERIC Educational Resources Information Center

Shevick, Ed

This book contains hands-on science laboratory activities for grades 4 through 9 that use discrepant events to challenge students. All of the "puzzlers" are based upon science principles and include directions for building gadgets that explain the "puzzlers." Topics covered include: volume conservation, magnetic phenomena,…

Science Alive!: Connecting with Elementary Students through Science Exploration.

PubMed

Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

2016-05-01

A novel program called Science Alive! was developed by undergraduate faculty members, K-12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.

Science Alive!: Connecting with Elementary Students through Science Exploration†

PubMed Central

Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

2016-01-01

A novel program called Science Alive! was developed by undergraduate faculty members, K–12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach. PMID:27158309

Perspectives on learning, learning to teach and teaching elementary science

NASA Astrophysics Data System (ADS)

Avraamidou, Lucy

The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first

The Art and Science Connection. Hands-On Activities for Primary Students.

ERIC Educational Resources Information Center

Tolley, Kimberley

Most people think that the artist and the scientist live in two totally different worlds. However, art and science are only two different ways of understanding and knowing the world. To help primary students make a connection between art and science, a collection of hands-on activities have been developed. By engaging in these activities that…

The Art and Science Connection: Hands-on Activities for Intermediate Students.

ERIC Educational Resources Information Center

Tolley, Kimberley

Most people think that the artist and the scientist live in two totally different worlds. However, art and science are only two different ways of understanding and knowing the world. To help intermediate students make a connection between art and science, a collection of hands-on activities have been developed. By engaging in these activities that…

Improving Learning in Science and Basic Skills among Diverse Student Populations.

ERIC Educational Resources Information Center

Sutman, Francis X.; Guzman, Ana

This monograph is a rich resource of information designed to strengthen science and basic skills teaching, and improve learning for limited English proficient (LEP) minority student populations. It proposes the use of hands-on science investigations as the driving force for mathematics and English language development. The materials included in…

Hands-On Science Mysteries for Grades 3-6: Standards-Based Inquiry Investigations

ERIC Educational Resources Information Center

Taris, James Robert; Taris, Louis James

2006-01-01

In "Hands-On Science Mysteries for Grades 3-6," the authors connect science to real-world situations by investigating actual mysteries and phenomena, such as the strange heads on Easter Island, the ghost ship "Mary Celeste," and the "Dancing Stones" of Death Valley. The labs are designed to encourage the development…

Enhancing Lean Manufacturing Learning Experience through Hands-On Simulation

ERIC Educational Resources Information Center

Elbadawi, Isam; McWilliams, Douglas L.; Tetteh, Edem G.

2010-01-01

Finding appropriate interactive exercises to increase students' learning in technical topic courses is always challenging to educators. In this study, several paper plane hands-on simulation exercises were developed, used, and tested in a lean manufacturing course for beginning college students. A pretest and posttest was used to assess the…

Effects of hand gestures on auditory learning of second-language vowel length contrasts.

PubMed

Hirata, Yukari; Kelly, Spencer D; Huang, Jessica; Manansala, Michael

2014-12-01

Research has shown that hand gestures affect comprehension and production of speech at semantic, syntactic, and pragmatic levels for both native language and second language (L2). This study investigated a relatively less explored question: Do hand gestures influence auditory learning of an L2 at the segmental phonology level? To examine auditory learning of phonemic vowel length contrasts in Japanese, 88 native English-speaking participants took an auditory test before and after one of the following 4 types of training in which they (a) observed an instructor in a video speaking Japanese words while she made syllabic-rhythm hand gesture, (b) produced this gesture with the instructor, (c) observed the instructor speaking those words and her moraic-rhythm hand gesture, or (d) produced the moraic-rhythm gesture with the instructor. All of the training types yielded similar auditory improvement in identifying vowel length contrast. However, observing the syllabic-rhythm hand gesture yielded the most balanced improvement between word-initial and word-final vowels and between slow and fast speaking rates. The overall effect of hand gesture on learning of segmental phonology is limited. Implications for theories of hand gesture are discussed in terms of the role it plays at different linguistic levels.

Geology Museum-Based Learning in Soil Science Education

ERIC Educational Resources Information Center

Mikhailova, E. A.; Tennant, C. H.; Post, C. J.; Cicimurri, C.; Cicimurri, D.

2013-01-01

Museums provide unique learning opportunities in soil science. The Bob Campbell Geology Museum in Clemson, SC, features an exhibit of minerals and rocks common in the state and in its geologic history. We developed a hands-on laboratory exercise utilizing an exhibit that gives college students an opportunity to visualize regional minerals and…

Marine Debris Clean-Ups as Meaningful Science Learning

ERIC Educational Resources Information Center

Stepath, Carl M.; Bacon, Joseph Scott

2010-01-01

This seven to eight week hands-on Marine Debris Clean-up Project used a service project to provide an introduction of marine science ecology, watershed interrelationships, the scientific method, and environmental stewardship to 8th grade middle school students. It utilized inquiry based learning to introduce marine debris sources and impacts to…

Design, implementation and evaluation of innovative science teaching strategies for non-formal learning in a natural history museum

NASA Astrophysics Data System (ADS)

Çil, Emine; Maccario, Nihal; Yanmaz, Durmuş

2016-09-01

Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning.

What is taking place in science classrooms?: A case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning

NASA Astrophysics Data System (ADS)

Norman, Lashaunda Renea

This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes emerged from this research data: (1) The participating teachers based their research-based teaching strategies used in the classroom on all of the students' learning styles, abilities, attitudes towards science, and motivational levels about learning science, with no emphasis on the African American student population; (2) The participating teachers taught the state content standards simultaneously using the same instructional model daily, incorporating other content areas when possible; (3) The participating African American students believed their seventh-grade science teachers used a variety of teaching strategies to ensure science learning took place, that science learning was fun, and that science learning was engaging; (4) The participating African American students genuinely liked their teacher; (5) The participating African American students revealed high self-efficacy; (6) The African American student participants' parents value education and moved to Success Middle School

A Low-Tech, Hands-On Approach To Teaching Sorting Algorithms to Working Students.

ERIC Educational Resources Information Center

Dios, R.; Geller, J.

1998-01-01

Focuses on identifying the educational effects of "activity oriented" instructional techniques. Examines which instructional methods produce enhanced learning and comprehension. Discusses the problem of learning "sorting algorithms," a major topic in every Computer Science curriculum. Presents a low-tech, hands-on teaching method for sorting…

Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science

NASA Astrophysics Data System (ADS)

Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling

2014-10-01

Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.

Science of learning is learning of science: why we need a dialectical approach to science education research

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael

2012-06-01

Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.

Cultural Earth Science in Hawai`i: Hands-on Place-Based Investigations that Merge Traditional Knowledge with Earth Science Inquiry

NASA Astrophysics Data System (ADS)

Moxey, L.; Dias, R. K.; Legaspi, E.

2011-12-01

During the summer of 2011, the Mālama Ke Ahupua`a (to care of our watershed) GEARUP summer program provided 25 under-served and under-represented minority public high school students (Hawaiian, part-Hawaiian, Filipino, Pacific Islanders) from Farrington High School (Kalihi, Honolulu) with a hands-on place-based multidiscipline course located within Manoa Valley (Ahupua`a O Kona) with the objective of engaging participants in scientific environmental investigations while exploring Hawaii's linkages between traditional knowledge, culture and science. The 4-week field program enabled students to collect samples along the perennial Manoa Stream and conduct water quality assessments throughout the Manoa watershed. Students collected science quality data from eight different sampling stations by means of field- and laboratory-based quantitative water quality testing equipment and GPS/GIS technology. While earning Hawaii DOE academic credits, students were able to document changes along the stream as related to pollution and urbanization. While conducting the various scientific investigations, students also participated in cultural fieldtrips and activities that highlighted the linkages between historical sustainable watershed uses by native Hawaiian communities, and their connections with natural earth processes. Additionally, students also participated in environmental service-learning projects that highlight the Hawaiian values of laulima (teamwork), mālama (to care for), and imi `ike (to seek knowledge). By contextualizing and merging hands-on place-based earth science inquiry with native Hawaiian traditional knowledge, students experienced the natural-cultural significance of their ahupua`a (watershed). This highlighted the advantages for promoting environmental literacy and geoscience education to under-served and under-represented minority populations in Hawaii from a rich native Hawaiian cultural framework.

Informal Science Learning through Inquiry: Effects on Preschool Students' Achievement in Early Science Learning

ERIC Educational Resources Information Center

Samsudin, Mohd Ali; Haniza, Noor Hasyimah; Ismail, Juliah; Abd-Talib, Corrienna

2015-01-01

This study was undertaken to explore the effects of informal science learning outside the classroom on preschool students' achievement in the Early Science learning topic (plant-related topics that presented concepts about tree leaves, height and roots) using an inquiry method. A sample of 64 preschool students was selected using purposive…

Motivational Qualities of Hands-on Science Activities for Turkish Preservice Kindergarten Teachers

ERIC Educational Resources Information Center

Bulunuz, Mizrap

2012-01-01

The purpose of this research, conducted in a science methods course in Turkey, was to explore the qualities of hands-on science activities which might motivate preservice kindergarten teachers to use these activities in their own classrooms. Two similar classes totaling 47 students and taught by the same instructor were used in this study. On…

Integrating Hands-On Undergraduate Research in an Applied Spatial Science Senior Level Capstone Course

ERIC Educational Resources Information Center

Kulhavy, David L.; Unger, Daniel R.; Hung, I-Kuai; Douglass, David

2015-01-01

A senior within a spatial science Ecological Planning capstone course designed an undergraduate research project to increase his spatial science expertise and to assess the hands-on instruction methodology employed within the Bachelor of Science in Spatial Science program at Stephen F Austin State University. The height of 30 building features…

Faculty Workshops for Teaching Information Assurance through Hands-On Exercises and Case Studies

ERIC Educational Resources Information Center

Yuan, Xiaohong; Williams, Kenneth; Yu, Huiming; Rorrer, Audrey; Chu, Bei-Tseng; Yang, Li; Winters, Kathy; Kizza, Joseph

2017-01-01

Though many Information Assurance (IA) educators agree that hands-on exercises and case studies improve student learning, hands-on exercises and case studies are not widely adopted due to the time needed to develop them and integrate them into curricula. Under the support of the National Science Foundation (NSF) Scholarship for Service program, we…

International Space Station: K-5 Hands-on Science and Math Lesson Plans.

ERIC Educational Resources Information Center

Boeing Co., Huntsville, AL.

The Space Station is already capturing the imaginations of American students, encouraging them to pursue careers in the sciences. The idea of living and working in space continues to spark this renewed interest. The material in this guide was developed to provide hands-on experiences in science and math in the context of an International Space…

Withholding answers during hands-on scientific investigations? Comparing effects on developing students' scientific knowledge, reasoning, and application

NASA Astrophysics Data System (ADS)

Zhang, Lin

2018-03-01

As more concerns have been raised about withholding answers during science teaching, this article argues for a need to detach 'withholding answers' from 'hands-on' investigation tasks. The present study examined students' learning of light-related content through three conditions: 'hands-on' + no 'withholding' (hands-on only: HO), 'hands-on' + 'withholding' (hands-on investigation with answers withheld: HOW), and no 'hands-on' + no 'withholding' (direction instruction: DI). Students were assessed in terms of how well they (1) knew the content taught in class; (2) reasoned with the learned content; and (3) applied the learned content to real-life situations. Nine classes of students at 4th and 5th grades, N = 136 in total, were randomly assigned to one of the three conditions. ANCOVA results showed that students in the hands-on only condition reasoned significantly better than those in the other two conditions. Students in this condition also seemed to know the content fairly better although the advance was not significant. Students in all three conditions did not show a statistically significant difference in their ability to apply the learned content to real-life situations. The findings from this study provide important contributions regarding issues relating to withholding answers during guided scientific inquiry.

Doing Children's Museums: A Guide to 265 Hands-On Museums. Revised and Expanded.

ERIC Educational Resources Information Center

Cleaver, Joanne

Noting the increase in interactive museums and science centers and children's exuberant reaction to hands-on exhibits, this guide provides tips for parents on how to prepare for a museum visit and how to encourage the learning process during the visit. The first part of the guide discusses the shift in museum policy from "hands off" to…

Communicating Climate Science to Kids and Adults Through Citizen Science, Hands-On Demonstrations, and a Personal Approach

NASA Astrophysics Data System (ADS)

Cherry, L.; Braasch, G.

2008-12-01

There is a demonstrated need to increase the amount of formal and non-formal science education and to raise the level of climate literacy for children and adults. Scientists and technical leaders are more and more being called on to speak in non-academic settings ranging from grade schools to assemblies and seminars for the general public. This abstract describes some effective ways to teach and talk about climate change science in a way that engenders hope and empowerment while explaining scientific facts and research methods to non-scientists. Citizen participation in Science People's interest and learning increases when offered chances to do what scientists do. Relating science to their daily lives and showing the adventure of science can greatly increase communication. Citizen participation in science works because data collection stimulates experiential and cognitive ways of learning. Learn what programs for citizen science are available in your area. For instance, GLOBE and Budburst tie into the research of Smithsonian scientists who determined that the cherry blossoms and 40 other species of plants were blooming earlier due to climate warming. Hands-on Outdoor Activities Information enters the human brain through many different neural pathways and the more avenues that information comes in on, the more likely people are to retain that knowledge for their lifetimes. For instance, kids knowledge of how ice cores tell us about the earth's ancient history will be reinforced through making ice cores in the classroom. Gary Braasch's photographs from the children's book How We Know What We Know About Our Changing Climate: Scientists and Kids Explore Global Warming and from his adult book Earth Under Fire: How Global Warming is Changing the World will illustrate the presentation. . Making the Message Personal to the Audience. Reaching people through things they care about, their family lives, work or school and telling personal stories helps reach people. The videos

Learning Science and the Science of Learning. Science Educators' Essay Collection.

ERIC Educational Resources Information Center

Bybee, Rodger W., Ed.

This yearbook addresses critical issues in science learning and teaching. Contents are divided into four sections: (1) "How Do Students Learn Science?"; (2) "Designing Curriculum for Student Learning"; (3) "Teaching That Enhances Student Learning"; and (4) "Assessing Student Learning." Papers include: (1) "How Students Learn and How Teachers…

Design, Implementation and Evaluation of Innovative Science Teaching Strategies for Non-Formal Learning in a Natural History Museum

ERIC Educational Resources Information Center

Çil, Emine; Maccario, Nihal; Yanmaz, Durmus

2016-01-01

Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning. Purpose: This study aimed to design and implement innovative teaching…

The Role of Research on Science Teaching and Learning

ERIC Educational Resources Information Center

National Science Teachers Association (NJ1), 2010

2010-01-01

Research on science teaching and learning plays an important role in improving science literacy, a goal called for in the National Science Education Standards (NRC 1996) and supported by the National Science Teachers Association (NSTA 2003). NSTA promotes a research agenda that is focused on the goal of enhancing student learning through effective…

Learned Manipulation at Unconstrained Contacts Does Not Transfer across Hands

PubMed Central

Fu, Qiushi; Choi, Jason Y.; Gordon, Andrew M.; Jesunathadas, Mark; Santello, Marco

2014-01-01

Recent studies about sensorimotor control of the human hand have focused on how dexterous manipulation is learned and generalized. Here we address this question by testing the extent to which learned manipulation can be transferred when the contralateral hand is used and/or object orientation is reversed. We asked subjects to use a precision grip to lift a grip device with an asymmetrical mass distribution while minimizing object roll during lifting by generating a compensatory torque. Subjects were allowed to grasp anywhere on the object’s vertical surfaces, and were therefore able to modulate both digit positions and forces. After every block of eight trials performed in one manipulation context (i.e., using the right hand and at a given object orientation), subjects had to lift the same object in the second context for one trial (transfer trial). Context changes were made by asking subjects to switch the hand used to lift the object and/or rotate the object 180° about a vertical axis. Therefore, three transfer conditions, hand switch (HS), object rotation (OR), and both hand switch and object rotation (HS+OR), were tested and compared with hand matched control groups who did not experience context changes. We found that subjects in all transfer conditions adapted digit positions across multiple transfer trials similar to the learning of control groups, regardless of different changes of contexts. Moreover, subjects in both HS and HS+OR group also adapted digit forces similar to the control group, suggesting independent learning of the left hand. In contrast, the OR group showed significant negative transfer of the compensatory torque due to an inability to adapt digit forces. Our results indicate that internal representations of dexterous manipulation tasks may be primarily built through the hand used for learning and cannot be transferred across hands. PMID:25233091

Hands-On Astrophysics: Variable Stars in Math, Science, and Computer Education

NASA Astrophysics Data System (ADS)

Mattei, J. A.; Percy, J. R.

1999-12-01

Hands-On Astrophysics (HOA): Variable Stars in Math, Science, and Computer Education, is a project recently developed by the American Association of Variable Star Observers (AAVSO) with funds from the National Science Foundation. HOA uses the unique methods and the international database of the AAVSO to develop and integrate students' math and science skills through variable star observation and analysis. It can provide an understanding of basic astronomy concepts, as well as interdisciplinary connections. Most of all, it motivates the user by exposing them to the excitement of doing real science with real data. Project materials include: a database of 600,000 variable star observations; VSTAR (a data plotting and analysis program), and other user friendly software; 31 slides and 14 prints of five constellations; 45 variable star finder charts; an instructional videotape in three 15-minute segments; and a 560-page student's and teacher's manual. These materials support the National Standards for Science and Math education by directly involving the students in the scientific process. Hands-On Astrophysics is designed to be flexible. It is organized so that it can be used at many levels, in many contexts: for classroom use from high school to college level, or for individual projects. In addition, communication and support can be found through the AAVSO home page on the World Wide Web: http://www.aavso.org. The HOA materials can be ordered through this web site or from the AAVSO, 25 Birch Street Cambridge, MA 02138, USA. We gratefully acknowledge the education grant ESI-9154091 from the National Science Foundation which funded the development of this project.

Participating in Authentic Science with the Aid of Learning Progressions through Mission Earth Workshops

NASA Astrophysics Data System (ADS)

Lewis, P. M., Jr.; Taylor, J.; Harte, T.; Czajkowski, K. P.

2016-12-01

"MISSION EARTH: Fusing GLOBE with NASA Assets to Build Systemic Innovation In STEM Education" is one of the new education cooperative agreements funded by the NASA Science Mission Directorate. Students will learn how to conduct "real science" through hands-on data collection using Global Learning and Observations to Benefit the Environment (GLOBE) protocols combined with other NASA science educational materials. This project aims to work with educators spanning the full K-12 range, requiring three grade bands of learning progressions and vertical alignment among materials and resources to best meet classroom needs. From K to 12 students have vastly different abilities to conduct and learn from scientific investigations. Hand-picked NASA assets will provide appropriate exposure across the curriculum and grade bands, and we are developing unique learning progressions that bring together GLOBE protocols for data collection and learning activities, NASA data sets through MY NASA DATA for data comparison, and more. The individual materials are not limited to science, but also include all elements of STEM with literacy components added in where appropriate. This will give the students an opportunity to work on better understanding the world around them in a well-rounded way, and offer cross-subject/classroom exposure to improve student understanding. To ensure that these learning progressions can continue to be used in the classroom in the future, alignment to the Next Generation Science Standards will help frame all of the materials and products. The learning progressions will be living documents that will change based on context. After several iterations, it is our goal to produce learning progressions for grades K-12 that will allow any STEM teacher to pick up and infuse NASA and GLOBE in their classroom at any location and at any time in their school year. This presentation will share results from the first year of development for this project.

Hand Rehabilitation Learning System With an Exoskeleton Robotic Glove.

PubMed

Ma, Zhou; Ben-Tzvi, Pinhas; Danoff, Jerome

2016-12-01

This paper presents a hand rehabilitation learning system, the SAFE Glove, a device that can be utilized to enhance the rehabilitation of subjects with disabilities. This system is able to learn fingertip motion and force for grasping different objects and then record and analyze the common movements of hand function including grip and release patterns. The glove is then able to reproduce these movement patterns in playback fashion to assist a weakened hand to accomplish these movements, or to modulate the assistive level based on the user's or therapist's intent for the purpose of hand rehabilitation therapy. Preliminary data have been collected from healthy hands. To demonstrate the glove's ability to manipulate the hand, the glove has been fitted on a wooden hand and the grasping of various objects was performed. To further prove that hands can be safely driven by this haptic mechanism, force sensor readings placed between each finger and the mechanism are plotted. These experimental results demonstrate the potential of the proposed system in rehabilitation therapy.

Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula

NASA Astrophysics Data System (ADS)

Pine, Jerome; Aschbacher, Pamela; Roth, Ellen; Jones, Melanie; McPhee, Cameron; Martin, Catherine; Phelps, Scott; Kyle, Tara; Foley, Brian

2006-05-01

A large number of American elementary school students are now studying science using the hands-on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain abilities to do scientific inquiry and understanding about scientific inquiry. We have studied the degree to which students can do inquiries by using four hands-on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands-on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands-on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple-choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple-choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching.

Science writing heurisitc: A writing-to-learn strategy and its effect on student's science achievement, science self-efficacy, and scientific epistemological view

NASA Astrophysics Data System (ADS)

Caukin, Nancy S.

The purpose of this mixed-methods study was to determine if employing the writing-to-learn strategy known as a "Science Writing Heuristic" would positively effect students' science achievement, science self-efficacy, and scientific epistemological view. The publications Science for All American, Blueprints for Reform: Project 2061 (AAAS, 1990; 1998) and National Science Education Standards (NRC 1996) strongly encourage science education that is student-centered, inquiry-based, active rather than passive, increases students' science literacy, and moves students towards a constructivist view of science. The capacity to learn, reason, problem solve, think critically and construct new knowledge can potentially be experienced through writing (Irmscher, 1979; Klein, 1999; Applebee, 1984). Science Writing Heuristic (SWH) is a tool for designing science experiences that move away from "cookbook" experiences and allows students to design experiences based on their own ideas and questions. This non-traditional classroom strategy focuses on claims that students make based on evidence, compares those claims with their peers and compares those claims with the established science community. Students engage in reflection, meaning making based on their experiences, and demonstrate those understandings in multiple ways (Hand, 2004; Keys et al, 1999, Poock, nd.). This study involved secondary honors chemistry students in a rural prek-12 school in Middle Tennessee. There were n = 23 students in the group and n = 8 in the control group. Both groups participated in a five-week study of gases. The treatment group received the instructional strategy known as Science Writing Heuristic and the control group received traditional teacher-centered science instruction. The quantitative results showed that females in the treatment group outscored their male counterparts by 11% on the science achievement portion of the study and the males in the control group had a more constructivist scientific

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

ERIC Educational Resources Information Center

Chen, Cheng-ping; Wang, Chang-Hwa

2015-01-01

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a…

Hands-On Environmental Science Activities. Teacher's Edition. First Edition.

ERIC Educational Resources Information Center

Kutscher, Eugene

The ability of students to go beyond facts and to think critically, while at the same time enjoying and valuing the learning process, is fundamental to science and environmentalism. This book provides enrichment activities for the science curriculum that provide concrete connections with important world events. Each activity is self-contained and…

Advancing Research on Undergraduate Science Learning

ERIC Educational Resources Information Center

Singer, Susan Rundell

2013-01-01

This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

NASA Astrophysics Data System (ADS)

Spevak, Arlene J.

Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although

Hands-on approach to teaching Earth system sciences using a information-computational web-GIS portal "Climate"

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Gorbatenko, Valentina; Martynova, Yulia; Shulgina, Tamara

2014-05-01

A problem of making education relevant to the workplace tasks is a key problem of higher education because old-school training programs are not keeping pace with the rapidly changing situation in the professional field of environmental sciences. A joint group of specialists from Tomsk State University and Siberian center for Environmental research and Training/IMCES SB RAS developed several new courses for students of "Climatology" and "Meteorology" specialties, which comprises theoretical knowledge from up-to-date environmental sciences with practical tasks. To organize the educational process we use an open-source course management system Moodle (www.moodle.org). It gave us an opportunity to combine text and multimedia in a theoretical part of educational courses. The hands-on approach is realized through development of innovative trainings which are performed within the information-computational platform "Climate" (http://climate.scert.ru/) using web GIS tools. These trainings contain practical tasks on climate modeling and climate changes assessment and analysis and should be performed using typical tools which are usually used by scientists performing such kind of research. Thus, students are engaged in n the use of modern tools of the geophysical data analysis and it cultivates dynamic of their professional learning. The hands-on approach can help us to fill in this gap because it is the only approach that offers experience, increases students involvement, advance the use of modern information and communication tools. The courses are implemented at Tomsk State University and help forming modern curriculum in Earth system science area. This work is partially supported by SB RAS project VIII.80.2.1, RFBR grants numbers 13-05-12034 and 14-05-00502.

Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning

ERIC Educational Resources Information Center

Sulisworo, Dwi; Sutadi, Novitasari

2017-01-01

There have been many studies related to the implementation of cooperative learning. However, there are still many problems in school related to the learning outcomes on science lesson, especially in physics. The aim of this study is to observe the application of science learning cycle (SLC) model on improving scientific literacy for secondary…

Chemistry Science Investigation: Dognapping Workshop, an Outreach Program Designed to Introduce Students to Science through a Hands-On Mystery

ERIC Educational Resources Information Center

Boyle, Timothy J.; Sears, Jeremiah M.; Hernandez-Sanchez, Bernadette A.; Casillas, Maddison R.; Nguyen, Thao H.

2017-01-01

The Chemistry Science Investigation: Dognapping Workshop was designed to (i) target and inspire fourth grade students to view themselves as "Junior Scientists" before their career decisions are solidified; (ii) enable hands-on experience in fundamental scientific concepts; (iii) increase public interaction with science, technology,…

Science, School Science, and School: Looking at Science Learning in Classrooms from the Perspective of Basil Bernstein's Theory of the Structure of Pedagogic Discourse

NASA Astrophysics Data System (ADS)

Campbell, Ralph Ian

This analytic paper asks one question: How does Basil Bernstein's concept of the structure of pedagogic discourse (SPD) contribute to our understanding of the role of teacher-student interactions in science learning in the classroom? Applying Bernstein's theory of the SPD to an analysis of current research in science education explores the structure of Bernstein's theory as a tool for understanding the challenges and questions related to current concerns about classroom science learning. This analysis applies Bernstein's theory of the SPD as a heuristic through a secondary reading of selected research from the past fifteen years and prompts further consideration of Bernstein's ideas. This leads to a reevaluation of the categories of regulative discourse (RD) and instructional discourse (ID) as structures that frame learning environments and the dynamics of student-teacher interactions, which determine learning outcomes. The SPD becomes a simple but flexible heuristic, offering a useful deconstruction of teaching and learning dynamics in three different classroom environments. Understanding the framing interactions of RD and ID provides perspectives on the balance of agency and expectation, suggesting some causal explanations for the student learning outcomes described by the authors. On one hand, forms of open inquiry and student-driven instruction may lack the structure to ensure the appropriation of desired forms of scientific thinking. On the other hand, well-designed pathways towards the understanding of fundamental concepts in science may lack the forms of more open-ended inquiry that develop transferable understanding. Important ideas emerge about the complex dynamics of learning communities, the materials of learning, and the dynamic role of the teacher as facilitator and expert. Simultaneously, the SPD as a flexible heuristic proves ambiguous, prompting a reevaluation of Bernstein's organization of RD and ID. The hierarchical structure of pedagogic

Science on Television: Storytelling, Learning and Citizenship

ERIC Educational Resources Information Center

Dhingra, Koshi

2006-01-01

The three major educational sectors in which learning occurs are often taken to be the formal education sector (schools, colleges, universities and so on), the workplace, and the free-choice learning sector (Falk, 2002). This review is concerned with science on television, understood as a significant component of the free-choice learning sector.…

ME science as mobile learning based on virtual reality

NASA Astrophysics Data System (ADS)

Fradika, H. D.; Surjono, H. D.

2018-04-01

The purpose of this article described about ME Science (Mobile Education Science) as mobile learning application learning of Fisika Inti. ME Science is a product of research and development (R&D) that was using Alessi and Trollip model. Alessi and Trollip model consists three stages that are: (a) planning include analysis of problems, goals, need, and idea of development product, (b) designing includes collecting of materials, designing of material content, creating of story board, evaluating and review product, (c) developing includes development of product, alpha testing, revision of product, validation of product, beta testing, and evaluation of product. The article describes ME Science only to development of product which include development stages. The result of development product has been generates mobile learning application based on virtual reality that can be run on android-based smartphone. These application consist a brief description of learning material, quizzes, video of material summery, and learning material based on virtual reality.

Learning to Solve a Business Problem: "Hands-On" Can Get Results

ERIC Educational Resources Information Center

Neeson, Robyn; Billington, Leo; Barrett, Rowena

2007-01-01

Small business training can facilitate business growth. The authors show that a "hands-on" approach can have a direct impact on a business owner's current situation. They consider this in relation to the problem of being unable to find the right staff, demonstrating that a program such as the one they describe enables learning and…

Joint Science Education Project: Learning about polar science in Greenland

NASA Astrophysics Data System (ADS)

Foshee Reed, Lynn

2014-05-01

The Joint Science Education Project (JSEP) is a successful summer science and culture opportunity in which students and teachers from the United States, Denmark, and Greenland come together to learn about the research conducted in Greenland and the logistics involved in supporting the research. They conduct experiments first-hand and participate in inquiry-based educational activities alongside scientists and graduate students at a variety of locations in and around Kangerlussuaq, Greenland, and on the top of the ice sheet at Summit Station. The Joint Committee, a high-level forum involving the Greenlandic, Danish and U.S. governments, established the Joint Science Education Project in 2007, as a collaborative diplomatic effort during the International Polar Year to: • Educate and inspire the next generation of polar scientists; • Build strong networks of students and teachers among the three countries; and • Provide an opportunity to practice language and communication skills Since its inception, JSEP has had 82 student and 22 teacher participants and has involved numerous scientists and field researchers. The JSEP format has evolved over the years into its current state, which consists of two field-based subprograms on site in Greenland: the Greenland-led Kangerlussuaq Science Field School and the U.S.-led Arctic Science Education Week. All travel, transportation, accommodations, and meals are provided to the participants at no cost. During the 2013 Kangerlussuaq Science Field School, students and teachers gathered data in a biodiversity study, created and set geo- and EarthCaches, calculated glacial discharge at a melt-water stream and river, examined microbes and tested for chemical differences in a variety of lakes, measured ablation at the edge of the Greenland Ice Sheet, and learned about fossils, plants, animals, minerals and rocks of Greenland. In addition, the students planned and led cultural nights, sharing food, games, stories, and traditions of

Balancing Self-Directed Learning with Expert Mentoring: The Science Writing Heuristic Approach

ERIC Educational Resources Information Center

Shelley, Mack; Fostvedt, Luke; Gonwa-Reeves, Christopher; Baenziger, Joan; McGill, Michael; Seefeld, Ashley; Hand, Brian; Therrien, William; Taylor, Jonte; Villanueva, Mary Grace

2012-01-01

This study focuses on the implementation of the Science Writing Heuristic (SWH) curriculum (Hand, 2007), which combines current understandings of learning as a cognitive and negotiated process with the techniques of argument-based inquiry, critical thinking skills, and writing to strengthen student outcomes. Success of SWH is dependent on the…

Learning science and science education in a new era.

PubMed

Aysan, Erhan

2015-06-01

Today, it takes only a few months for the amount of knowledge to double. The volume of information available has grown so much that it cannot be fully encompassed by the human mind. For this reason, science, learning, and education have to change in the third millennium. The question is thus: what is it that needs to be done? The answer may be found through three basic stages. The first stage is persuading scientists of the necessity to change science education. The second stage is more difficult, in that scientists must be told that they should not place an exaggerated importance on their own academic field and that they should see their field as being on an equal basis with other fields. In the last stage, scientists need to condense the bulk of information on their hands to a manageable size. "Change" is the magic word of our time. Change brings about new rules, and this process happens very quickly in a global world. If we scientists do not rapidly change our scientific learning and education, we will find our students and ourselves caught up in an irreversibly destructive and fatal change that sets its own rules, just like the Arab spring.

Galaxy Zoo: Science and Public Engagement Hand in Hand

NASA Astrophysics Data System (ADS)

Masters, Karen; Lintott, Chris; Feldt, Julie; Keel, Bill; Skibba, Ramin

2015-08-01

Galaxy Zoo (www.galaxyzoo.org) is familiar to many as a hugely successful citizen science project. Hundreds of thousands of members of the public have contributed to Galaxy Zoo which collects visual classifications of galaxies in images from a variety of surveys (e.g. the Sloan Digital Sky Survey, Hubble Space Telescope surveys, and others) using an internet tool. Galaxy Zoo inspired the creation of "The Zooniverse" (www.zooniverse.org) which is now the world's leading online platform for citizens science, hosting a growing number of projects (at the time of writing ~30) making use of crowdsourced data analysis in all areas of academic research, and boasting over 1.3 million participants.Galaxy Zoo has also shown itself, in a series of (now ~60) peer reviewed papers, to be a fantastic database for the study of galaxy evolution. Participation in citizen science is also fantastic public engagement with scientific research. But what do the participants learn while they are involved in crowdsourced data analysis?In this talk I will discuss how public engagement via citizen science can be an effective means of outreach from data intensive astronomical surveys. A citizen science project (if done right) can and should increase the scientific output of an astronomical project, while at the same time inspiring participants to learn more about the science and techniques of astronomy.

Three Simple Hands-On Soil Exercises Extension Professionals Can Incorporate into Natural Sciences Curriculum

ERIC Educational Resources Information Center

Kleinschmidt, Andy

2011-01-01

The importance of healthy soil and of conveying the importance of soils starts by conveying a few basic concepts of soil science cannot be overstated. This article provides three hands-on exercises Extension professionals can add to natural resources or Master Gardener education curricula. These natural sciences exercises are easy to prepare for…

The effects of traditional learning and a learning cycle inquiry learning strategy on students' science achievement and attitudes toward elementary science

NASA Astrophysics Data System (ADS)

Ebrahim, Ali

The purpose of this study is to examine the impact of two instructional methods on students' academic achievement and attitudes toward elementary science in the State of Kuwait: traditional teaching method and the 4-E learning cycle inquiry teaching method. The subjects were 111 students from four intact 4th grade classes. The experiment group (n = 56) received the learning cycle instruction while the control group (n = 55) received a more traditional approach over a four week period. The same female teacher taught the experimental and control groups for boys and a different female teacher taught experimental and control groups for girls. The dependent variables were measured through the use of: (1) a science achievement test to assess student achievement; and (2) an attitude survey to measure students' attitudes toward science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes measures. The two way MANOVA reveals that: the 4-E learning cycle instructional method produces significantly greater achievement and attitudes among fourth grade science students than the traditional teaching approach F (2, 93) = 19.765, (P = .000), corresponding to Wilks' Lambda = .702 with an effect size of .298 and a power of 1. In light of these findings, it is therefore suggested that students can achieve greater and have higher science attitudes when the 4-E learning cycle is used. In addition, these findings support the notion that effective instruction in teaching science, such as the 4-E learning cycle instruction, should be proposed and implemented in elementary schools.

The analysis of student’s critical thinking ability on discovery learning by using hand on activity based on the curiosity

NASA Astrophysics Data System (ADS)

Sulistiani, E.; Waluya, S. B.; Masrukan

2018-03-01

This study aims to determine (1) the effectiveness of Discovery Learning model by using Hand on Activity toward critical thinking abilities, and (2) to describe students’ critical thinking abilities in Discovery Learning by Hand on Activity based on curiosity. This study is mixed method research with concurrent embedded design. Sample of this study are students of VII A and VII B of SMP Daarul Qur’an Ungaran. While the subject in this study is based on the curiosity of the students groups are classified Epistemic Curiosity (EC) and Perceptual Curiosity (PC). The results showed that the learning of Discovery Learning by using Hand on Activity is effective toward mathematics critical thinking abilities. Students of the EC type are able to complete six indicators of mathematics critical thinking abilities, although there are still two indicators that the result is less than the maximum. While students of PC type have not fully been able to complete the indicator of mathematics critical thinking abilities. They are only strong on indicators formulating questions, while on the other five indicators they are still weak. The critical thinking abilities of EC’s students is better than the critical thinking abilities of the PC’s students.

Time on Text and Science Achievement for High School Biology Students

ERIC Educational Resources Information Center

Wyss, Vanessa L.; Dolenc, Nathan; Kong, Xiaoqing; Tai, Robert H.

2013-01-01

The conflict between the amount of material to be addressed in high school science classes, the need to prepare students for standardized tests, and the amount of time available forces science educators to make difficult pedagogical decisions on a daily basis. Hands-on and inquiry-based learning offer students more authentic learning experiences…

The Role of Hands-On Science Labs in Engaging the Next Generation of Space Explorers

NASA Astrophysics Data System (ADS)

Williams, Teresa A. J.

2002-01-01

Each country participating on the International Space Station (ISS) recognizes the importance of educating the coming generation about space and its opportunities. In 2001 the St. James School in downtown Houston, Texas was approached with a proposal to renovate an unused classroom and become involved with the "GLOBE" Program and other Internet based international learning resources. This inner-city school willingly agreed to the program based on "hands-on" learning. One month after room conversion and ten computer terminals donated by area businesses connectivity established to the internet the students immediately began using the "Global Learning and Observations to Benefit the Environment (GLOBE)" program and the International Space Station (ISS) Program educational resources. The "GLOBE" program involves numerous scientific and technical agencies studying the Earth, who make it their goal to provide educational resources to an international community of K-12 scientist. This project was conceived as a successor to the "Interactive Elementary Space Museum for the New Millennium" a space museum in a school corridor without the same type of budget. The laboratory is a collaboration, which involved area businesses, volunteers from the NASA/Johnson Space Center ISS Outreach Program, and students. This paper will outline planning and operation of the school science laboratory project from the point of view of the schools interest and involvement and assess its success to date. It will consider the lessons learned by the participating school administrations in the management of the process and discuss some of the issues that can both promote and discourage school participation in such projects.

Lifelong Learning for the Hand Surgeon.

PubMed

Adkinson, Joshua M; Chung, Kevin C

2015-09-01

Hand surgeons are faced with the impossible task of mastering a rapidly expanding pool of knowledge and surgical techniques. Dedication to lifelong learning is, therefore, an essential component of delivering the best, most up-to-date care for patients. Board certification, participation in continuing medical education and maintenance of certification activities, and attendance at national meetings are essential mechanisms by which hand surgeons may foster the acquisition of essential knowledge and clinical skills, This article highlights the history, current status, and emerging needs in continuing medical education for the hand surgeon. Copyright © 2015 American Society for Surgery of the Hand. Published by Elsevier Inc. All rights reserved.

Laboratory Instruction in the Service of Science Teaching and Learning: Reinventing and Reinvigorating the Laboratory Experience

ERIC Educational Resources Information Center

McComas, William

2005-01-01

The Benchmarks for Science Literacy and the National Science Education Standards strongly suggest that students should be engaged in hands-on learning. However, from many corners, the original "mental training" rationale for school labs has been criticized, the "cookbook" nature of laboratory exercises condemned, and the prevalence of using…

International Space Station: 6-8 Hands-on Science and Math Lesson Plans.

ERIC Educational Resources Information Center

Armstrong, Pat

These lesson plans, designed for grades 6-8, have been developed to provide a guide to hands-on experience in science and math. They focus on an International Space Station and are designed for use with students working in groups. The three lesson plans highlighting the importance of the scientific method are: (1) International Space Station…

Contingency learning deficits and generalization in chronic unilateral hand pain patients.

PubMed

Meulders, Ann; Harvie, Daniel S; Bowering, Jane K; Caragianis, Suzanne; Vlaeyen, Johan W S; Moseley, G Lorimer

2014-10-01

Contingency learning, in particular the formation of danger beliefs, underpins conditioned fear and avoidance behavior, yet equally important is the formation of safety beliefs. That is, when threat beliefs and accompanying fear/avoidance spread to technically safe cues, it might cause disability. Indeed, such over generalization has been advanced as a trans-diagnostic pathologic marker, but it has not been investigated in chronic pain. Using a novel hand pain scenario contingency learning task, we tested the hypotheses that chronic hand pain patients demonstrate less differential pain expectancy judgments because of poor safety learning and demonstrate broader generalization gradients than healthy controls. Participants viewed digitized 3-dimensional hands in different postures presented in random order (conditioned stimulus [CS]) and rated the likelihood that a fictive patient would feel pain when moving the hand into that posture. Subsequently, the outcome (pain/no pain) was presented on the screen. One hand posture was followed by pain (CS+), another was not (CS-). Generalization was tested using novel hand postures (generalization stimuli) that varied in how similar they were to the original conditioned stimuli. Patients, but not healthy controls, demonstrated a contingency learning deficit determined by impaired safety learning, but not by exaggerated pain expectancy toward the CS+. Patients showed flatter, asymmetric generalization gradients than the healthy controls did, with higher pain expectancy for novel postures that were more similar to the original CS-. The results clearly uphold our hypotheses and suggest that contingency learning deficits might be important in the development and maintenance of the chronic pain-related disability. Chronic hand pain patients demonstrate 1) reduced differential contingency learning determined by a lack of safety belief formation, but not by exaggerated threat belief formation, and 2) flatter, asymmetric

Blended Learning Model on Hands-On Approach for In-Service Secondary School Teachers: Combination of E-Learning and Face-to-Face Discussion

ERIC Educational Resources Information Center

Ho, Vinh-Thang; Nakamori, Yoshiteru; Ho, Tu-Bao; Lim, Cher Ping

2016-01-01

The purpose of this study was to examine the effectiveness of a blended learning model on hands-on approach for in-service secondary school teachers using a quasi-experimental design. A 24-h teacher-training course using the blended learning model was administered to 117 teachers, while face-to-face instruction was given to 60 teachers. The…

Pre-Service Teacher as Researcher: The Value of Inquiry in Learning Science

NASA Astrophysics Data System (ADS)

Hohloch, Janice M.; Grove, Nathaniel; Lowery Bretz, Stacey

2007-09-01

A pre-service science and mathematics teacher participated in an action research project to reform a chemistry course required of elementary and middle childhood pre-service teachers. Activities to emphasize a hands-on approach to learning chemistry and to model teaching science through inquiry for these pre-service teachers are described. The value of a research experience for pre-service teachers, both upon their student teaching and as a classroom teacher, is discussed.

Implementation of a Modular Hands-on Learning Pedagogy: Student Attitudes in a Fluid Mechanics and Heat Transfer Course

ERIC Educational Resources Information Center

Burgher, J. K.; Finkel, D.; Adesope, O. O.; Van Wie, B. J.

2015-01-01

This study used a within-subjects experimental design to compare the effects of learning with lecture and hands-on desktop learning modules (DLMs) in a fluid mechanics and heat transfer class. The hands-on DLM implementation included the use of worksheets and one of two heat exchangers: an evaporative cooling device and a shell and tube heat…

Cued Dichotic Listening with Right-Handed, Left-Handed, Bilingual and Learning-Disabled Children.

ERIC Educational Resources Information Center

Obrzut, John E.; And Others

This study used cued dichotic listening to investigate differences in language lateralization among right-handed (control), left handed, bilingual, and learning disabled children. Subjects (N=60) ranging in age from 7-13 years were administered a consonant-vowel-consonant dichotic paradigm with three experimental conditions (free recall, directed…

Negotiation, Embeddedness, and Non-Threatening Learning Environments as Themes of Science and Language Convergence for English Language Learners

ERIC Educational Resources Information Center

Ardasheva, Yuliya; Norton-Meier, Lori; Hand, Brian

2015-01-01

In this review, we explore the notion of teaching science to English language learners (ELLs) as a balancing act between simultaneously focusing on language and content development, on the one hand, and between structuring instruction and focusing on student learning processes, on the other hand. This exploration is conducted through the lens of a…

A 2200-Year Old Inquiry-Based, Hands-On Experiment in Today's Science Classrooms

ERIC Educational Resources Information Center

Sotiriou, S.; Bogner, F. X.

2015-01-01

The ancient Eratosthenes experiment concerning the earth's circumference offers the opportunity of an inquiry-based revival in today's science classrooms: A multinational European science education initiative (acronym: OSR) introduced this experiment as a hands-on basis to extract the required variables and to exchange results with classroom peers…

Science Learning Outcomes in Alignment with Learning Environment Preferences

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-04-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students' cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.

Hydroponic Garden Promotes Hands-on Learning, Healthy Eating

ERIC Educational Resources Information Center

Anderson, Melinda; Swafford, Melinda

2011-01-01

The Carl D. Perkins Career Technical Improvement Act of 2006 encourages integration of academic instruction to improve student learning, impact employment skills of students, and enhance problem-solving skills by using authentic real-world situations. Academic integration is accomplished by integrating concepts of English, math, science,…

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

NASA Astrophysics Data System (ADS)

Dunn, Karee E.; Lo, Wen-Juo

2015-11-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.

LIB LAB the Library Laboratory: hands-on multimedia science communication

NASA Astrophysics Data System (ADS)

Fillo, Aaron; Niemeyer, Kyle

2017-11-01

Teaching scientific research topics to K-12 audiences in an engaging and meaningful way does not need to be hard; with the right insight and techniques it can be fun to encourage self-guided STEAM (science, technology, engineering, arts, and mathematics) exploration. LIB LAB, short for Library Laboratory, is an educational video series produced by Aaron J. Fillo at Oregon State University in partnership with the Corvallis-Benton County Public Library targeted at K-12 students. Each episode explores a variety of scientific fundamentals with playful experiments and demonstrations. The video lessons are developed using evidence-based practices such as dispelling misconceptions, and language immersion. Each video includes directions for a related experiment that young viewers can conduct at home. In addition, science kits for these at-home experiments are distributed for free to students through the public library network in Benton County, Oregon. This talk will focus on the development of multimedia science education tools and several techniques that scientists can use to engage with a broad audience more effectively. Using examples from the LIB LAB YouTube Channel and collection of hands-on science demonstrations and take-home kits, this talk will present STEAM education in action. Corvallis-Benton County Public Library.

What's the Matter with Food?: A Hands-On Action Research Study on the Effect of Using Food Preparation To Teach Students with Autism about the Three States of Matter

NASA Astrophysics Data System (ADS)

Diller, Nicole

This investigation studied the effectiveness of using food preparation to teach students with Autism about the three states of matter. A hands-on learning approach was used within the home and careers classroom. One class of five students, three boys and two girls, all diagnosed with Autism, participated in a five day academic unit about the three phases of matter: solid, liquid, and gas. The class received hands-on learning science instruction using food through various differentiated activities. Results indicate that students express focus when using food to learn. In addition, this study acknowledges that hands-on learning in science enhances the learning process of students with Autism. One of the main reasons is that students enjoy learning when this teaching style is used in the classroom, and students that enjoy what they are learning are more likely to be engaged and motivated to learn. After using this approach, all the students in the study increased their scores from the pre-assessments to the post-assessments. Students expressed through actions and words that they enjoyed using hands-on experiences to learn in the classroom. Implications for practice indicate that a variety of manipulatives are needed to teach students with Autism. Future research would help uncover additional information about student motivation and learning in the home and careers classroom.

Discover science: Hands-on science workshops for elementary teachers and summer science camps for elementary students

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

Gotlib, L.; Bibby, E.; Cullen, B.

1994-12-31

Teams of local mentor teachers (assisted by college students in the NC Teaching Fellows Program) run week-long workshops for elementary teachers (at four sites in 1993, six in 1994). Major funding for the camps is provided through The Glaxo Foundation, supplemented with local funds. The workshops focus on hands-on science (using inexpensive materials) and provide familiarity and experience with the new NC science curriculum and assessment program. The use of local resources is stressed (including visiting scientists and readily available store-bought materials). Each camp has its own theme and provides teachers with a variety of resources to be used withmore » students of all abilities. The mentor teachers then run week-long, all expense paid, non-residential science camps for elementary students (open to all students, but with females and minorities as target groups). Students take part in long-and short-term projects, working individually and in groups. Pre and post participation surveys of all participants were conducted and analyzed, with favorable results for both the student and teacher weeks. Additional activities include parent nights, and follow-up workshops. Eighty-nine teachers and 208 students participated in 1993.« less

On the "Exchangeability" of Hands-On and Computer-Simulated Science Performance Assessments. CSE Technical Report.

ERIC Educational Resources Information Center

Rosenquist, Anders; Shavelson, Richard J.; Ruiz-Primo, Maria Araceli

Inconsistencies in scores from computer-simulated and "hands-on" science performance assessments have led to questions about the exchangeability of these two methods in spite of the highly touted potential of computer-simulated performance assessment. This investigation considered possible explanations for students' inconsistent performances: (1)…

Effects of Combined Hands-on Laboratory and Computer Modeling on Student Learning of Gas Laws: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Liu, Xiufeng

2006-01-01

Based on current theories of chemistry learning, this study intends to test a hypothesis that computer modeling enhanced hands-on chemistry laboratories are more effective than hands-on laboratories or computer modeling laboratories alone in facilitating high school students' understanding of chemistry concepts. Thirty-three high school chemistry…

An Initial Analysis of Learning Styles Exhibited by High School Science Students

NASA Astrophysics Data System (ADS)

Donelson, Frederick; Bensel, H.; Miller, D.; Seebode, S.; Ciardi, D. R.; Howell, S. B.

2014-01-01

Educational research magazines are filled with information on learning styles and how they affect the learning process, but few studies have been conducted to specifically look at learning styles exhibited by high school science students. This project attempted to obtain a general “snapshot” of learning styles found in the high school science classroom, and then compare that to one derived from a subgroup of highly motivated science students involved in a NITARP student team. Control students (N=54) from elective science courses at four high schools (urban, suburban, and rural) were administered the Felder Learning Style (FLS) assessment and rated on Likert scales in four learning constructs: Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global. NITARP student team members (N=7) were given the FLS before project work began, and then re-tested approximately three months later, after project work concluded. Chi Square Analysis showed no clear significant difference between the general group and the NITARP group (p = .52). Both groups tended to be very visual and sequential, but more reflective than active. The results suggest several concerns that science teachers may need to address: (1) Research shows best practice science classes often are hands on, yet a majority of students are more reflective than active; (2) Big ideas tend to be better understood by global students, but a majority are more sequential; (3) Since a majority of students are visual, information given verbally may not be very effective. Further research is indicated for these areas of discontinuity. This research was conducted as part of the NASA/IPAC Training in Archival Research Project (NITARP) and was funded by NASA Astrophysics Data Program and Archive Outreach funds.

On learning science and pseudoscience from prime-time television programming

NASA Astrophysics Data System (ADS)

Whittle, Christopher Henry

The purpose of the present dissertation is to determine whether the viewing of two particular prime-time television programs, ER and The X-Files, increases viewer knowledge of science and to identify factors that may influence learning from entertainment television programming. Viewer knowledge of scientific dialogue from two science-based prime-time television programs, ER, a serial drama in a hospital emergency room and The X-Files, a drama about two Federal Bureau of Investigation agents who pursue alleged extraterrestrial life and paranormal activity, is studied. Level of viewing, education level, science education level, experiential factors, level of parasocial interaction, and demographic characteristics are assessed as independent variables affecting learning from entertainment television viewing. The present research involved a nine-month long content analysis of target television program dialogue and data collection from an Internet-based survey questionnaire posted to target program-specific on-line "chat" groups. The present study demonstrated that entertainment television program viewers incidentally learn science from entertainment television program dialogue. The more they watch, the more they learn. Viewing a pseudoscientific fictional television program does necessarily influence viewer beliefs in pseudoscience. Higher levels of formal science study are reflected in more science learning and less learning of pseudoscience from entertainment television program viewing. Pseudoscience learning from entertainment television programming is significantly related to experience with paranormal phenomena, higher levels of viewer parasocial interaction, and specifically, higher levels of cognitive parasocial interaction. In summary, the greater a viewer's understanding of science the more they learn when they watch their favorite science-based prime-time television programs. Viewers of pseudoscience-based prime-time television programming with higher levels

Values of Catholic science educators: Their impact on attitudes of science teaching and learning

NASA Astrophysics Data System (ADS)

DeMizio, Joanne Greenwald

This quantitative study examined the associations between the values held by middle school science teachers in Catholic schools and their attitudes towards science teaching. A total of six value types were studied---theoretical, economic, aesthetic, social, political, and religious. Teachers can have negative, positive, or neutral attitudes towards their teaching that are linked to their teaching practices and student learning. These teachers' attitudes may affect their competence and have a subsequent impact on their students' attitudes and dispositions towards science. Of particular interest was the relationship between science teaching attitudes and religious values. A non-experimental research design was used to obtain responses from 54 teachers with two survey instruments, the Science Teaching Attitude Scale II and the Allport-Vernon-Lindzey Study of Values. Stepwise multiple regression analysis showed that political values were negatively associated with attitudes towards science teaching. Data collected were inconsistent with the existence of any measurable association between religious values and attitudes towards science teaching. This study implies that science teacher preparation programs should adopt a more contextual perspective on science that seeks to develop the valuation of science within a cultural context, as well as programs that enable teachers to identify the influence of their beliefs on instructional actions to optimize the impact of learning new teaching practices that may enhance student learning.

Hands-on learning: Its effectiveness in teaching the public about wildland fire

Treesearch

Tamara M. Parkinson; Jo Ellen Force; Jane Kapler Smith

2003-01-01

This study evaluated workshops for the adult public featuring experiential learning about wildland fire. Participants used hands-on activities to investigate fire behavior and ecology and to assess hazards in the wildland-urban interface. Effectiveness was examined using a pretest, a posttest following the program, and another posttest 30 days later. Participants’...

Integrated and Independent Learning of Hand-Related Constituent Sequences

ERIC Educational Resources Information Center

Berner, Michael P.; Hoffmann, Joachim

2009-01-01

In almost all daily activities fingers of both hands are used in coordinated succession. The present experiments explored whether learning in such tasks pertains not only to the overall sequence spanning both hands but also to the constituent sequences of each hand. In a serial reaction time task, 2 repeating hand-related sequences were…

GeoBus: bringing Earth science learning to secondary schools in the UK

NASA Astrophysics Data System (ADS)

Robinson, Ruth; Roper, Kathryn; Pike, Charlotte

2015-04-01

GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Almost 35,000 pupils will have been involved in experiential Earth science learning activities by April 2015, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning within the Scotland Curriculum for Excellence, and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. A key aim of GeoBus is to incorporate research outcomes directly into workshops, and to involve early career researchers in project development. One example that is currently in progress is a set of hydrology workshops that focus on the water

Collaborative Action Research on Technology Integration for Science Learning

NASA Astrophysics Data System (ADS)

Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-02-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

Learning Science beyond the Classroom.

ERIC Educational Resources Information Center

Ramey-Gassert, Linda

1997-01-01

Examines a cross-section of craft knowledge and research-based literature of science learning beyond the classroom. Describes informal science education programs, and discusses implications for science teaching, focusing on the importance of informal science learning for children and in-service and preservice teachers. Proposes a model for…

Process and Learning Outcomes from Remotely-Operated, Simulated, and Hands-on Student Laboratories

ERIC Educational Resources Information Center

Corter, James E.; Esche, Sven K.; Chassapis, Constantin; Ma, Jing; Nickerson, Jeffrey V.

2011-01-01

A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the…

Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation - a pilot project.

PubMed

Ramar, Kannan; De Moraes, Alice Gallo; Selim, Bernardo; Holets, Steven; Oeckler, Richard

2016-01-01

Physicians require extensive training to achieve proficiency in mechanical ventilator (MV) management of the critically ill patients. Guided self-directed learning (GSDL) is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. First-year Pulmonary and Critical Care Medicine (PCCM) fellows ( n =6) and Critical Care Internal Medicine (CCIM) ( n =8) fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows) completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p =0.13). Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p =0.39). The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p =0.07). Improved satisfaction scores were noted with hands-on tutoring. Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

Hebbian learning of hand-centred representations in a hierarchical neural network model of the primate visual system.

PubMed

Born, Jannis; Galeazzi, Juan M; Stringer, Simon M

2017-01-01

A subset of neurons in the posterior parietal and premotor areas of the primate brain respond to the locations of visual targets in a hand-centred frame of reference. Such hand-centred visual representations are thought to play an important role in visually-guided reaching to target locations in space. In this paper we show how a biologically plausible, Hebbian learning mechanism may account for the development of localized hand-centred representations in a hierarchical neural network model of the primate visual system, VisNet. The hand-centered neurons developed in the model use an invariance learning mechanism known as continuous transformation (CT) learning. In contrast to previous theoretical proposals for the development of hand-centered visual representations, CT learning does not need a memory trace of recent neuronal activity to be incorporated in the synaptic learning rule. Instead, CT learning relies solely on a Hebbian learning rule, which is able to exploit the spatial overlap that naturally occurs between successive images of a hand-object configuration as it is shifted across different retinal locations due to saccades. Our simulations show how individual neurons in the network model can learn to respond selectively to target objects in particular locations with respect to the hand, irrespective of where the hand-object configuration occurs on the retina. The response properties of these hand-centred neurons further generalise to localised receptive fields in the hand-centred space when tested on novel hand-object configurations that have not been explored during training. Indeed, even when the network is trained with target objects presented across a near continuum of locations around the hand during training, the model continues to develop hand-centred neurons with localised receptive fields in hand-centred space. With the help of principal component analysis, we provide the first theoretical framework that explains the behavior of Hebbian learning

Hebbian learning of hand-centred representations in a hierarchical neural network model of the primate visual system

PubMed Central

Born, Jannis; Stringer, Simon M.

2017-01-01

A subset of neurons in the posterior parietal and premotor areas of the primate brain respond to the locations of visual targets in a hand-centred frame of reference. Such hand-centred visual representations are thought to play an important role in visually-guided reaching to target locations in space. In this paper we show how a biologically plausible, Hebbian learning mechanism may account for the development of localized hand-centred representations in a hierarchical neural network model of the primate visual system, VisNet. The hand-centered neurons developed in the model use an invariance learning mechanism known as continuous transformation (CT) learning. In contrast to previous theoretical proposals for the development of hand-centered visual representations, CT learning does not need a memory trace of recent neuronal activity to be incorporated in the synaptic learning rule. Instead, CT learning relies solely on a Hebbian learning rule, which is able to exploit the spatial overlap that naturally occurs between successive images of a hand-object configuration as it is shifted across different retinal locations due to saccades. Our simulations show how individual neurons in the network model can learn to respond selectively to target objects in particular locations with respect to the hand, irrespective of where the hand-object configuration occurs on the retina. The response properties of these hand-centred neurons further generalise to localised receptive fields in the hand-centred space when tested on novel hand-object configurations that have not been explored during training. Indeed, even when the network is trained with target objects presented across a near continuum of locations around the hand during training, the model continues to develop hand-centred neurons with localised receptive fields in hand-centred space. With the help of principal component analysis, we provide the first theoretical framework that explains the behavior of Hebbian learning

Earthquake!: An Event-Based Science Module. Student Edition. Earth Science Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

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

ERIC Educational Resources Information Center

Ferreira, Maria M.

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

Active Learning Institute: Energizing Science and Math Education. A Compilation of Lesson Plans.

ERIC Educational Resources Information Center

Cuyahoga Community Coll. - East, Cleveland, OH.

The middle school and high school lessons featured in this collection were crafted by science and math teachers who participated in a week-long seminar sponsored by the Eisenhower Professional Development Program administered by the Ohio Board of Regents. The lessons showcase a variety of active learning strategies from using hands-on, low-tech…

Learning "Hands On."

ERIC Educational Resources Information Center

Ritter, Janice T.

2001-01-01

Discusses a computer teacher's incorporation of hand-held computer technology into her third- and fifth-grade students' study of acid rain. The project successfully brought two grade levels together for cross-grade research, provided an opportunity for classroom teachers and technology specialists to work collaboratively, and enhanced students'…

Studying Learners and Assessing Learning: A Process-Relational Perspective on the Learning Sciences

ERIC Educational Resources Information Center

Chee, Yam San

2010-01-01

The field of the learning sciences appears to favor cognitive and social approaches to the study of human learning. In this article, the author proposes that a deep cognizance of cultural influences on learning is vital if formal and informal learning are to make vital connections to learners' lives and their personal need for meaning making in…

Teaching Science to the Gifted.

ERIC Educational Resources Information Center

Scher, Joyce L.

Science teaching practices at the Long Island School for the Gifted emphasize hands-on experiments where children do the work and the teacher assists learning. This approach bypasses the reading/writing barrier that prevents some children from learning science. Many science experiments are described, including a first-grade lesson on using…

Influence of Career Motivation on Science Learning in Korean High-School Students

ERIC Educational Resources Information Center

Shin, Sein; Lee, Jun-Ki; Ha, Minsu

2017-01-01

Motivation to learn is an essential element in science learning. In this study, the role of career motivation in science learning was examined. In particular, first, a science motivation model that focused on career motivation was tested. Second, the role of career motivation as a predictor of STEM track choice was examined. Third, the effect of…

Conative aptitudes in science learning

NASA Astrophysics Data System (ADS)

Jackson, Douglas Northrop, III

2000-09-01

The conative domain of aptitude constructs spans the domains of individual differences in motivation and volition. This research sampled a broad range of conative constructs, including achievement motivation, anxiety, goal orientations, and interest, among others. The purpose was threefold: (a) to explore relationships among conative constructs hypothesized to affect student commitment to learning and subsequent performance, (b) to determine whether or not individual differences in conative constructs were associated with the learning activities and time-on-task of students learning science, and (c) to ascertain whether or not the conative constructs and the time and activity variables were associated with performance differences in a paper-and-pencil science recall measure. This research consisted of three separate studies. Study I involved 60 U.S. college students. In Study II, 234 Canadian high school students participated. These two studies investigated the construct validity of a selection of conative constructs. A principal components analysis of the measures was undertaken and yielded seven components: Pursuit of Excellence, Evaluation Anxiety, Self-Reported Grades, Science Confidence, Science Interest vs. Science Ambivalence, Performance Orientation, and Verbal Ability. For Study III, 82 Canadian high school students completed the same conative questionnaires as were administered in Study II. A computerized environment patterned after an internet browser allowed students to learn about disease-causing microbes. The environment yielded aggregate measures of the time spent learning science, the time spent playing games, the number of games played, and the number of science-related learning activities engaged in by each student. Following administration of the computerized learning environment, students were administered a paper-and pencil science recall measure. Study III found support for the educational importance of the conative variables. Among the

Meta-analysis of the effectiveness of computer-based laboratory versus traditional hands-on laboratory in college and pre-college science instructions

NASA Astrophysics Data System (ADS)

Onuoha, Cajetan O.

The purpose of this research study was to determine the overall effectiveness of computer-based laboratory compared with the traditional hands-on laboratory for improving students' science academic achievement and attitudes towards science subjects at the college and pre-college levels of education in the United States. Meta-analysis was used to synthesis the findings from 38 primary research studies conducted and/or reported in the United States between 1996 and 2006 that compared the effectiveness of computer-based laboratory with the traditional hands-on laboratory on measures related to science academic achievements and attitudes towards science subjects. The 38 primary research studies, with total subjects of 3,824 generated a total of 67 weighted individual effect sizes that were used in this meta-analysis. The study found that computer-based laboratory had small positive effect sizes over the traditional hands-on laboratory (ES = +0.26) on measures related to students' science academic achievements and attitudes towards science subjects (ES = +0.22). It was also found that computer-based laboratory produced more significant effects on physical science subjects compared to biological sciences (ES = +0.34, +0.17).

Science Learning Outcomes in Alignment with Learning Environment Preferences

ERIC Educational Resources Information Center

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-01-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth…

Using Experiential Learning Through Science Experiments to Increase the Motivation of Students Classified as Emotionally Disturbed

NASA Astrophysics Data System (ADS)

Crozier, Marisa

When learning is an adventure rather than an exercise in memorization, students can enjoy the process and be motivated to participate in classroom activities (Clem, Mennicke, & Beasley, 2014). Students classified as emotionally disturbed are prone to disruptive behaviors and struggle learning in a traditional science classroom consisting of lecture and demonstrations. They cannot maintain the necessary level of attention nor have the strong reading, writing or memory skills needed to succeed. Therefore, this study examined whether the use of experiential learning would increase on-task behavior and improve the motivation of emotionally disturbed, middle school students in science. Students completed four hands-on experiments aligned with the science curriculum. The data collection methods implemented were an observation checklist with corresponding journal entries, a summative assessment in the form of lab sheets, and student interviews. Through triangulation and analysis, data revealed that the students had more on-task behaviors, were engaged in the lessons, and improved grades in science.

A case of learning to teach elementary science: Investigating beliefs, experiences, and tensions

NASA Astrophysics Data System (ADS)

Bryan, Lynn Ann

This study examines how preservice elementary teacher beliefs and experiences within the context of reflective science teacher education influence the development of professional knowledge. From a cognitive constructivist theoretical perspective, I conducted a case analysis to investigate the beliefs about science teaching and learning held by a preservice teacher (Barbara), identify the tensions she encountered in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences influenced the process of reflecting on her own science teaching. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs about science teaching and learning. Her foundational beliefs concerned: (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about: (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. The dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in life-long science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well-grounded in experience, embraced a hands-on approach and predominantly guided her vision of practice. Barbara encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her actual practice. Confronting these tensions prompted Barbara to rethink the connections between her classroom actions and students' learning, create new perspectives for viewing her practice, and consider alternative practices more resonant with her visionary beliefs. However, the self-reinforcing belief system created by her

Oak Ridge National Laboratory`s (ORNL) ecological and physical science study center: A hands-on science program for K-12 students

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

Bradshaw, S.P.

1994-12-31

In our tenth year of educational service and outreach, Oak Ridge National Laboratory`s Ecological and Physical Science Study Center (EPSSC) provides hands-on, inquiry-based science activities for area students and teachers. Established in 1984, the EPSSC now hosts over 20,000 student visits. Designed to foster a positive attitude towards science, each unit includes activities which reinforce the science concept being explored. Outdoor science units provide field experience at the Department of Energy`s Oak Ridge National Environmental Research Park and outreach programs are offered on-site in area schools. Other programs are offered as extensions of the EPSSC core programs, including on-site studentmore » science camps, all-girl programs, outreach science camps, student competitions, teacher in-service presentations and teacher workshops.« less

Middle school students' experiences on a science museum field trip as Preparation for Future Learning

NASA Astrophysics Data System (ADS)

Watson, William A.

Exhibits in informal science institutions, like science centers and museums, are often designed to help people learn, but research showing the immediate impact of experiences with exhibits on understanding is limited. This dissertation tested the hypothesis that the value of first-hand experience with an exhibit is not necessarily in its immediate impact on understanding the topic it addresses, but rather in providing the foundation for understanding in the future. The study was guided by the Preparation for Future Learning (PFL) framework (Bransford & Schwartz, 1999), which was applied to a sixth grade class field trip to a science museum (N = 243). A goal of the field trip was to learn about mechanical advantage by engaging with a Giant Lever exhibit. The PFL framework predicted that students who noticed differences in contrasting cases of mechanical advantage at the exhibit and then attempted to explain the reason for the differences would learn better from an expert explanation heard later in school than their peers who engaged with the exhibit in different ways. A quasi-experimental 2 x 2 x 2 factorial design allowed the effects of three independent variables to be examined: first, kinesthetic vs. observation activity as the mechanism to notice the contrast; second, attempting to explain differences vs. not making the attempt; third, hearing an expert explanation in school vs. not hearing it. The dependent variable was conceptual understanding. Results indicated, unexpectedly, that kinesthetic experience and observation of peers were equally effective in helping students to notice differences in mechanical advantage among several lever configurations. As expected, producing a response to explain the differences predicted understanding only for students who subsequently heard the expert explanation at school the following day. Likewise, hearing the explanation only predicted understanding for students who had attempted to explain the phenomenon beforehand. The

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

PubMed

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

2018-02-01

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

Using Art to Enhance the Learning of Math and Science: Developing an Educational Art-Science Kit about Fractal Patterns in Nature

NASA Astrophysics Data System (ADS)

Rao, Deepa

This study documents the development of an educational art-science kit about natural fractals, whose aim is to unite artistic and scientific inquiry in the informal learning of science and math. Throughout this research, I argue that having an arts-integrated approach can enhance the learner of science and math concepts. A guiding metaphor in this thesis is the Enlightenment-era cabinet of curiosities that represents a time when art and science were unified in the process of inquiry about the natural world. Over time, increased specialization in the practice of arts and science led to a growing divergence between the disciplines in the educational system. Recently, initiatives like STEAM are underway at the national level to integrate "Arts and Design" into the Science, Technology, Engineering, and Math (STEM) formal education agenda. Learning artifacts like science kits present an opportunity to unite artistic and scientific inquiry in informal settings. Although science kits have been introduced to promote informal learning, presently, many science kits have a gap in their design, whereby the activities consist of recipe-like instructions that do not encourage further inquiry-based learning. In the spirit of the cabinet of curiosities, this study seeks to unify visual arts and science in the process of inquiry. Drawing from educational theories of Dewey, Piaget, and Papert, I developed a novel, prototype "art-science kit" that promotes experiential, hands-on, and active learning, and encourages inquiry, exploration, creativity, and reflection through a series of art-based activities to help users learn science and math concepts. In this study, I provide an overview of the design and development process of the arts-based educational activities. Furthermore, I present the results of a pilot usability study (n=10) conducted to receive user feedback on the designed materials for use in improving future iterations of the art-science fractal kit. The fractal kit

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

ERIC Educational Resources Information Center

Dunn, Karee E.; Lo, Wen-Juo

2015-01-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of…

Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

NASA Astrophysics Data System (ADS)

Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

2012-06-01

We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

Learning Science Through Visualization

NASA Technical Reports Server (NTRS)

Chaudhury, S. Raj

2005-01-01

In the context of an introductory physical science course for non-science majors, I have been trying to understand how scientific visualizations of natural phenomena can constructively impact student learning. I have also necessarily been concerned with the instructional and assessment approaches that need to be considered when focusing on learning science through visually rich information sources. The overall project can be broken down into three distinct segments : (i) comparing students' abilities to demonstrate proportional reasoning competency on visual and verbal tasks (ii) decoding and deconstructing visualizations of an object falling under gravity (iii) the role of directed instruction to elicit alternate, valid scientific visualizations of the structure of the solar system. Evidence of student learning was collected in multiple forms for this project - quantitative analysis of student performance on written, graded assessments (tests and quizzes); qualitative analysis of videos of student 'think aloud' sessions. The results indicate that there are significant barriers for non-science majors to succeed in mastering the content of science courses, but with informed approaches to instruction and assessment, these barriers can be overcome.

Make Science Matter. Hands on Science.

ERIC Educational Resources Information Center

Kepler, Lynne

1992-01-01

Presents class activities to help elementary students learn about changes in the state of matter by making ice cream. In addition to making observations on the changes of state, students can practice measuring and identifying the properties (e.g., color, size, and shape). (SM)

Brain lateralisation and motor learning: selective effects of dominant and non-dominant hand practice on the early acquisition of throwing skills.

PubMed

Stöckel, Tino; Weigelt, Matthias

2012-01-01

Findings from neurosciences indicate that the two brain hemispheres are specialised for the processing of distinct movement features. How this knowledge can be useful in motor learning remains unclear. Two experiments were conducted to investigate the influence of initial practice with the dominant vs non-dominant hand on the acquisition of novel throwing skills. Within a transfer design two groups practised a novel motor task with the same amount of practice on each hand, but in opposite hand-order. In Experiment 1, participants acquired the position throw in basketball, which places high demands on throwing accuracy. Participants practising this task with their non-dominant hand first, before changing to the dominant hand, showed better skill acquisition than participants practising in opposite order. In Experiment 2 participants learned the overarm throw in team handball, which requires great throwing strength. Participants initially practising with their dominant hand benefited more from practice than participants beginning with their non-dominant hand. These results indicate that spatial accuracy tasks are learned better after initial practice with the non-dominant hand, whereas initial practice with the dominant hand is more efficient for maximum force production tasks. The effects are discussed in terms of brain lateralisation and bilateral practice schedules.

A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa

NASA Astrophysics Data System (ADS)

Babaci-Wilhite, Zehlia

2017-06-01

This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on perspectives of both dominant and non-dominant cultures with a focus on science literacy as a human right. She first examines key assumptions about knowledge which inform mainstream educational research and practice. She then argues for an emphasis on contextualised learning as a right in education. This means accounting for contextualised knowledge and resisting the current trend towards de-contextualisation of curricula. This trend is reflected in Zanzibar's recent curriculum reform, in which English replaced Kiswahili as the language of instruction (LOI) in the last two years of primary school. The author's own research during the initial stage of the change (2010-2015) revealed that the effect has in fact proven to be counterproductive, with educational quality deteriorating further rather than improving. Arguing that language is essential to inquiry-based learning, she introduces a new didactic model which integrates alternative assumptions about the value of local knowledge and local languages in the teaching and learning of science subjects. In practical terms, the model is designed to address key science concepts through multiple modalities - "do it, say it, read it, write it" - a "hands-on" experiential combination which, she posits, may form a new platform for innovation based on a unique mix of local and global knowledge, and facilitate genuine science literacy. She provides examples from cutting-edge educational research and practice that illustrate this new model of teaching and learning science. This model has the potential to improve learning while supporting local languages and culture, giving local languages their

Teaching Science to Students with Learning and Other Disabilities: A Review of Topics and Subtopics Appearing in Experimental Research 1991-2015

ERIC Educational Resources Information Center

Vavougios, Dionisios; Verevi, Alkistis; Papalexopoulos, Panagiotis F.; Verevi, Crystallia-Ioanna; Panagopoulou, Athanasia

2016-01-01

This article reviews 24 years of research focused on science education for students with learning and other disabilities. Our results are based on 53 articles from 2 relevant databases. We hereby present and discuss the results of the most popular topics investigated, which include: constructivism, exploratory learning, hands-on activities,…

The Influence of Extracurricular Activities on Middle School Students' Science Learning in China

ERIC Educational Resources Information Center

Zhang, Danhui; Tang, Xing

2017-01-01

Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science…

Science teachers' learning in a context of collaborative professional development

NASA Astrophysics Data System (ADS)

Faraji, Hassan

The purpose of this qualitative study was to investigate and evaluate science teachers' learning in a context of Collaborative Professional Development, specifically in the Collaborative Program, which is under the Texas Regional Collaboratives for Excellence in Science Teaching (TRC). A non-positivistic, naturalistic approach was used to study five middle school science teachers from a large school district in South Central Texas that were involved in this program. The entire data collection process was conducted from June 1998 through September 2000. I distributed a 15-question survey to the five respondents prior to conducting in-depth interviews with them, between July 2000 and December 2000. I made five class observations, one per teacher, from March 2000 to May 2000. I started to analyze my qualitative data in June 2002. I returned to the write-up process in December 2002, and have continued to the conclusion. This study is intended to serve as a source of information and insight for many different people and groups, including current and prospective science teachers and administrators who are planning to participate in the TRC Results of the study showed eight findings: (1) An overwhelming preference for the kind of professional development respondents received in the Collaborative Program, over the kinds of workshops and seminars they has attended in the past; (2) Collaborative-style learning is initially intimidating and difficult for teachers, but ultimately valuable; (3) The teachers apply what they have learned in the Collaborative Program to their own classrooms; (4) Hands-on learning is something that both teachers and their students enjoy; (5) The Collaborative Program has invigorated their sense of themselves as teachers, and as science teachers specifically, and has built their confidence in teaching science; (6) The incentives for teacher participation in the Collaborative Program seem to be intellectual ones just as much as material ones; (7) The

Hands-on Herps.

ERIC Educational Resources Information Center

Science Activities, 1987

1987-01-01

Presents a hands-on activity to help primary, intermediate, and advanced students learn about and compare the general characteristics of reptiles and amphibians. Suggests "herp stations" to provide experiences. Details materials, background and procedures necessary for using this activity. (CW)

UnCommon Knowledge: Projects That Help Middle-School-Age Youth Discover the Science and Mathematics in Everyday Life. Volume One: Hands-On Science Projects.

ERIC Educational Resources Information Center

Carter, Carolyn S.; Keyes, Marian; Kusimo, Patricia S.; Lunsford, Crystal

This guide contains hands-on science activities to connect middle-school students to the traditional knowledge of their grandparents and elders. Because girls often lose interest in science at the middle-school level, and because women in some communities (especially in rural areas) are seldom involved in work with an obvious science basis, the…

An exploration of fifth-grade students' epistemological beliefs in science and an investigation of their relation to science learning

NASA Astrophysics Data System (ADS)

Elder, Anastasia Danos

Elementary students' beliefs about the nature of knowledge---epistemological beliefs---are an emerging concern for science education and research. Composed of a critique of research literature and two studies, this dissertation investigated the epistemological beliefs of fifth-grade students who participated in inquiry-based, hands-on science program. The goals were to characterize their beliefs about the nature of knowledge in science and to investigate the relation between these beliefs and their learning of scientific process skills. In the first study, fifth-grade students (N = 211) were surveyed about their beliefs regarding the (1) purpose of science, (2) sources of scientific knowledge, (3) roles of evidence and experiments, (4) changing nature of knowledge in science, and (5) coherence of a scientific knowledge base. Descriptive statistics and analysis of variance (ANOVA) were conducted to assess the interrelations among various epistemological belief constructs. Fifth-graders' epistemological beliefs in science were found to reflect a mixture of naive and sophisticated understanding. Few differences in beliefs were found according to gender, ethnicity, and socio-economic status. Students' understanding of the purpose of science and the changing nature of science seemed to act as two important constructs in their beliefs. Furthermore, students' epistemological beliefs was characterized as an emerging system in which beliefs were related to each other in consistent ways. In the second study, fifth-grade students (N = 194) responded to questionnaire items about their epistemological beliefs in science and completed performance assessments testing their science process skills in two units---one which embedded learning of process skills with conceptual knowledge and another in which process skills were learned with minimal reference to conceptual knowledge. Based on correlational and ANOVA analyses, modest links were found between students' epistemological

Problem Solving Model for Science Learning

NASA Astrophysics Data System (ADS)

Alberida, H.; Lufri; Festiyed; Barlian, E.

2018-04-01

This research aims to develop problem solving model for science learning in junior high school. The learning model was developed using the ADDIE model. An analysis phase includes curriculum analysis, analysis of students of SMP Kota Padang, analysis of SMP science teachers, learning analysis, as well as the literature review. The design phase includes product planning a science-learning problem-solving model, which consists of syntax, reaction principle, social system, support system, instructional impact and support. Implementation of problem-solving model in science learning to improve students' science process skills. The development stage consists of three steps: a) designing a prototype, b) performing a formative evaluation and c) a prototype revision. Implementation stage is done through a limited trial. A limited trial was conducted on 24 and 26 August 2015 in Class VII 2 SMPN 12 Padang. The evaluation phase was conducted in the form of experiments at SMPN 1 Padang, SMPN 12 Padang and SMP National Padang. Based on the development research done, the syntax model problem solving for science learning at junior high school consists of the introduction, observation, initial problems, data collection, data organization, data analysis/generalization, and communicating.

Investigating the Impact of Snacks on Secondary School Students' Science Learning and Science Self-Efficacy

ERIC Educational Resources Information Center

Knowles, Reco T.

2012-01-01

The purpose of this study was to determine the impact of Snacks on secondary school students' science learning and science self-efficacy. This study also explored the relationship between teacher science self-efficacy and confidence. The study utilized thirteen (13) teachers participating in an inquiry science professional development that…

Earth From Space: "Beautiful Earth's" Integration of Media Arts, Earth Science, and Native Wisdom in Informal Learning Environments

NASA Astrophysics Data System (ADS)

Casasanto, V.; Hallowell, R.; Williams, K.; Rock, J.; Markus, T.

2015-12-01

"Beautiful Earth: Experiencing and Learning Science in an Engaging Way" was a 3-year project funded by NASA's Competitive Opportunities in Education and Public Outreach for Earth and Space Science. An outgrowth of Kenji Williams' BELLA GAIA performance, Beautiful Earth fostered a new approach to teaching by combining live music, data visualizations and Earth science with indigenous perspectives, and hands-on workshops for K-12 students at 5 science centers. Inspired by the "Overview Effect," described by many astronauts who were awestruck by seeing the Earth from space and their realization of the profound interconnectedness of Earth's life systems, Beautiful Earth leveraged the power of multimedia performance to serve as a springboard to engage K-12 students in hands-on Earth science and Native wisdom workshops. Results will be presented regarding student perceptions of Earth science, environmental issues, and indigenous ways of knowing from 3 years of evaluation data.

The Effects of Aesthetic Science Activities on Improving At-Risk Families Children's Anxiety About Learning Science and Positive Thinking

NASA Astrophysics Data System (ADS)

Hong, Zuway-R.; Lin, Huann-shyang; Chen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Chia-Jung

2014-01-01

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families' children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families' children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.

The influence of extracurricular activities on middle school students' science learning in China

NASA Astrophysics Data System (ADS)

Zhang, Danhui; Tang, Xing

2017-07-01

Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students' self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student's engagement in extracurricular activities. The students' volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother's education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities.

Climate Science Service Learning: Learning In Deed

NASA Astrophysics Data System (ADS)

Glass, D. S.

2012-12-01

Many schools require community service yet students work at a food bank or stream clean-up without understanding causes or solutions for the issues they encounter. Since students learn best when they make connections between scientific concepts and real-world issues that interest them, integrated science service learning is an effective and engaging way to teach. My fifth grade students at National Presbyterian School in Washington, DC learned about climate change through a service learning project to help the environment on campus. The curriculum was aligned with science and climate literacy frameworks, "Benchmarks for Science Literacy," from the American Academy for the Advancement of Science (AAAS) and "The Essential Principles of Climate Sciences," from the U.S. Global Change Research Program / U.S. Climate Change Science Program, and was supported through partnership with NOAA's Climate Stewards Education Program. The service learning project was implemented according to seven best practices of service learning: the students initiated the project, researched the issue, developed a plan, worked with the community, shared their results, reflected on the project, and celebrated their accomplishment. My class of 28 fifth-graders researched and experimented with several environmental variables affecting our campus. They brainstormed service projects they could do to help the environment and decided to focus on reducing idling in the school carpool lane. Students researched how automobile exhaust contributes to climate change, causes acid rain, and harms human health. Students designed a system to measure and eventually minimize the exhaust released by cars idling in the carpool line. They crafted a tally sheet to record the number and size of cars and their idling times. They measured temperature and CO2 data, although they did not find that the number of idling cars affected these variables. Students concluded that over an average week with pleasant weather, 35 of

C-MORE Science Kits: Putting Technology in the Hands of K-12 Teachers and Students

NASA Astrophysics Data System (ADS)

Achilles, K.; Weersing, K.; Daniels, C.; Puniwai, N.; Matsuzaki, J.; Bruno, B. C.

2008-12-01

The Center for Microbial Oceanography: Research and Education (C-MORE) is a NSF Science and Technology Center based at the University of Hawaii. The C-MORE education and outreach program offers a variety of resources and professional development opportunities for science educators, including online resources, participation in oceanography research cruises, teacher-training workshops, mini-grants to incorporate microbial oceanography-related content and activities into their classroom and, most recently, C- MORE science kits. C-MORE science kits provide hands-on classroom, field, and laboratory activities related to microbial oceanography for K-12 students. Each kit comes with complete materials and instructions, and is available free of charge to Hawaii's public school teachers. Several kits are available nationwide. C-MORE science kits cover a range of topics and technologies and are targeted at various grade levels. Here is a sampling of some available kits: 1) Marine Murder Mystery: The Case of the Missing Zooxanthellae. Students learn about the effect of climate change and other environmental threats on coral reef destruction through a murder-mystery experience. Participants also learn how to use DNA to identify a suspect. Grades levels: 3-8. 2) Statistical sampling. Students learn basic statistics through an exercise in random sampling, with applications to microbial oceanography. The laptops provided with this kit enable students to enter, analyze, and graph their data using EXCEL. Grades levels: 6-12. 3) Chlorophyll Lab. A research-quality fluorometer is used to measure the chlorophyll content in marine and freshwater systems. This enables students to compare biomass concentrations in samples collected from various locations. Grades levels: 9-12. 4) Conductivity-Temperature-Depth (CTD). Students predict how certain variables (e.g., temperature, pressure, chlorophyll, oxygen) vary with depth. A CTD, attached to a laptop computer, is deployed into deep water

It's not maths; it's science: exploring thinking dispositions, learning thresholds and mindfulness in science learning

NASA Astrophysics Data System (ADS)

Quinnell, R.; Thompson, R.; LeBard, R. J.

2013-09-01

Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to 'do maths' as part of 'doing science' leads to disengagement from learning. Notions of 'I can't do maths' speak of a rigidity of mind, a 'standoff', forming a barrier to learning in science that needs to be addressed if we, as science educators, are to offer solutions to the so-called 'maths problem' and to support students as they move from being novice to expert. Moving from novice to expert is complex and we lean on several theoretical frameworks (thinking dispositions, threshold concepts and mindfulness in learning) to characterize this pathway in science, with a focus on quantitative skills. Fluid thinking and application of numeracy skills are required to manipulate experimental data sets and are integral to our science practice; we need to stop students from seeing them as optional 'maths' or 'statistics' tasks within our discipline. Being explicit about the ways those in the discipline think, how quantitative data is processed, and allowing places for students to address their skills (including their confidence) offer some ways forward.

Science of Learning Is Learning of Science: Why We Need a Dialectical Approach to Science Education Research

ERIC Educational Resources Information Center

Roth, Wolff-Michael

2012-01-01

Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed…

At-risk children's use of reflection and revision in hands-on experimental activities

NASA Astrophysics Data System (ADS)

Petrosino, Anthony J., Jr.

The goal of this study was to investigate the effects of incorporating opportunities for reflection and revision in hands-on science instruction which emphasized experimentation using model rockets. The participants were low achieving sixth grade summer school students (n = 23) designated as at-risk for school failure by their district. The group was asked a series of interview questions based on work by Schauble et al. (1995) relating to experimentation. The interviews took place over three distinct time points corresponding to a "hands-on only" condition, a "hands-on with reflection and revision" condition and a "hands-on with repeated reflection and revision" condition. A Friedman's Two-Way Analysis of Variance by Ranks indicate students score low at first with traditional hands-on instruction but improve significantly with opportunities to reflect and revise their experiments. In addition, a sociocultural analysis was conducted during the summer school session to assess the model rocket activity as an apprenticeship, as guided participation and as participatory appropriation using a framework established by Rogoff (1994). Finally, a survey (the Classroom Environment Survey) was administered to the students measuring five constructs consistent with a constructivist classroom: participation, autonomy, relevance, commitment to learning and disruptions to learning. Analysis indicate students in the summer school model rocket intervention experienced a greater sense of constructivist principles during the activity than a similar comparison group utilizing reform minded instruction but not including opportunities for reflection and revision cycles. This research provides important evidence that, like scientists, students in school can learn effectively from extended practice in a varied context. Importantly, the data indicate that hands-on instruction is best utilized when opportunities for reflection and revision are made explicit. Implications are discussed related

Influence of Joyful Learning on Elementary School Students’ Attitudes Toward Science

NASA Astrophysics Data System (ADS)

Anggoro, S.; Sopandi, W.; Sholehuddin, M.

2017-02-01

This study investigated the effects of joyful learning approach on elementary school students’ attitudes toward science. The method used is quasy experiment with the participants were divided into two groups. Thirty three of 4th grade students volunteered as an experimental group, and the other forty two act as a control group. The data was collected by questionnaire that are given before and after the lesson, observation sheet, and interview. The effect of joyful learning on students’ attitude was obtained by determining the n-gain and independent t-test. Observation and interview results were used to triangulate and support the quantitative findings. The data showed that the gain scores of the experimental group students’ attitudes toward science were significantly higher than the gain scores of control group. In addition, the experimental group made significantly greater progress in their cognitive, affective and conative experiences. Interviews and observations indicated that their attitude toward science changed over the intervention. This indicated that joyful learning approach can enhance the elementary school students’ attitudes toward science. According to these findings, it can be concluded that joyful learning approach can be used as an alternative approach to improve student’s attitude toward science.

What recent research on diagrams suggests about learning with rather than learning from visual representations in science

NASA Astrophysics Data System (ADS)

Tippett, Christine D.

2016-03-01

The move from learning science from representations to learning science with representations has many potential and undocumented complexities. This thematic analysis partially explores the trends of representational uses in science instruction, examining 80 research studies on diagram use in science. These studies, published during 2000-2014, were located through searches of journal databases and books. Open coding of the studies identified 13 themes, 6 of which were identified in at least 10% of the studies: eliciting mental models, classroom-based research, multimedia principles, teaching and learning strategies, representational competence, and student agency. A shift in emphasis on learning with rather than learning from representations was evident across the three 5-year intervals considered, mirroring a pedagogical shift from science instruction as transmission of information to constructivist approaches in which learners actively negotiate understanding and construct knowledge. The themes and topics in recent research highlight areas of active interest and reveal gaps that may prove fruitful for further research, including classroom-based studies, the role of prior knowledge, and the use of eye-tracking. The results of the research included in this thematic review of the 2000-2014 literature suggest that both interpreting and constructing representations can lead to better understanding of science concepts.

Hands-on Science: Wildcatters.

ERIC Educational Resources Information Center

Markle, Sandra

1988-01-01

A science unit illustrates the concept of scientific predictions by using how geologists predict where to drill for oil as an example. In a related exercise, everyday items such as bricks, sand, and marbles introduce permeability. Other activities demonstrate how to base predictions on established patterns. A reproducible page is provided. (JL)

Seafloor Science and Remotely Operated Vehicle (SSROV) Day Camp: A Week-Long, Hands-On STEM Summer Camp

NASA Astrophysics Data System (ADS)

Wheat, C. G.; Fournier, T.; Monahan, K.; Paul, C.

2015-12-01

RETINA (Robotic Exploration Technologies IN Astrobiology) has developed a program geared towards stimulating our youth with innovative and relevant hands-on learning modules under a STEM umbrella. Given the breadth of potential science and engineering topics that excite children, the RETINA Program focuses on interactive participation in the design and development of simple robotic and sensor systems, providing a range of challenges to engage students through project-based learning (PBL). Thus, young students experience scientific discovery through the use and understanding of technology. This groundwork serves as the foundation for SSROV Camp, a week-long, summer day camp for 6th-8th grade students. The camp is centered on the sensors and platforms that guide seafloor exploration and discovery and builds upon the notion that transformative discoveries in the deep sea result from either sampling new environments or making new measurements with sensors adapted to this extreme environment. These technical and scientific needs are folded into the curriculum. Each of the first four days of the camp includes four team-based, hands-on technical challenges, communication among peer groups, and competition. The fifth day includes additional activities, culminating in camper-led presentations to describe a planned mission based on a given geologic setting. Presentations include hypotheses, operational requirements and expected data products. SSROV Camp was initiated last summer for three sessions, two in Monterey, CA and one in Oxford, MS. Campers from both regions grasped key elements of the program, based on written responses to questions before and after the camp. On average, 32% of the pre-test questions were answered correctly compared with 80% of the post-test questions. Additional confirmation of gains in campers' knowledge, skills, and critical thinking on environmental issues and engineering problems were apparent during the "jeopardy" competition, nightly homework

Application of Model Project Based Learning on Integrated Science in Water Pollution

NASA Astrophysics Data System (ADS)

Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.

2017-09-01

The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.

Focus on Attitudes. Learning in Science Project. Working Paper No. 9.

ERIC Educational Resources Information Center

Stead, Keith; And Others

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…

Science Integrating Learning Objectives: A Cooperative Learning Group Process

ERIC Educational Resources Information Center

Spindler, Matt

2015-01-01

The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…

Experiential learning for education on Earth Sciences

NASA Astrophysics Data System (ADS)

Marsili, Antonella; D'Addezio, Giuliana; Todaro, Riccardo; Scipilliti, Francesca

2015-04-01

The Laboratorio Divulgazione Scientifica e Attività Museali of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Laboratory for Outreach and Museum Activities) in Rome, organizes every year intense educational and outreach activities to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. Focusing on kids, we designed and implemented the "greedy laboratory for children curious on science (Laboratorio goloso per bambini curiosi di scienza)", to intrigue children from primary schools and to attract their interest by addressing in a fun and unusual way topics regarding the Earth, seismicity and seismic risk. We performed the "greedy laboratory" using experiential teaching, an innovative method envisaging the use and handling commonly used substances. In particular, in the "greedy laboratory" we proposed the use of everyday life's elements, such as food, to engage, entertain and convey in a simple and interesting communication approach notions concerning Earth processes. We proposed the initiative to public during the "European Researchers Night" in Rome, on September 26, 2014. Children attending the "greedy laboratory", guided by researchers and technicians, had the opportunity to become familiar with scientific concepts, such as the composition of the Earth, the Plate tectonics, the earthquake generation, the propagation of seismic waves and their shaking effects on the anthropogenic environment. During the hand-on laboratory, each child used not harmful substances such as honey, chocolate, flour, barley, boiled eggs and biscuits. At the end, we administered a questionnaire rating the proposed activities, first evaluating the level of general satisfaction of the laboratory and then the various activities in which it was divided. This survey supplied our team with feedbacks, revealing some precious hints on appreciation and margins of improvement. We provided a semi-quantitative assessment with a

Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

NASA Astrophysics Data System (ADS)

Hong, Zuway-R.

2010-10-01

This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty-eight eighth-grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants' learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow-up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided.

An Illumination of the Roles of Hands-On Activities, Discussion, Text Reading, and Writing in Constructing Biology Knowledge in Seventh Grade

ERIC Educational Resources Information Center

Wallace, Carolyn S.

2004-01-01

A previous study (Wallace, Yang, Hand, & Hohenshell, 2001) indicated that seventh-grade life science students using a learning tool known as the Science Writing Heuristic (SWH) performed significantly better on conceptual test questions than did a control group. In the present study, the researcher studied more deeply how students utilized a…

The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills

NASA Astrophysics Data System (ADS)

Aulia, E. V.; Poedjiastoeti, S.; Agustini, R.

2018-01-01

The purpose of this research is to describe the effectiveness of guided inquiry-based learning material to improve students’ science literacy skills on solubility and solubility product concepts. This study used Research and Development (R&D) design and was implemented to the 11th graders of Muhammadiyah 4 Senior High School Surabaya in 2016/2017 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, test, and questionnaire. The results of this research showed that the students’ science literacy skills are different after implementation of guided inquiry-based learning material. The guided inquiry-based learning material is effective to improve students’ science literacy skills on solubility and solubility product concepts by getting N-gain score with medium and high category. This improvement caused by the developed learning material such as lesson plan, student worksheet, and science literacy skill tests were categorized as valid and very valid. In addition, each of the learning phases in lesson plan has been well implemented. Therefore, it can be concluded that the guided inquiry-based learning material are effective to improve students’ science literacy skills on solubility and solubility product concepts in senior high school.

The effects of a problem-based learning digital game on continuing motivation to learn science

NASA Astrophysics Data System (ADS)

Toprac, Paul K.

The purpose of this study was to determine whether playing a problem-based learning (PBL) computer game, Alien Rescue III, would promote continuing motivation (CM) to learn science, and to explore the possible sources of CM. Another goal was to determine whether CM and interest to learn science in the classroom were identical constructs. CM was defined as the pursuit of academic learning goals in noninstructional contexts that were initially encountered in the classroom. Alien Rescue was played for a total of 9 hours in the seventh grade of a private middle school with 44 students, total, participating. The study used a design-based research approach that attempted to triangulate quantitative and qualitative methods. A science knowledge test, and two self-report questionnaires---one measuring motivation and one measuring CM---were administered preintervention, postintervention, and follow-up. Qualitative data was also collected, including student interviews, classroom observations, written responses, and a science teacher interview. Repeated measures ANOVAs were used to determine any significant changes in scores. A multiple regression analysis was used to explore whether a model of CM could be determined using the Eccles' expectancy-value achievement motivation model. The constant comparative method was used to obtain relevant information from the qualitative data. Based on contradictory quantitative and qualitative findings, results were mixed as to whether students exhibited an increase in CM to learn space science. Students continued to freely engage Alien Rescue during the mid-class break, but this does not strictly adhere to the definition of CM. However, many students did find space science more interesting than anticipated and developed increased desire to learn more in class, if not outside of class. Results also suggest that CM and interest in learning more in class are separate but related constructs. Finally, no satisfactory model emerged from the

Introducing Computational Thinking through Hands-on Projects Using R with Applications to Calculus, Probability and Data Analysis

ERIC Educational Resources Information Center

Benakli, Nadia; Kostadinov, Boyan; Satyanarayana, Ashwin; Singh, Satyanand

2017-01-01

The goal of this paper is to promote computational thinking among mathematics, engineering, science and technology students, through hands-on computer experiments. These activities have the potential to empower students to learn, create and invent with technology, and they engage computational thinking through simulations, visualizations and data…

Undergraduate students' earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan

NASA Astrophysics Data System (ADS)

Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen

2016-06-01

In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to explore the relationships among undergraduates' conceptions of, approaches to, and self-efficacy for learning earth science by adopting the structural equation modeling technique. A total of 268 Taiwanese undergraduates (144 females) participated in this study. Three instruments were modified to assess the students' conceptions of, approaches to, and self-efficacy for learning earth science. The results indicated that students' conceptions of learning made a significant contribution to their approaches to learning, which were consequently correlated with their learning self-efficacy. More specifically, students with stronger agreement that learning earth science involves applying the knowledge and skills learned to unknown problems were prone to possess higher confidence in learning earth science. Moreover, students viewing earth science learning as understanding earth science knowledge were more likely to adopt meaningful strategies to learn earth science, and hence expressed a higher sense of self-efficacy. Based on the results, practical implications and suggestions for future research are discussed.

Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran.

PubMed

Peyman, Hadi; Sadeghifar, Jamil; Khajavikhan, Javaher; Yasemi, Masood; Rasool, Mohammad; Yaghoubi, Yasemi Monireh; Nahal, Monireh Mohammad Hassan; Karim, Hemati

2014-08-01

Preferred learning styles of learners are different, which depend on tastes, mentality preparedness, as well as physical condition, in terms of sensory modalities. Identifying and employing appropriate learning styles could play an important role in selecting teaching styles, which can improve education ultimately. The present study aimed to assess the diversity of learning styles amongst medical students of a medical sciences university which was located west of Iran, in 2010. A cross-sectional study which employed VARK learning style's questionnaire was done on 141 first year medical sciences students at Ilam University of Medical Sciences in 2010. Data was collected with use of VARK questionnaire. The validity of the questionnaire was assessed on basis of experts' views and its reliability was calculated by using Cronbach's alpha coefficients (α=0.86). Data were analysed by using SPSS software and Chi-square test. Overall, 41.6% of the samples preferred to use a single learning style (Uni-modal). Of these, 17.7% preferred the Aural style, 17% preferred Reading and Writing, 6.4% preferred Kinesthetic style and 0.7% preferred Visual styles. Among the rest of the 82 students who preferred more than one style (multimodal), 17% chose two modes (bimodal), 13.5% chose three modes (tri-modal), and 27.6% chose four modes (quad-modal). There was a significant difference between educational levels and majors on one hand and choice of quad modal of VARK styles on the other hand (p=0.008). A significant association was also found between participants' genders and selection of visual and reading/writing styles (p=0.03). The preferred learning styles of medical students in the present study were aural and reading/writing. It is suggested that all medical students must be tested to determine their desired learning styles by using VARK questionnaire, also to choose appropriate teaching methods and to improve educational goals.

Culture Matters in Science Education

ERIC Educational Resources Information Center

Pang, Valerie Ooka; Lafferty, Karen Elizabeth; Pang, Jennifer M.; Griswold, Joan; Oser, Rick

2014-01-01

On the Saturday before Halloween, hundreds of students and their parents went from booth to booth participating in science activities at an annual Fall Festival and Learning Fair. The Fall Festival and Learning Fair is a valuable annual partnership where culturally relevant teaching engages each child in hands-on, standards-based science lessons.…

LEARNING AND CREATIVITY WITH SPECIAL EMPHASIS ON SCIENCE.

ERIC Educational Resources Information Center

SULLIVAN, JOHN J.; TAYLOR, CALVIN W.

PAPERS CONCERNING (1) LEARNING AND METHODS OF INVESTIGATION, AND (2) CREATIVITY AND PRODUCTIVE THINKING ARE INCLUDED IN THIS NATIONAL SCIENCE TEACHERS ASSOCIATION PUBLICATION. IN THE PAPER THAT DEALS WITH LEARNING, A DEFINITION OF LEARNING AND A DESCRIPTION OF BEHAVIORAL PSYCHOLOGY ARE FOLLOWED BY A DISCUSSION OF DISCRIMINATIVE STIMULI AND…

Effects of Abstract and Concrete Simulation Elements on Science Learning

ERIC Educational Resources Information Center

Jaakkola, T.; Veermans, K.

2015-01-01

Contemporary evidence on the effectiveness of concrete and abstract representations in science education is based solely on studies conducted in college context. There it has been found that learning with abstract representations produces predominantly better outcomes than learning with concrete representations and combining the representations…

How can the curation of hands-on STEM activities power successful mobile apps and websites?

NASA Astrophysics Data System (ADS)

Porcello, D.; Peticolas, L. M.; Schwerin, T. G.

2015-12-01

The Lawrence Hall of Science (LHS) is University of California, Berkeley's public science center. Over the last decade, the Center for Technology Innovation at LHS has partnered with many institutions to establish a strong track record of developing successful technology solutions to support STEM teaching and learning within informal environments. Curation by subject-matter experts has been at the heart of many educational technology products from LHS and its partners that are directed at educators and families. This work includes: (1) popular digital libraries for inquiry-based activities at Howtosmile.org (NSF DRL #0735007) and NASA Earth and Space science education resources at NASAwavelength.org; and novel mobile apps like DIY Sun Science (NASA NNX10AE05G) and DIY Human Body (NIH 5R25OD010543) designed to scaffold exploration of STEM phenomena at home. Both NASA Wavelength and DIY Sun Science arose out of long-term collaborations with the Space Sciences Laboratory at UC Berkeley, Institute for Global Environmental Strategies (IGES), and other NASA-funded organizations, in partnership with NASA through cooperative agreements. This session will review the development, formative evaluation, and usage metrics for these two Earth and Space science-themed educational technology products directly relevant to the AGU community. Questions reviewed by presenters will include: What makes a good hands-on activity, and what essential information do educators depend on when searching for programming additions? What content and connections do families need to explore hands-on activities? How can technology help incorporate educational standards into the discovery process for learning experiences online? How do all these components drive the design and user experience of websites and apps that showcase STEM content?

Science Investigation That Best Supports Student Learning: Teachers' Understanding of Science Investigation

ERIC Educational Resources Information Center

Moeed, Azra

2013-01-01

Internationally, learning science through investigation is promoted as a preferred pedagogical approach. Research presented takes a view that such learning depends on how teachers understand science investigation. Teachers' understanding of science investigation was an aspect of an interpretive case study of the phenomenon of science investigation…

Knowledge Retention for Computer Simulations: A study comparing virtual and hands-on laboratories

NASA Astrophysics Data System (ADS)

Croom, John R., III

The use of virtual laboratories has the potential to change physics education. These low-cost, interactive computer activities interest students, allow for easy setup, and give educators a way to teach laboratory based online classes. This study investigated whether virtual laboratories could replace traditional hands-on laboratories and whether students could retain the same long-term knowledge in virtual laboratories as compared to hands-on laboratories. This study is a quantitative quasi-experiment that used a multiple posttest design to determine if students using virtual laboratories would retain the same knowledge as students who performed hands-on laboratories after 9 weeks. The study was composed of 336 students from 14 school districts. Students had their performances on the laboratories and their retention of the laboratories compared to a series of factors that might have affected their retention using a pretest and two posttests, which were compared using a t test. The results showed no significant difference in short-term learning between the hands-on laboratory groups and virtual laboratory groups. There was, however, a significant difference (p = .005) between the groups in long-term retention; students in the hands-on laboratory groups retained more information than those in the virtual laboratory groups. These results suggest that long-term learning is enhanced when a laboratory contains a hands-on component. Finally, the results showed that both groups of students felt their particular laboratory style was superior to the alternative method. The findings of this study can be used to improve the integration of virtual laboratories into science curriculum.

The effects of contextual learning instruction on science achievement of male and female tenth-grade students

NASA Astrophysics Data System (ADS)

Ingram, Samantha Jones

The purpose of this study was to investigate the effects of the contextual learning method on science performance, attitudes toward science, and motivational factors that influence high school students to learn science. Gender differences in science performance and attitudes toward science were also investigated. The sample included four tenth-grade classes of African-American students enrolled in Chemistry I. All students were required to review for the Alabama High School Graduation Exam in Science. Students were administered a science pretest and posttest to measure science performance. A two-way analysis of covariance was performed on the test data. The results showed a main effect of contextual learning instruction on science achievement and no significant differences between females' and males' performance in science. The Science Attitude and the Alabama High School Graduation Exam (AHSGE) Review Class Surveys were administered to assess students' beliefs and attitudes toward science. The Science Attitude Survey results indicated a control effect in three subscales: perception of guardian's attitude, attitude toward success in science, and perception of teacher's attitude. No significant differences resulted between males and females in their beliefs about science from the attitude survey. However, students' attitudes toward science were more favorable in the contextual learning classes based on the results of the Review Class Survey. The survey data revealed that both males and females in the contextual classes had positive attitudes toward science and toward being active participants in the learning process. Qualitative data on student motivation were collected to examine the meaningfulness of the contextual learning content and materials. The majority of the students in the treatment (96%) and the control groups (86%) reported high interest in the lesson on Newton's three laws of motion. Both the treatment and the control groups indicated their interest

Hand Gesture and Mathematics Learning: Lessons From an Avatar.

PubMed

Cook, Susan Wagner; Friedman, Howard S; Duggan, Katherine A; Cui, Jian; Popescu, Voicu

2017-03-01

A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co-vary with other non-verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer-generated animated pedagogical agent to control both verbal and non-verbal behavior. Children viewed lessons on mathematical equivalence in which an avatar either gestured or did not gesture, while eye gaze, head position, and lip movements remained identical across gesture conditions. Children who observed the gesturing avatar learned more, and they solved problems more quickly. Moreover, those children who learned were more likely to transfer and generalize their knowledge. These findings provide converging evidence that gesture facilitates math learning, and they reveal the potential for using technology to study non-verbal behavior in controlled experiments. Copyright © 2016 Cognitive Science Society, Inc.

Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

NASA Astrophysics Data System (ADS)

Chamnanwong, Pornpaka; Thathong, Kongsak

2018-01-01

In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

The Effects of Mobile Natural-Science Learning Based on the 5E Learning Cycle: A Case Study

ERIC Educational Resources Information Center

Liu, Tzu-Chien; Peng, Hsinyi; Wu, Wen-Hsuan; Lin, Ming-Sheng

2009-01-01

This study has three major purposes, including designing mobile natural-science learning activities that rest on the 5E Learning Cycle, examining the effects of these learning activities on students' performances of learning aquatic plants, and exploring students' perceptions toward these learning activities. A case-study method is utilized and…

A Hands-On, Interdisciplinary Laboratory Program and Educational Model to Strengthen a Radar Curriculum for Broad Distribution

ERIC Educational Resources Information Center

Yeary, Mark; Yu, Tian-You; Palmer, Robert; Biggerstaff, Michael; Fink, L. Dee; Ahem, Carolyn; Tarp, Keli Pirtle

2007-01-01

This paper describes the details of a National Science Foundation multi-year educational project at the University of Oklahoma (OU). The goal of this comprehensive active-learning and hands-on laboratory program is to develop an interdisciplinary program, in which engineering, geoscience, and meteorology students participate, which forms a…

Hands-On Calculus

ERIC Educational Resources Information Center

Sutherland, Melissa

2006-01-01

In this paper we discuss manipulatives and hands-on investigations for Calculus involving volume, arc length, and surface area to motivate and develop formulae which can then be verified using techniques of integration. Pre-service teachers in calculus courses using these activities experience a classroom in which active learning is encouraged and…

Hands-On Science: Is It an Acid or a Base? These Colorful Tests Tell All!

ERIC Educational Resources Information Center

VanCleave, Janice

1998-01-01

Two hands-on science activities for K-6 students teach them how to determine if something is an acid or a base. The activities require acid/base indicator juice, testing strips, and a base solution. A recipe for making them in the classroom using red cabbage and baking soda is provided. (SM)

Taking Science to School: Learning and Teaching Science in Grades K-8

ERIC Educational Resources Information Center

Duschl, Richard A., Ed.; Schweingruber, Heidi A., Ed.; Shouse, Andrew W., Ed.

2007-01-01

What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, "Taking Science to School" provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of…

Science Engagement Through Hands-On Activities that Promote Scientific Thinking and Generate Excitement and Awareness of NASA Assets, Missions, and Science

NASA Technical Reports Server (NTRS)

Graff, P. V.; Foxworth, S.; Miller, R.; Runco, S.; Luckey, M. K.; Maudlin, E.

2018-01-01

The public with hands-on activities that infuse content related to NASA assets, missions, and science and reflect authentic scientific practices promotes understanding and generates excitement about NASA science, research, and exploration. These types of activities expose our next generation of explorers to science they may be inspired to pursue as a future STEM career and expose people of all ages to unique, exciting, and authentic aspects of NASA exploration. The activities discussed here (Blue Marble Matches, Lunar Geologist Practice, Let's Discover New Frontiers, Target Asteroid, and Meteorite Bingo) have been developed by Astromaterials Research and Exploration Science (ARES) Science Engagement Specialists in conjunction with ARES Scientists at the NASA Johnson Space Center. Activities are designed to be usable across a variety of educational environments (formal and informal) and reflect authentic scientific content and practices.

The Citizen Science Program "H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change" teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. This is a continuation of the Program presented last year at the Poster Session.

NASA Astrophysics Data System (ADS)

Weiss, N. K.; Wood, J. H.

2017-12-01

TThe Citizen Science Program H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change, teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. During each session (in-class or after-school as a club), students build an understanding about how climate change impacts our oceans using resources provided by ExplorOcean (hands-on activities, presentations, multi-media). Through a student leadership model, students present lessons to each other, interweaving a deep learning of science, 21st century technology, communication skills, and leadership. After participating in learning experiences and activities related to 6 key climate change concepts: 1) Introduction to climate change, 2) Increased sea temperatures, 3) Ocean acidification, 4) Sea level rise, 5) Feedback mechanisms, and 6) Innovative solutions. H2O SOS- Operation Climate change participants select one focus issue and use it to design a multi-pronged campaign to increase awareness about this issue in their local community. The campaign includes social media, an interactive activity, and a visual component. All participating clubs that meet participation and action goals earn a field trip to Ocean Quest where they dive deeper into their selected issue through hands-on activities, real-world investigations, and interviews or presentations with experts. In addition to self-selected opportunities to showcase their focus issue, teams will participate in one of several key events identified by Ocean Quest.

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

NASA Astrophysics Data System (ADS)

Chen, Cheng-ping; Wang, Chang-Hwa

2015-12-01

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of "day, night, and seasons" for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

A Further Characterization of Empirical Research Related to Learning Outcome Achievement in Remote and Virtual Science Labs

ERIC Educational Resources Information Center

Brinson, James R.

2017-01-01

This paper further characterizes recently reviewed literature related to student learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) science labs, as well as factors to consider when evaluating the state and progress of research in this field as a whole. Current research is characterized according to…

Collaborative Education in Climate Change Sciences and Adaptation through Interactive Learning

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.

2014-12-01

As a result of several funded climate change education grants, collaboration between VSU, DSU, and MSU, was established to provide the innovative and cohesive education and research opportunities to underrepresented groups in the climate related sciences. Prior to offering climate change and adaptation related topics to the students, faculty members of the three collaborating institutions participated at a number of faculty training and preparation workshops for teaching climate change sciences (i.e. AMS Diversity Project Workshop, NCAR Faculty-Student Team on Climate Change, NASA-NICE Program). In order to enhance the teaching and student learning on various issues in the Environmental Sciences Programs, Climatology, Climate Change Sciences and Adaptation or related courses were developed at Delaware State University and its partner institutions (Virginia State University and Morgan State University). These courses were prepared to deliver information on physical basis for the earth's climate system and current climate change instruction modules by AMS and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR and NASA Climate Models). By using Global Seminar as a Model, faculty members worked in teams to engage students in videoconferencing on climate change through Contemporary Global Studies and climate courses including Climate Change and Adaptation Science, Sustainable Agriculture, Introduction to Environmental Sciences, Climatology, and Ecology and Adaptation courses. All climate change courses have extensive hands-on practices and research integrated into the student learning experiences. Some of these students have presented their classroom projects during Earth Day, Student Climate Change Symposium, Undergraduate Summer Symposium, and other national conferences.

Science Centres and Science Learning.

ERIC Educational Resources Information Center

Rennie, Leonie J.; McClafferty, Terence P.

1996-01-01

Focuses on the interactive science center and its history over the last four decades. Traces the original idea to Francis Bacon. Recommends the use of cross-site studies to develop a model of learning in this setting. Contains 141 references. (DDR)

Science Fairs: A Qualitative Study of Their Impact on Student Science Inquiry Learning and Attitudes toward STEM

ERIC Educational Resources Information Center

Schmidt, Kathleen M.; Kelter, Paul

2017-01-01

Little is known about the impact of science fair participation on student science inquiry learning. Furthermore, there is only a small research base relating to science fair participation and student attitudes toward science, technology, engineering, and mathematics (STEM) careers and coursework. In this study, 41 seventh-grade science fair…

Wearable Sensors for eLearning of Manual Tasks: Using Forearm EMG in Hand Hygiene Training

PubMed Central

Kutafina, Ekaterina; Laukamp, David; Bettermann, Ralf; Schroeder, Ulrik; Jonas, Stephan M.

2016-01-01

In this paper, we propose a novel approach to eLearning that makes use of smart wearable sensors. Traditional eLearning supports the remote and mobile learning of mostly theoretical knowledge. Here we discuss the possibilities of eLearning to support the training of manual skills. We employ forearm armbands with inertial measurement units and surface electromyography sensors to detect and analyse the user’s hand motions and evaluate their performance. Hand hygiene is chosen as the example activity, as it is a highly standardized manual task that is often not properly executed. The World Health Organization guidelines on hand hygiene are taken as a model of the optimal hygiene procedure, due to their algorithmic structure. Gesture recognition procedures based on artificial neural networks and hidden Markov modeling were developed, achieving recognition rates of 98.30% (±1.26%) for individual gestures. Our approach is shown to be promising for further research and application in the mobile eLearning of manual skills. PMID:27527167

Wearable Sensors for eLearning of Manual Tasks: Using Forearm EMG in Hand Hygiene Training.

PubMed

Kutafina, Ekaterina; Laukamp, David; Bettermann, Ralf; Schroeder, Ulrik; Jonas, Stephan M

2016-08-03

In this paper, we propose a novel approach to eLearning that makes use of smart wearable sensors. Traditional eLearning supports the remote and mobile learning of mostly theoretical knowledge. Here we discuss the possibilities of eLearning to support the training of manual skills. We employ forearm armbands with inertial measurement units and surface electromyography sensors to detect and analyse the user's hand motions and evaluate their performance. Hand hygiene is chosen as the example activity, as it is a highly standardized manual task that is often not properly executed. The World Health Organization guidelines on hand hygiene are taken as a model of the optimal hygiene procedure, due to their algorithmic structure. Gesture recognition procedures based on artificial neural networks and hidden Markov modeling were developed, achieving recognition rates of 98 . 30 % ( ± 1 . 26 % ) for individual gestures. Our approach is shown to be promising for further research and application in the mobile eLearning of manual skills.

Citizen science on a smartphone: Participants' motivations and learning.

PubMed

Land-Zandstra, Anne M; Devilee, Jeroen L A; Snik, Frans; Buurmeijer, Franka; van den Broek, Jos M

2016-01-01

Citizen science provides researchers means to gather or analyse large datasets. At the same time, citizen science projects offer an opportunity for non-scientists to be part of and learn from the scientific process. In the Dutch iSPEX project, a large number of citizens turned their smartphones into actual measurement devices to measure aerosols. This study examined participants' motivation and perceived learning impacts of this unique project. Most respondents joined iSPEX because they wanted to contribute to the scientific goals of the project or because they were interested in the project topics (health and environmental impact of aerosols). In terms of learning impact, respondents reported a gain in knowledge about citizen science and the topics of the project. However, many respondents had an incomplete understanding of the science behind the project, possibly caused by the complexity of the measurements. © The Author(s) 2015.

Learning Science Process Through Data Exploration and Writing

NASA Astrophysics Data System (ADS)

Prothero, W. A.

2007-12-01

One of the most effective ways of teaching science process is to have students take part in the same activities that practicing scientists engage in. These activities include studying the current research in the field, discussing ideas with colleagues, formulating a research problem, making a proposal defining the problem and plan of attack, presenting and writing about the results of the study, and critically reviewing the work of others. An inquiry curriculum can use these activities to guide the scaffolding of assignments and learning experiences that help students learn science process. At UCSB, students in a large general education oceanography class use real Earth data to study plate tectonics, the Indian Monsoon, climate change, and the health of the world fisheries. The end product for each subject has been a science paper based on Earth data. Over a period of approximately 15 years, the scaffolding of activities to prepare each student for the written assignments has been modified and improved, in response to student feedback and their success with the assignments. I have found that the following resources and sequence of activities help the oceanography students write good science papers. 1. Lecture: motivation and the opportunity for feedback and questions. 2. Textbook: background information. It is also possible to get the information from the internet, but unless the scope of reading is strictly defined, students don't know when to stop reading and become unhappy. 3. Online assignments: automatically graded assignments that force the student to keep up with reading. 4. Questions of the day: in-class handouts, with diagrams that the students either complete, or answer questions about. They are handed in and tallied, but not graded. They also inform the instructor of misconceptions. 5. Thought questions: student answers are posted on a threaded discussion list, and are due prior to lecture. The answers provide instructor feedback and guide the lecture

Collaborative Action Research on Technology Integration for Science Learning

ERIC Educational Resources Information Center

Wang, Chien-hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-01-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies,…

The Effect of Hands-On Activities on Children's Knowledge and Disgust for Animals

ERIC Educational Resources Information Center

Prokop, Pavol; Fancovicová, Jana

2017-01-01

Research has shown that hands-on activities in biology/science education tend to improve children's attitudes towards science. These hands-on activities can influence children's interest in various ways, perhaps because they invoke varying emotions. We used a sample of 10-12-year-old children (n = 142) to examine the effect of hands-on activities…

Assessing High School Student Learning on Science Outreach Lab Activities

ERIC Educational Resources Information Center

Thomas, Courtney L.

2012-01-01

The effect of hands-on laboratory activities on secondary student learning was examined. Assessment was conducted over a two-year period, with 262 students participating the first year and 264 students the second year. Students took a prequiz, performed a laboratory activity (gas chromatography of alcohols, or photosynthesis and respiration), and…

Student-Centered and Dynamic Interfaces that Enrich Technical Learning for Online Science Learners: A Review of the Literature

ERIC Educational Resources Information Center

Killian, Susan A.; Beck, Dennis E.; O'Bryan, Corliss A.; Jarvis, Nathan; Clausen, Edgar C.; Crandall, Philip G.

2014-01-01

Communicating complex scientific and technical information presents a challenge for food science educators. The most efficient learning occurs when all senses are engaged, one reason that many educators believe that scientific principles are best taught with hands-on laboratory experiences. Today there are many challenges to the continuation of…

Science learning based on local potential: Overview of the nature of science (NoS) achieved

NASA Astrophysics Data System (ADS)

Wilujeng, Insih; Zuhdan Kun, P.; Suryadarma, IGP.

2017-08-01

The research concerned here examined the effectiveness of science learning conducted with local potential as basis from the point of a review of the NoS (nature of science) achieved. It used the non equivalent control group design and took place in the regions of Magelang and Pati, Province of Central Java, and the regions of Bantul and Sleman, Province of the Special Region of Yogyakarta. The research population consisted of students of the first and second grades at each junior high school chosen with research subjects sampled by means of cluster sampling. The instruments used included: a) an observation sheet, b) a written test, and c) a questionnaire. The learning and research instruments had been declared valid and reliable according to previous developmental research. In conclusion, the science learning based on local potential was effective in terms of all the NoS aspects.

Robust Arm and Hand Tracking by Unsupervised Context Learning

PubMed Central

Spruyt, Vincent; Ledda, Alessandro; Philips, Wilfried

2014-01-01

Hand tracking in video is an increasingly popular research field due to the rise of novel human-computer interaction methods. However, robust and real-time hand tracking in unconstrained environments remains a challenging task due to the high number of degrees of freedom and the non-rigid character of the human hand. In this paper, we propose an unsupervised method to automatically learn the context in which a hand is embedded. This context includes the arm and any other object that coherently moves along with the hand. We introduce two novel methods to incorporate this context information into a probabilistic tracking framework, and introduce a simple yet effective solution to estimate the position of the arm. Finally, we show that our method greatly increases robustness against occlusion and cluttered background, without degrading tracking performance if no contextual information is available. The proposed real-time algorithm is shown to outperform the current state-of-the-art by evaluating it on three publicly available video datasets. Furthermore, a novel dataset is created and made publicly available for the research community. PMID:25004155

Shopping for Science.

ERIC Educational Resources Information Center

Ward, John; And Others

1992-01-01

Describes inexpensive science materials for doing science activities using the steps in the learning cycle: engage, explore, explain, extend, and evaluate. The hands-on activities help students construct knowledge of dissolving and filtering, chemical reactions, conductivity of metals, heat absorption, motion (frictionless puck), sound production…

Sustaining Student Engagement in Learning Science

ERIC Educational Resources Information Center

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

Student responses to a hands-on kinesthetic lecture activity for learning about the oxygen carrying capacity of blood.

PubMed

Breckler, Jennifer; Yu, Justin R

2011-03-01

This article describes a new hands-on, or "kinesthetic," activity for use in a physiology lecture hall to help students comprehend an important concept in cardiopulmonary physiology known as oxygen carrying capacity. One impetus for designing this activity was to address the needs of students who have a preference for kinesthetic learning and to help increase their understanding and engagement during lecture. This activity uses simple inexpensive materials, provides an effective model for demonstrating related pathophysiology, and helps promote active learning. The activity protocol and its implementation are described here in detail. We also report data obtained from student surveys and assessment tools to determine the effectiveness of the activity on student conceptual learning and perceptions. A brief multiple-choice pretest showed that although students had already been introduced to the relevant concepts in lecture, they had not yet mastered these concepts before performing the activity. Two postactivity assessments showed that student performance was significantly improved on the posttest compared with the pretest and that information was largely retained at the end of the course. Survey data showed that one-half of the students stated kinesthetic learning as among their learning preferences, yet nearly all students enjoyed and were engaged in this hands-on kinesthetic activity regardless of their preferences. Most students would recommend it to their peers and expressed a desire for more kinesthetic learning opportunities in the lecture curriculum.

Constructing New World Views: Learning Science in a Historical Context

NASA Astrophysics Data System (ADS)

Becker, B. J.

1994-12-01

Recent research has shown that children, like scientists, can tolerate a wide range of observations that do not match their expectations, or that even directly conflict with them, without abandoning their personally constructed system of beliefs about the natural world. Traditional approaches -- even laboratory experiences that support textbook presentations of theories -- do not guarantee students will alter their convictions concerning how things "ought" to work. In contrast, a history-grounded approach to presenting scientific concepts has the potential for doing precisely that. In this paper, the author argues that embedding science learning in a historical context engages students in thinking about science in a way that complements and enriches a "hands-on" approach to inquiry learning. It conveys the creative and very human character of scientific explanation -- its tentative, probabilistic, and serendipitous nature. By integrating well-chosen historical images and ideas into traditional content-centered science units, educators can stimulate productive classroom discussion and establish a classroom atmosphere that nurtures students to think critically about the meaning of scientific activity in different cultures and times More importantly, the use of historic episodes in teaching science opens up opportunities for students to identify their own untutored beliefs about the workings of the natural world, to examine them critically in the light of considered historical debate, and to confront these beliefs in a way that results in positive, long-lasting conceptual change.

Focus on Process Skills. Learning in Science Project. Working Paper No. 7.

ERIC Educational Resources Information Center

Tasker, Ross; And Others

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…

Analyzing the Effects of E-Learning on Science Education

ERIC Educational Resources Information Center

Çevik, Hüseyin; Duman, Tayyip

2018-01-01

This study aims to determine the effects of morpa campus, a practice of e-learning on the science learning in the primary level in terms of primary school teachers' views. Qualitative research method was used in this research. The sample of the study is composed of 16 teachers that use Morpa campus. In order to get their views about Morpa campus,…

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.

Reflections on providing sport science support for athletes with learning difficulties.

PubMed

Hills, Laura; Utley, Andrea

2010-01-01

To highlight the benefits and the need for sport science support for athletes with learning difficulties, and to reflect on our experience of working with the GB squad for athletes with learning difficulties. A review of key and relevant literature is presented, followed by a discussion of the sport science support provision and the issues that emerged in working with athletes with learning difficulties. Pre- and post- physiological tests along with evaluations of athletes' potential to benefit from sport psychology support were conducted. The aim of these tests was to provide information for the athletes and the coaches on fitness levels, to use this information to plan future training, and to identify how well the performance could be enhanced. A case study is presented for one athlete, who had competed in distance events. The focus is the psychological support that was provided. It is clear that athletes with learning difficulties require the same type of sports science support as their mainstream peers. However, sport scientists will need to consider ways to extend their practice in order to provide the appropriate level of support.

Functional asymmetries in early learning during right, left, and bimanual performance in right-handed subjects.

PubMed

Aznárez-Sanado, Maite; Fernández-Seara, Maria A; Loayza, Francis R; Pastor, Maria A

2013-03-01

To elucidate differences in activity and connectivity during early learning due to the performing hand. Twenty right-handed subjects were recruited. The neural correlates of explicit visuospatial learning executed with the right, the left hand, and bimanually were investigated using functional magnetic resonance imaging. Connectivity analyses were carried out using the psychophysiological interactions model, considering right and left anterior putamen as index regions. A common neural network was found for the three tasks during learning. Main activity increases were located in posterior cingulate cortex, supplementary motor area, parietal cortex, anterior putamen, and cerebellum (IV-V), whereas activity decrements were observed in prefrontal regions. However, the left hand task showed a greater recruitment of left hippocampal areas when compared with the other tasks. In addition, enhanced connectivity between the right anterior putamen and motor cortical and cerebellar regions was found for the left hand when compared with the right hand task. An additional recruitment of brain regions and increased striato-cortical and striato-cerebellar functional connections is needed when early learning is performed with the nondominant hand. In addition, access to brain resources during learning may be directed by the dominant hand in the bimanual task. Copyright © 2012 Wiley Periodicals, Inc.

Computer Simulations to Support Science Instruction and Learning: A critical review of the literature

NASA Astrophysics Data System (ADS)

Smetana, Lara Kathleen; Bell, Randy L.

2012-06-01

Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.

Innovations in science education: infusing social emotional principles into early STEM learning

NASA Astrophysics Data System (ADS)

Garner, Pamela W.; Gabitova, Nuria; Gupta, Anuradha; Wood, Thomas

2017-10-01

We report on the development of an after-school and summer-based science, technology, engineering, and mathematics curriculum infused with the arts and social emotional learning content (STEAM SEL). Its design was motivated by theory and research that suggest that STEM education is well-suited for teaching empathy and other emotion-related skills. In this paper, we describe the activities associated with the development and design of the program and the curriculum. We provide expert-ratings of the STEAM and social emotional elements of the program and present instructor and participant feedback about the program's content and its delivery. Our results revealed that infusing the arts and social emotional learning content into science education created a holistic STEM-related curriculum that holds potential for enhancing young children's interest in and appreciation for science and its applications. The data also suggested that the program was well-developed and, generally well-executed. However, experts rated the STEAM elements of the program more positively than the SEL elements, especially with regard to sequencing of lessons and integration among the lessons and hands-on activities, indicating that program revisions are warranted.

The Science of Learning: Breaking News

PubMed Central

Straumanis, Joan

2011-01-01

We begin with a paradox. On one hand, not nearly enough is known about exactly how learning takes place in the brain, although exciting new results are emerging thanks to improved brain imaging and a greater focus on neuroscience by government and universities. But this research is just beginning, and a much larger effort and investment are needed to answer even the most basic questions. On the other hand, more than enough is already known about what best promotes learning to motivate and drive educational reform for years to come. This is a report from the front lines of both research and educational implementation. This information should prove of use to anyone—teachers, students, parents, patients, and health practitioners—who is concerned about how best to improve formal or informal teaching and learning, to help people remember complex instructions, or to change unhealthy habits and practices. PMID:21527090

The science of learning: breaking news.

PubMed

Straumanis, Joan

2011-03-01

We begin with a paradox. On one hand, not nearly enough is known about exactly how learning takes place in the brain, although exciting new results are emerging thanks to improved brain imaging and a greater focus on neuroscience by government and universities. But this research is just beginning, and a much larger effort and investment are needed to answer even the most basic questions. On the other hand, more than enough is already known about what best promotes learning to motivate and drive educational reform for years to come. This is a report from the front lines of both research and educational implementation. This information should prove of use to anyone--teachers, students, parents, patients, and health practitioners--who is concerned about how best to improve formal or informal teaching and learning, to help people remember complex instructions, or to change unhealthy habits and practices. © 2011 Diabetes Technology Society.

Exploring the Effects of Specific, Hands-On Interventions, on Environmental Science Topics in Teacher Education Programs

NASA Astrophysics Data System (ADS)

Bullock, S. M.; Hayhoe, D.

2012-12-01

With increased concern over the environment, all Ontario students now study soils, energy conservation, water systems, and climate change & the greenhouse effect in Grades 3, 5, 7, 8 and 10. Unfortunately, many prospective teachers at the elementary and intermediate levels come to teacher education programs with little or no formal science education beyond their own experiences as students in the K-12 system. We devised a series of concept tests (some binary choice, some multiple choice) designed to assess teacher candidates' conceptual understandings of soils, energy, water systems, and climate change and the greenhouse effect - the very content they are expected to teach their future students in the school system. We administered a pre-test to our students at two institutions to establish a baseline of their understanding. Then, we specifically devoted class time to exploring each of these themes in our science curriculum methods courses in order using research-based principles of teaching devoted to promoting conceptual change through the use of hands-on, inquiry approaches in science. After a few months had passed, we again administered the same tests to teacher candidates to measure candidates' conceptual gain. Some teacher candidates also participated in follow-up focus group interviews so that they could have the opportunity to articulate their understandings of concepts in environmental science using their own words. In this poster we will report on data collected for this project over the past two academic years. We have reached two broad conclusions. First, teacher candidates know a considerable amount about the four environmental topics that were selected, despite the fact that most participants in the research did not have post-secondary training in science. For example, participants tended to know that planting different crops on the soil in different years helps to maintain fertile soils and that warmer oceans will cause an increase in the severity of

Preschoolers' Acquisition of Scientific Vocabulary through Repeated Read-Aloud Events, Retellings, and Hands-on Science Activities

ERIC Educational Resources Information Center

Leung, Cynthia B.

2008-01-01

This study explored 3- and 4-year-old children's development of scientific vocabulary from participation in repeated interactive read-aloud events and retellings of three informational picture books about light and color, followed by hands-on science activities. Thirty-two children attending a YWCA preschool were matched by age and general…

Perspectives on learning through research on critical issues-based science center exhibitions

NASA Astrophysics Data System (ADS)

Pedretti, Erminia G.

2004-07-01

Recently, science centers have created issues-based exhibitions as a way of communicating socioscientific subject matter to the public. Research in the last decade has investigated how critical issues-based installations promote more robust views of science, while creating effective learning environments for teaching and learning about science. The focus of this paper is to explore research conducted over a 10-year period that informs our understanding of the nature of learning through these experiences. Two specific exhibitions - Mine Games and A Question of Truth - provide the context for discussing this research. Findings suggest that critical issues-based installations challenge visitors in different ways - intellectually and emotionally. They provide experiences beyond usual phenomenon-based exhibitions and carry the potential to enhance learning by personalizing subject matter, evoking emotion, stimulating dialogue and debate, and promoting reflexivity. Critical issues-based exhibitions serve as excellent environments in which to explore the nature of learning in these nonschool settings.

From professional development for science teachers to student learning in science

NASA Astrophysics Data System (ADS)

Tinoca, Luis Fonseca

This study investigates the effects of professional development for science teachers on student learning. It is usually expected that professional development programs positively impact student learning, however this dimension is not commonly incorporated in the programs evaluation. It is simply assumed that students will be indirectly impacted through their participating teachers in the work with their students. Two main research questions are addressed: (1) Are professional development programs effective in enhancing student learning in science? (2) What are the characteristics of the most and least effective programs? To answer these questions a meta-analysis of 37 professional development programs reporting their impact on student learning was performed. Program characteristics have been defined according to the categories defined by Loucks-Horsley et al (1998), the National Science Education Standards (NRC, 1996), as well as new categories developed by us analyzing other variables such as the programs length. A significant impact of professional development for science teachers on student learning has been found in the form of an overall correlation effect size of r = 0.22 (p < 0.001). Moreover, a Fixed Effects Model was used to differentiate between the impacts of the different characteristics of professional development programs for science teachers. In particular, programs emphasizing work on curriculum development, replacement, or implementation, scientific inquiry, pedagogical content knowledge, lasting over 6 month and with a total duration of at least 100 hours have been identified as having a larger impact on student learning. To enhance the findings vignettes have been developed based on the attained effect sizes describing possible professional development programs. Recommendations for present and future professional development programs are made based on what works best in order to maximize their impact on student learning.

A New Dimension for Earth Science Learning

NASA Astrophysics Data System (ADS)

Bland, G.; Henry, A.; Bydlowski, D.

2017-12-01

NASA Science Objectives include capturing the global view of Earth from space. This unique perspective is often augmented by instrumented research aircraft, to provide in-situ and remote sensing observations in support of the world picture. Our "Advancing Earth Research Observations with Kites and Atmospheric /Terrestrial Sensors" (AEROKATS) project aims to bring this novel and exciting perspective into the hands of learners young and old. The practice of using instrumented kites as surrogate satellites and aircraft is gaining momentum, as our team undertakes the technical, operational, and scientific challenges in preparations to bring new and easy-to-field tools to broad audiences. The third dimension in spatial perception ("up") has previously been difficult to effectively incorporate in learning and local-scale research activities. AEROKATS brings simple to use instrumented aerial systems into the hands of students, educators, and scientists, with the tangible benefits of detailed, high resolution measurements and observations directly applicable to real-world studies of the environments around us.

Do Facilitate, Don’t Demonstrate: Meaningful Engagement for Science Outreach

NASA Astrophysics Data System (ADS)

Gelderman, Richard

2017-01-01

We are encouraged to hand over the learning experience to the students who must do the learning. After the 1957 launch of Sputnik it seemed that learning by discovery would replace lectures and other forms of learning by rote. The innovative Physical Science Study Committee (PSSC), Chemical Education Materials Study (ChEMS), and Biological Sciences Curriculum Study (BSCS) provided teachers with hands-on, activity-based curriculum materials emphasizing problem solving, process skills, and creativity. Our current reforms, based on the Next Generation Science Standards, stress that learner-centered strategies need to become commonplace throughout the classrooms of our formal education system. In this presentation, we share tips on how to double check your style of interactions for science outreach, to ensure the audience is working with a facilitator rather than simply enjoying an expert’s entertaining demonstration.

Mentorship for operational research capacity building: hands-on or hands-off?

PubMed

Harries, A D; Marais, B; Kool, B; Ram, S; Kumar, A M V; Gounder, S; Viney, K; Brostrom, R; Roseveare, C; Bissell, K; Reid, A J; Zachariah, R; Hill, P C

2014-06-21

Mentorship is a key feature of operational research training courses run by the International Union Against Tuberculosis and Lung Disease and Médecins Sans Frontières. During the recent South Pacific paper writing module, the faculty discussed 'hands-on' mentorship (direct technical assistance) vs. 'hands-off' mentorship (technical advice). This article explores the advantages and disadvantages of each approach. Our collective experience indicates that 'hands-on' mentorship is a valuable learning experience for the participant and a rewarding experience for the mentor. This approach increases the likelihood of successful course completion, including publishing a well written paper. However, mentors must allow participants to lead and take ownership of the paper, in keeping with a first author position.

Learning Science in High School: What is actually going on?

NASA Astrophysics Data System (ADS)

Tan, Aik Ling; Hong, Huaqing

2014-03-01

This paper examines learning of science in 15 grade nine classrooms by analyzing the type of talk that teachers engaged in. Using transcripts from audio recordings that are part of the Singapore Corpus of Research in Education database, annotations were carried out on the phrases of teacher talk using Mortimer and Scott's framework for meaning making in science classrooms. Interpreted from a sociocultural view of science learning and based on text coverage per 1,000 words spoken by teachers and students, we analyzed the content of instruction and found that (1) teachers in all three sub-disciplines of science used the least number of words to make statements of generalizations, with chemistry teachers privileging description more than physics and biology teachers, while physics teachers use more words for explanation when compared with biology and chemistry teachers and (2) teachers from all three sub-disciplines depended more on empirical justification than theoretical justifications. These findings suggest that most scientific stories in Singaporean grade nine classrooms are dependent on specific contexts and that the nature and organization of knowledge in each sub-discipline defines the features that teachers use in the classrooms to talk knowledge into being. We discuss our findings on whether science curriculum should be framed as 'separate subjects' or if they should be developed as 'integrated science' and draw implications to science teacher education and the conduct of high stakes public placement examinations.

Learning Experimentation through Science Fairs

ERIC Educational Resources Information Center

Paul, Jürgen; Lederman, Norman G.; Groß, Jorge

2016-01-01

Experiments are essential for both doing science and learning science. The aim of the German youth science fair, "Jugend forscht," is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students' conceptions and steps of learning…

Effects of lips and hands on auditory learning of second-language speech sounds.

PubMed

Hirata, Yukari; Kelly, Spencer D

2010-04-01

Previous research has found that auditory training helps native English speakers to perceive phonemic vowel length contrasts in Japanese, but their performance did not reach native levels after training. Given that multimodal information, such as lip movement and hand gesture, influences many aspects of native language processing, the authors examined whether multimodal input helps to improve native English speakers' ability to perceive Japanese vowel length contrasts. Sixty native English speakers participated in 1 of 4 types of training: (a) audio-only; (b) audio-mouth; (c) audio-hands; and (d) audio-mouth-hands. Before and after training, participants were given phoneme perception tests that measured their ability to identify short and long vowels in Japanese (e.g., /kato/ vs. /kato/). Although all 4 groups improved from pre- to posttest (replicating previous research), the participants in the audio-mouth condition improved more than those in the audio-only condition, whereas the 2 conditions involving hand gestures did not. Seeing lip movements during training significantly helps learners to perceive difficult second-language phonemic contrasts, but seeing hand gestures does not. The authors discuss possible benefits and limitations of using multimodal information in second-language phoneme learning.

Home Culture, Science, School and Science Learning: Is Reconciliation Possible?

ERIC Educational Resources Information Center

Tan, Aik-Ling

2011-01-01

In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…

Kindergarten students' explanations during science learning

NASA Astrophysics Data System (ADS)

Harris, Karleah

The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as part of a larger intervention conducted as part of the Scientific Literacy Project or SLP (Mantzicopoulos, Patrick & Samarapungavan, 2005). The children's explanation data were coded and analyzed using quantitative content analysis procedures. The coding procedures involved initial "top down" explanation categories derived from the existing theoretical and empirical literature on scientific explanation and the nature of students' explanations, followed by an inductive or "bottom up" analysis, that evaluated and refined the categorization scheme as needed. The analyses provide important descriptive data on the nature and frequency of children's explanations generated in classroom discourse during the inquiry unit. The study also examines how teacher discourse strategies during classroom science discourse are related to children's explanations. Teacher discourse strategies were coded and analyzed following the same procedures as the children's explanations as noted above. The results suggest that, a) kindergarten students have the capability of generating a variety of explanations during inquiry-based science learning; b) teachers use a variety of classroom discourse strategies to support children's explanations during inquiry-based science learning; and c) The conceptual discourse (e.g., asking for or modeling explanations, asking for clarifications) to non-conceptual discourse (e.g., classroom management discourse) is related to the ratio of explanatory to non-explanatory discourse produced by children during inquiry-based science learning.

Original science-based music and student learning

NASA Astrophysics Data System (ADS)

Smolinski, Keith

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran

PubMed Central

Peyman, Hadi; Sadeghifar, Jamil; Khajavikhan, Javaher; Yasemi, Masood; Rasool, Mohammad; Yaghoubi, Yasemi Monireh; Nahal, Monireh Mohammad Hassan; Karim, Hemati

2014-01-01

Background: Preferred learning styles of learners are different, which depend on tastes, mentality preparedness, as well as physical condition, in terms of sensory modalities. Identifying and employing appropriate learning styles could play an important role in selecting teaching styles, which can improve education ultimately. Aim: The present study aimed to assess the diversity of learning styles amongst medical students of a medical sciences university which was located west of Iran, in 2010. Methods: A cross-sectional study which employed VARK learning style’s questionnaire was done on 141 first year medical sciences students at Ilam University of Medical Sciences in 2010. Data was collected with use of VARK questionnaire. The validity of the questionnaire was assessed on basis of experts’ views and its reliability was calculated by using Cronbach’s alpha coefficients (α=0.86). Data were analysed by using SPSS software and Chi-square test. Results: Overall, 41.6% of the samples preferred to use a single learning style (Uni-modal). Of these, 17.7% preferred the Aural style, 17% preferred Reading and Writing, 6.4% preferred Kinesthetic style and 0.7% preferred Visual styles. Among the rest of the 82 students who preferred more than one style (multimodal), 17% chose two modes (bimodal), 13.5% chose three modes (tri-modal), and 27.6% chose four modes (quad-modal). There was a significant difference between educational levels and majors on one hand and choice of quad modal of VARK styles on the other hand (p=0.008). A significant association was also found between participants’ genders and selection of visual and reading/writing styles (p=0.03). Conclusion: The preferred learning styles of medical students in the present study were aural and reading/writing. It is suggested that all medical students must be tested to determine their desired learning styles by using VARK questionnaire, also to choose appropriate teaching methods and to improve educational

Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

ERIC Educational Resources Information Center

Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

2015-01-01

Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

Are all hands-on activities equally effective? Effect of using plastic models, organ dissections, and virtual dissections on student learning and perceptions.

PubMed

Lombardi, Sara A; Hicks, Reimi E; Thompson, Katerina V; Marbach-Ad, Gili

2014-03-01

This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or plastic models). Each group received a 15-min lecture followed by a 45-min activity with one of the treatments. Immediately after the lesson and then 2 mo later, students were tested on anatomy and physiology knowledge and completed an attitude survey. Students who used plastic models achieved significantly higher overall scores on both the initial and followup exams than students who performed organ or virtual dissections. On the initial exam, students in the plastic model and organ dissection treatments scored higher on anatomy questions than students who performed virtual dissections. Students in the plastic model group scored higher than students who performed organ dissections on physiology questions. On the followup exam, when asked anatomy questions, students in the plastic model group scored higher than dissection students and virtual dissection students. On attitude surveys, organ dissections had higher perceived value and were requested for inclusion in curricula twice as often as any other activity. Students who performed organ dissections were more likely than the other treatment groups to agree with the statement that "science is fun," suggesting that organ dissections may promote positive attitudes toward science. The findings of this study provide evidence for the importance of multiple types of hands-on activities in anatomy laboratory courses.

Science Achievement in TIMSS Cognitive Domains Based on Learning Styles

ERIC Educational Resources Information Center

Kablan, Zeynel; Kaya, Sibel

2013-01-01

Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine…

Experiential learning in soil science: Use of an augmented reality sandbox

NASA Astrophysics Data System (ADS)

Vaughan, Karen; Vaughan, Robert; Seeley, Janel; Brevik, Eric

2017-04-01

It is known widely that greater learning occurs when students are active participants. Novel technologies allow instructors the opportunity to create interactive activities for undergraduate students to gain comprehension of complex landscape processes. We incorporated the use of an Augmented Reality (AR) Sandbox in the Introductory Soil Science course at the University of Wyoming to facilitate an experiential learning experience in pedology. The AR Sandbox was developed by researchers at the University of California, Davis as part of a project on informal science education in freshwater lakes and watershed science. It is a hands-on display that allows users to create topography models by shaping sand that is augmented in real-time by a colored elevation maps, topographic contour lines, and simulated water. It uses a 3-dimensional motion sensing camera that detects changes to the distance between the sand surface and the camera sensor. A short-throw projector then displays the elevation model and contour lines in real-time. Undergraduate students enrolled in the Introductory Soil Science course were tasked with creating a virtual landscape and then predicting where particular soils would form on the various landforms. All participants reported a greater comprehension of surface water flow, erosion, and soil formation as a result of this exercise. They provided suggestions for future activities using the AR Sandbox including its incorporation into lessons of watershed hydrology, land management, soil water, and soil genesis.

A Year of Hands-on Science: Exciting Theme Units with More Than 100 Activities, Projects, and Experiments To Make Science Come Alive.

ERIC Educational Resources Information Center

Kepler, Lynne; Novelli, Joan, Ed.

This book contains 18 themed teaching units with 2 themes per chapter, organized seasonally around the traditional school year. Each theme includes natural connections and hands-on science activities that correspond to what children are already observing in their world. Each chapter begins with highlights of the month and a reproducible "Science…

Science Talk: Preservice Teachers Facilitating Science Learning in Diverse Afterschool Environments

ERIC Educational Resources Information Center

Cartwright, Tina Johnson

2012-01-01

The purpose of this study was to assess the impact a community-based service learning program might have on preservice teachers' science instruction during student teaching. Designed to promote science inquiry, preservice teachers learned how to offer students more opportunities to develop their own ways of thinking through utilization of an…

Does the Lack of Hands-On Experience in a Remotely Delivered Laboratory Course Affect Student Learning?

ERIC Educational Resources Information Center

Abdel-Salam, Tarek; Kauffman, Paul J.; Crossman, Gary

2006-01-01

Educators question whether performing a laboratory experiment as an observer (non-hands-on), such as conducted in a distance education context, can be as effective a learning tool as personally performing the experiment in a laboratory environment. The present paper investigates this issue by comparing the performance of distance education…

Teacher learning from girls' informal science experiences

NASA Astrophysics Data System (ADS)

Birmingham, Daniel J.

School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP, 2010). Despite the success, little is known about how teachers can learn from informal science practices to support student engagement in science. In this study, I examine the impact informal science experiences has for the teaching and learning of science in school contexts. This study is focused on eliciting girls' stories of informal science learning experiences and sharing these stories with science teachers to examine what they notice and make meaning of in connection with their classroom practices (van Es & Sherin, 2002). I co-constructed cases of informal science experiences with middle school females who participate in an after school science program in an urban area. These cases consisted of the girls' written stories, their explicit messages to science teachers, examples of actions taken when investigating community based science issues and transcripts of conversations between the girls and researchers. These cases were shared with local science teachers in order to investigate what they "notice" (van Es & Sherin, 2002) regarding girls' participation in informal science learning, how they make meaning of youths' stories and whether the stories influence their classroom practices. I found that the girls' use their cases to share experiences of how, where and why science matters, to express hope for school science and to critique stereotypical views that young, female, students of color from lower SES backgrounds are not interested or capable of making contributions to scientific investigations. Additionally, I found that teachers noticed powerful messages within and across the girls' cases. The messages include; 1

Family Science Day

ERIC Educational Resources Information Center

McCubbins, Sara; Thomas, Bethany; Vetere, Michael

2014-01-01

This article describes a family-friendly science day event that encourages scientific discovery through hands-on activities, while also providing an opportunity to learn about scientific careers from actual research scientists and science educators, thereby raising awareness of the importance of STEM in our society. The one-day event bought…

Understanding the science-learning environment: A genetically sensitive approach.

PubMed

Haworth, Claire M A; Davis, Oliver S P; Hanscombe, Ken B; Kovas, Yulia; Dale, Philip S; Plomin, Robert

2013-02-01

Previous studies have shown that environmental influences on school science performance increase in importance from primary to secondary school. Here we assess for the first time the relationship between the science-learning environment and science performance using a genetically sensitive approach to investigate the aetiology of this link. 3000 pairs of 14-year-old twins from the UK Twins Early Development Study reported on their experiences of the science-learning environment and were assessed for their performance in science using a web-based test of scientific enquiry. Multivariate twin analyses were used to investigate the genetic and environmental links between environment and outcome. The most surprising result was that the science-learning environment was almost as heritable (43%) as performance on the science test (50%), and showed negligible shared environmental influence (3%). Genetic links explained most (56%) of the association between learning environment and science outcome, indicating gene-environment correlation.

Architecting Learning Continuities for Families Across Informal Science Experiences

NASA Astrophysics Data System (ADS)

Perin, Suzanne Marie

By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit

Science-for-Teaching Discourse in Science Teachers' Professional Learning Communities

NASA Astrophysics Data System (ADS)

Lohwasser, Karin

Professional learning communities (PLCs) provide an increasingly common structure for teachers' professional development. The effectiveness of PLCs depends on the content and quality of the participants' discourse. This dissertation was conducted to add to an understanding of the science content needed to prepare to teach science, and the discourse characteristics that create learning opportunities in teachers' PLCs. To this end, this study examined how middle school science teachers in three PLCs addressed science-for-teaching, and to what effect. Insight into discourse about content knowledge for teaching in PLCs has implications for the analysis, interpretation, and support of teachers' professional discourse, their collaborative learning, and consequently their improvement of practice. This dissertation looked closely at the hybrid space between teachers' knowledge of students, of teaching, and of science, and how this space was explored in the discourse among teachers, and between teachers and science experts. At the center of the study were observations of three 2-day PLC cycles in which participants worked together to improve the way they taught their curriculum. Two of the PLC cycles were supported, in part, by a science expert who helped the teachers explore the science they needed for teaching. The third PLC worked without such support. The following overarching questions were explored in the three articles of this dissertation: (1) What kind of science knowledge did teachers discuss in preparation for teaching? (2) How did the teachers talk about content knowledge for science teaching, and to what effect for their teaching practice? (3) How did collaborating teachers' discursive accountabilities provide opportunities for furthering the teachers' content knowledge for science teaching? The teachers' discourse during the 2-day collaboration cycles was analyzed and interpreted based on a sociocultural framework that included concepts from the practice

Undergraduate Students' Earth Science Learning: Relationships among Conceptions, Approaches, and Learning Self-Efficacy in Taiwan

ERIC Educational Resources Information Center

Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen

2016-01-01

In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to…

The Effects of Jigsaw Technique Based on Cooperative Learning on Prospective Science Teachers' Science Process Skill

ERIC Educational Resources Information Center

Karacop, Ataman; Diken, Emine Hatun

2017-01-01

The purpose of this study is to investigate the effects of laboratory approach based on jigsaw method with cooperative learning and confirmatory laboratory approach on university students' cognitive process development in Science teaching laboratory applications, and to determine the opinions of the students on applied laboratory methods. The…

[Transposition errors during learning to reproduce a sequence by the right- and the left-hand movements: simulation of positional and movement coding].

PubMed

Liakhovetskiĭ, V A; Bobrova, E V; Skopin, G N

2012-01-01

Transposition errors during the reproduction of a hand movement sequence make it possible to receive important information on the internal representation of this sequence in the motor working memory. Analysis of such errors showed that learning to reproduce sequences of the left-hand movements improves the system of positional coding (coding ofpositions), while learning of the right-hand movements improves the system of vector coding (coding of movements). Learning of the right-hand movements after the left-hand performance involved the system of positional coding "imposed" by the left hand. Learning of the left-hand movements after the right-hand performance activated the system of vector coding. Transposition errors during learning to reproduce movement sequences can be explained by neural network using either vector coding or both vector and positional coding.

Learning as a Members' Phenomenon: Toward an Ethnographically Adequate Science of Learning

ERIC Educational Resources Information Center

Stevens, Reed

2010-01-01

This chapter argues that for the science of learning to become a fully "human" science, it needs to move from viewing learning from an exogenous perspective to an endogenous one. Taken from Latin, the term "endogenous" translates roughly to "from within," and in the meaning the author gives to it here, it refers to a perspective on learning from…

Research on teaching and learning processes in Earth Sciences education, particularly centred on the awareness on natural risks and hazards

NASA Astrophysics Data System (ADS)

Occhipinti, Susanna

2013-04-01

This research, main subject of a PhD now in progress, aims to promote the teaching - learning of Earth Sciences in schools of all levels of educations, with the interesting opportunity to experience innovative and effective practices in our local contest, sharing them between all the teachers as a community of practice and all schools as an open laboratory. Based on experiences already acted in other branches of science, we have made a work notebook freely downloadable from the internet, containing an archive of teaching tools, kits, interactive lessons, easy or complex, common and new, developing contents in a vertical approach, which are now shared and used by nearly all the teachers of our Region. The most important is that each teacher, if request, is initially supported in the practices, then trained and, finally, able to carry out the activity on his own. All the materials and kits necessary for carrying out the various activities are freely available at the regional Science Centre and ready to be used, with clear instructions for the use. Traditional educational scientific instruments, trolleys and trays with all the necessary materials, but mostly models and kits, organised in structured paths, sometime a bit naive but highly effective and able to interest, intrigue and involve, are proposed to students of all ages, sometimes in a peer-to-peer exchange of knowledge. Topics are linked to the curricula of Earth Science, such as minerals and rocks, air and water, plate tectonics, volcanoes and Earthquakes, but a special attention has been paid to the topic of natural hazards and risks: dealing with natural hazard and risks, so common in our Country, requires that local communities, starting from schools, become more and more aware of the natural phenomena, beneficial or catastrophic as they are, but always making a direct impact on the quality of life. For example, students can experience how and why landslides and floods occur, by varying on hands-on models

Impact of interactive online units on learning science among students with learning disabilities and English learners

NASA Astrophysics Data System (ADS)

Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

2018-03-01

The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p < .001); no significant interactions were found between treatment condition and learning disability or English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units.

More than science: family learning in a Mexican science museum

NASA Astrophysics Data System (ADS)

Briseño-Garzón, Adriana

2013-06-01

Latin American audiences living in their countries of origin are poorly understood as museum learners due to the scarcity of research in this field. Through a case study approach, I investigate and report on the ways of learning of 20 Mexican family groups. In particular, I examine the influence of the Mexican sociocultural context on the participant family members' learning outcomes from a Mexican science museum. Conducted in Universum Museo de las Ciencias, a science museum located in Mexico City, this research study is based on the premise that understanding the role of the sociocultural elements of learning is essential to understanding the nature of learning in museums. The cognitive and social outcomes of the participants are discussed in the light of the sociocultural elements that define Mexicans as museum learners.

Food Science Education and the Cognitive Science of Learning

ERIC Educational Resources Information Center

Chew, Stephen L.

2014-01-01

In this essay, I argue that the traditional view of teaching, that the teacher's responsibility is to present information that students are solely responsible for learning, has been rendered untenable by cognitive science research in learning. The teacher can have a powerful effect on student learning by teaching not only content, but how to…

Science in the Making: Right Hand, Left Hand. I: A BBC television programme broadcast in 1953.

PubMed

McManus, I C; Rawles, Richard; Moore, James; Freegard, Matthew

2010-01-01

In August 1953, the BBC broadcast a television science programme entitled Science in the Making: Right Hand, Left Hand. The programme was broadcast live, being presented by Dr Jacob Bronowski in collaboration with Dr Kenneth Smith, and produced by George Noordhof. It not only presented a popular account of current ideas about right- and left-handedness, by using a group of celebrities (and a chimpanzee) in the studio, but also asked viewers to complete a brief questionnaire on handedness, which was printed in the Radio Times. Recently 6,336 of the returned questionnaires, which were said to have been analysed by Sir Cyril Burt and a colleague, were found in the archive of the Psychology Department of University College London. The present paper describes what we have discovered about the programme from various sources, including the producer and the son of Dr Kenneth Smith, and also presents basic descriptions of the postcards and the response to the programme. In two subsequent papers we will describe our analysis of the data from the postcards, which represents an unusual, large-scale survey of handedness in the mid-twentieth century.

Change over a service learning experience in science undergraduates' beliefs expressed about elementary school students' ability to learn science

NASA Astrophysics Data System (ADS)

Goebel, Camille A.

This longitudinal investigation explores the change in four (3 female, 1 male) science undergraduates' beliefs expressed about low-income elementary school students' ability to learn science. The study sought to identify how the undergraduates in year-long public school science-teaching partnerships perceived the social, cultural, and economic factors affecting student learning. Previous service-learning research infrequently focused on science undergraduates relative to science and society or detailed expressions of their beliefs and field practices over the experience. Qualitative methodology was used to guide the implementation and analysis of this study. A sample of an additional 20 science undergraduates likewise involved in intensive reflection in the service learning in science teaching (SLST) course called Elementary Science Education Partners (ESEP) was used to examine the typicality of the case participants. The findings show two major changes in science undergraduates' belief expressions: (1) a reduction in statements of beliefs from a deficit thinking perspective about the elementary school students' ability to learn science, and (2) a shift in the attribution of students, underlying problems in science learning from individual-oriented to systemic-oriented influences. Additional findings reveal that the science undergraduates perceived they had personally and profoundly changed as a result of the SLST experience. Changes include: (1) the gain of a new understanding of others' situations different from their own; (2) the realization of and appreciation for their relative positions of privilege due to their educational background and family support; (3) the gain in ability to communicate, teach, and work with others; (4) the idea that they were more socially and culturally connected to their community outside the university and their college classrooms; and (5) a broadening of the way they understood or thought about science. Women participants stated

The effect of instruction on socio-cultural beliefs hindering the learning of science

NASA Astrophysics Data System (ADS)

Jegede, Olugbemiro J.; Okebukola, Peter A. O.

Although recent studies have shown that the sociocultural characteristics which children in non-western society bring into the classroom from their environment create a wedge between what they are taught and what they learn, very little has been done to solve the problem. A learner who is not positively disposed to, or has a socio-cultural background that is indifferent to, learning science would find it hard to learn science effectively. This study investigated whether instruction through the use of the socio-cultural mode has any significant effect on students' attitude towards the learning of science. The sample consisted of 600 senior secondary year-one students (442 boys, 158 girls) from 15 secondary schools in Nigeria. The Socio-Cultural Environment Scale (SCES) and the Biology Achievement Test (BAT) were used to measure the change in attitude and achievement of subjects in a pretest-posttest situation after a six-week treatment. Evidence was found to support the hypothesis that science instruction which deliberately involves the discussion of socio-cultural views about science concepts engenders positive attitudes towards the study of science. The findings also indicate that anthropomorphic and mechanistic views can be presented in such a way as to promote positive attitudes towards the study of science in traditional cultures.

The Predictive Effects of Motivation toward Learning Science on TIMSS Grade 8 Students' Science Achievement: A Comparative Study between Malaysia and Singapore

ERIC Educational Resources Information Center

Lay, Yoon Fah; Chandrasegaran, A. L.

2016-01-01

TIMSS routinely presents very powerful evidence showing that students with more positive motivation toward learning science have substantially higher achievement. The results from TIMSS 2011 are consistent with previous assessments. This study explored the predictive effects of motivation toward learning science on science achievement among…

Collaborative Visualization Project: shared-technology learning environments for science learning

NASA Astrophysics Data System (ADS)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

Families Are Learning in Science Museums.

ERIC Educational Resources Information Center

Borun, Minda; And Others

1996-01-01

Reports on a study designed to identify and measure family learning in science museums. Findings indicate that families do learn from exhibits and the level of learning is related to specific observed behaviors. Grouping these behaviors as performance indicators provides a useful measure of exhibit learning. Appendixes include a demographic…

The Nation's Report Card: Science in Action--Hands-On and Interactive Computer Tasks from the 2009 Science Assessment. NCES 2012-468

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

Science education is not just about learning facts in a classroom--it's about doing activities where students put their understanding of science principles into action. That's why two unique types of activity-based tasks were administered as part of the 2009 National Assessment of Educational Progress (NAEP) science assessment. In addition to the…

A Guide to Hands-on Science.

ERIC Educational Resources Information Center

Blueford, Joyce R.

1989-01-01

Provides guidelines for a custom-made science program that integrates science, math, and technology. Describes the curriculum which is divided into themes including the applied sciences, cycles of the universe, plate tectonics, rock, water, and life. (Author/RT)

Kindergarten Students' Explanations during Science Learning

ERIC Educational Resources Information Center

Harris, Karleah

2010-01-01

The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as…

GeoBus: bringing experiential Earth science learning to secondary schools in the UK

NASA Astrophysics Data System (ADS)

Pike, C. J.; Robinson, R. A. J.; Roper, K. A.

2014-12-01

GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Over 30,000 pupils will have been involved in experiential Earth science learning activities by December 2014, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning in Scotland and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. Three potentially unsurprising observations hold true for all the schools that GeoBus visits: young learners like to experiment and use unfamiliar equipment to make measurements, the element of competition stimulates learners to ask questions and maintain focus and enthusiasum

From learning science to teaching science: What transfers?

NASA Astrophysics Data System (ADS)

Harlow, Danielle Boyd

As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific inquiry. Through the framework of transfer I investigated how a professional development course based on an inquiry-based physics curriculum influenced five elementary teachers teaching practices and identified the factors that led to or hindered this transfer. In this study, evidence of transfer consisted of episodes where the teachers used the ideas learned in the physics course to solve new problems such as transforming activities to be appropriate for their students and responding to unexpected students' ideas. The findings of this study highlight the many different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. What the teachers transferred depended upon their existing teaching context as well as their prior ideas about teaching science and physics content. Specifically, the findings of this study suggest that the teachers transferred only what they sought from the course. One implication of this study is that the sort of science training we provide teachers can affect far more than just the teachers' conceptual understanding of science and performance on written conceptual exams. Science courses have the potential to impact the sort of science education that K-5 children receive in elementary classrooms in terms of the topics taught but the way that science is represented. An additional implication is that teaching science to teachers in ways

Applying the Science of Learning to the Learning of Science: Newton's Second Law of Motion

ERIC Educational Resources Information Center

Lemmer, Miriam

2018-01-01

Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton's second law of motion from a cognitive perspective that takes social factors into account. A…

Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students' Science Learning

NASA Astrophysics Data System (ADS)

Song, Yanjie; Wen, Yun

2018-04-01

Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning, and how students develop their science knowledge in a seamless inquiry-based learning environment supported by these apps. A variety of qualitative data were collected and analyzed. The findings show that the affordances of the apps on BYOD could help students improve their science knowledge without time and place constraints and gain a better sense of ownership in learning.

Perceived impact on student engagement when learning middle school science in an outdoor setting

NASA Astrophysics Data System (ADS)

Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

Investigative Primary Science: A Problem-Based Learning Approach

ERIC Educational Resources Information Center

Etherington, Matthew B.

2011-01-01

This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

Comparison of Gifted and Advanced Students on Motivation toward Science Learning and Attitude toward Science

ERIC Educational Resources Information Center

Köksal, Mustafa Serdar

2013-01-01

In this study, comparison of academically advanced science students and gifted students in terms of attitude toward science and motivation toward science learning is aimed. The survey method was used for the data collection by the help of two different instruments: "Attitude Toward Science" scale and "motivation toward science…

Self-development of visual space perception by learning from the hand

NASA Astrophysics Data System (ADS)

Chung, Jae-Moon; Ohnishi, Noboru

1998-10-01

Animals have been considered to develop ability for interpreting images captured on their retina by themselves gradually from their birth. For this they do not need external supervisor. We think that the visual function is obtained together with the development of hand reaching and grasping operations which are executed by active interaction with environment. On the viewpoint of hand teaches eye, this paper shows how visual space perception is developed in a simulated robot. The robot has simplified human-like structure used for hand-eye coordination. From the experimental results it may be possible to validate the method to describe how visual space perception of biological systems is developed. In addition the description gives a way to self-calibrate the vision of intelligent robot based on learn by doing manner without external supervision.

Exploring PCK ability of prospective science teachers in reflective learning on heat and transfer

NASA Astrophysics Data System (ADS)

Nurmatin, S.; Rustaman, N. Y.

2016-02-01

Learning can be planned by the person him/herself when he or she tries to reflect his/her learning. A study involving prospective science teachers in junior secondary schools was carried out to analyze their ability on Pedagogical Content Knowledge (PCK) in reflective learning after teaching practice. The study was focused especially in creating Pedagogical and Professional Repertoires (PaP-eRs) as part of resource-folios. PaP-eRs as a narrative writing in the learning activities are created by prospective science teachers after lesson plan implementation. Making the narrative writing is intended that prospective science teachers can reflect their learning in teaching. Research subjects are six prospective science teachers who are implementing "Program Pengalaman Lapangan" (PPL) in two junior secondary schools in Bandung, West Java, Indonesia. All of them were assigned by supervisor teachers to teach VII grade students on certain topic "heat and its transfer". Instruments used as a means of collecting data in this study is PaP-eRs. Collected PaP-eRs were then analyzed using PaP-eRs analysis format as instruments for analysis. The result of analyzing PaP-eRs indicates that learning activities, which narrated, involve initial activities, core activities and final activities. However, any activity, which is narrated just superficial as its big line so the narration cannot be, used as reflective learning. It indicates that PCK ability of prospective science teachers in creating narrative writing (PaP-eRs) for reflective learning is still low.

Adolescents' Declining Motivation to Learn Science: Inevitable or Not?

ERIC Educational Resources Information Center

Vedder-Weiss, Dana; Fortus, David

2011-01-01

There is a growing awareness that science education should center not just on knowledge acquisition but developing the foundation for lifelong learning. However, for intentional learning of science to occur in school, out of school, and after school, there needs to be a motivation to learn science. Prior research had shown that students'…

The Learning Cycle and College Science Teaching.

ERIC Educational Resources Information Center

Barman, Charles R.; Allard, David W.

Originally developed in an elementary science program called the Science Curriculum Improvement Study, the learning cycle (LC) teaching approach involves students in an active learning process modeled on four elements of Jean Piaget's theory of cognitive development: physical experience, referring to the biological growth of the central nervous…

Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis

NASA Astrophysics Data System (ADS)

Mandell, Brian E.

The purpose of the present embedded mixed method study was to examine the self-regulatory processes used by high, average, and low achieving seventh grade students as they learned about a complex science topic from a hypermedia learning environment. Thirty participants were sampled. Participants were administered a number of measures to assess their achievement and self-efficacy. In addition, a microanalytic methodology, grounded in Zimmerman's cyclical model of self-regulated learning, was used to assess student self-regulated learning. It was hypothesized that there would be modest positive correlations between Zimmerman's three phases of self-regulated learning, that high achieving science students would deploy more self-regulatory subprocesses than average and low achieving science students, that high achieving science students would have higher self-efficacy beliefs to engage in self-regulated learning than average and low achieving science students, and that low achieving science students would over-estimate their self-efficacy for performance beliefs, average achieving science students would slightly overestimate their self-efficacy for performance beliefs, and high achieving science students would under-estimate their self-efficacy for performance beliefs. All hypotheses were supported except for the high achieving science students who under-estimated their self-efficacy for performance beliefs on the Declarative Knowledge Measure and slightly overestimated their self-efficacy for performance beliefs on the Conceptual Knowledge Measure. Finally, all measures of self-regulated learning were combined and entered into a regression formula to predict the students' scores on the two science tests, and it was revealed that the combined measure predicted 91% of the variance on the Declarative Knowledge Measure and 92% of the variance on the Conceptual Knowledge Measure. This study adds hypermedia learning environments to the contexts that the microanalytic

The influence of educational context on science learning: a cross-national analysis of PISA

NASA Astrophysics Data System (ADS)

Coll, Richard K.; Dahsah, Chanyah; Faikhamta, Chatree

2010-04-01

The literature is replete with studies about the importance of context in relation to teaching and learning. Major international studies such as PISA, among others, attempt to develop an understanding of achievement in science learning in a variety of educational contexts. Here we explore the influence of educational context itself on science learning as measured by PISA. Comparison is made between two countries: one developed or 'western' nation, New Zealand, and one non-western developing nation from southeast Asia, Thailand. In this work the authors seek to establish links between the nature of the educational context (based on Lave's notion of situated cognition) and achievement in the PISA science evaluation exercise.

Learning Technologies and Their Impact on Science Education: Delivering the Promise.

ERIC Educational Resources Information Center

Parker, Lesley

2000-01-01

This keynote address focuses on the particular manifestation of 'learning technologies' broadly as 'information and communications technologies' (ICT). Discusses these in relation to their contribution to an effective digital K-12 curriculum and effective online learning by students in science. Examines "delivering the promise" of ICT for science…

Hands-on optics and photonics outreach in Riga

NASA Astrophysics Data System (ADS)

Lesina, Natalija; Spigulis, Janis

2014-07-01

A long-term exposition focused on optics and photonics was created in Institute of Atomic Physics and Spectroscopy at University of Latvia in 2010. Considering unpopularity of science in Latvia and lack of broadly accessible hands-on outreach activities for school children, as well as rapid development of advanced photonic technologies, this exposition was meant to involve more students to the natural sciences and modern technologies. Exposition covers 10 topics of optics - colors, diffraction, interference, polarization, reflection, liquid crystals, gas discharge, lasers, fluorescence, infrared and ultraviolet radiation. Students' visits are organized as an exciting adventure, which differs from ordinary school lessons. The visit mainly includes own actions with hands-on exhibits, lecturer's explanations about the most difficult topics and some demonstrations shown by the lecturer. The main accent is made on hands-on experiments due to the fact that students, who had performed hands-on experiments, will be emboldened to choose their career in the field of science and technologies. The exposition now is running and is part of Riga Photonics Center. Nearly 300 students from the 8th till 12th grades visited it during academic years 2011/2012 and 2012/2013 and their generally positive feedback has been analyzed.

E-Learning and Virtual Science Centers

ERIC Educational Resources Information Center

Hin, Leo Tan Wee, Ed.; Subramaniam, R., Ed.

2005-01-01

"E-Learning and Virtual Science Centers" addresses an aspect of Web-based education that has not attracted sufficient attention in the international research literature--that of virtual science centers, the cyberspace annex of traditional science centers. It is the first book to be published on the rapidly advancing field of science education.…

The Effectiveness of Traditional and 21st Century Teaching Tools on Students' Science Learning

NASA Astrophysics Data System (ADS)

Bellflower, Julie V.

Any student seeking a high school diploma from the public school system in one U.S. state must pass the state's high school graduation test. In 2009, only 88% of students at one high school in the state met the basic proficiency requirements on the science portion of the test. Because improved science education has been identified as an explicit national goal, the purpose of this mixed methods study was to determine whether traditional teaching tools (notes, lecture, and textbook) or 21st century teaching tools (online tutorials, video games, YouTube, and virtual labs) lead to greater gains in students' science learning. Bruner's constructivist and Bandura's social cognitive theories served as the foundations for the study. Quantitative research questions were used to investigate the relationship between the type of teaching tools used and student learning gains. Quantitative data from students' pre and posttests were collected and analyzed using a dependent samples t-test. Qualitative data were collected through a focus group interview and participant journals. Analysis of the qualitative data included coding the data and writing a descriptive narrative to convey the findings. Results showed no statistically significant differences in students' science achievement: both types of teaching tools led to student learning gains. As a result, an action plan was developed to assist science educators in the implementation of traditional and 21st century teaching tools that can be used to improve students' science learning. Implications for positive social change included providing science educators with a specific plan of action that will enhance students' science learning, thereby increasing science scores on the state and other high stakes tests.

Collaborative activities for improving the quality of science teaching and learning and learning to teach science

NASA Astrophysics Data System (ADS)

Tobin, Kenneth

2012-03-01

I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

Aspects of science engagement, student background, and school characteristics: Impacts on science achievement of U.S. students

NASA Astrophysics Data System (ADS)

Grabau, Larry J.

Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables provided tests for approaches for their enhancement; meanwhile, treating science achievement as the outcome variable provided tests for the influence of the aspects of science engagement on science achievement under appropriate controls. When aspects of science engagement were treated as outcome variables, gender and father's SES had frequent (significant) influences, as did science teaching strategies which focused on applications or models and hands-on activities over-and-above influences of student background and other school characteristics. When science achievement was treated as the outcome variable, each aspect of science engagement was significant, and eight had medium or large effect sizes (future-oriented science motivation was the exception). The science teaching strategy which involved hands-on activities frequently enhanced science achievement over-and-above influences of student background and other school characteristics. Policy recommendations for U.S. science educators included enhancing eight aspects of science engagement and implementing two specific science teaching strategies (focus on applications or models

Global Systems Science and Hands-On Universe Course Materials for High School

NASA Astrophysics Data System (ADS)

Gould, A.

2011-09-01

The University of California Berkeley's Lawrence Hall of Science has a project called Global Systems Science (GSS). GSS produced a set of course materials for high school science education that includes reading materials, investigations, and software for analyzing satellite images of Earth focusing on Earth systems as well as societal issues that require interdisciplinary science for full understanding. The software has general application in analysis of any digital images for a variety of purposes. NSF and NASA funding have contributed to the development of GSS. The current NASA-funded project of GSS is Lifelines for High School Climate Change Education (LHSCCE), which aims to establish professional learning communities (PLCs) to share curriculum resources and best practices for teaching about climate change in grades 9-12. The project explores ideal ways for teachers to meet either in-person or using simple yet effective distance-communication techniques (tele-meetings), depending on local preferences. Skills promoted include: how to set up a website to share resources; initiating tele-meetings with any available mechanism (webinars, Skype, telecons, moodles, social network tools, etc.); and easy ways of documenting and archiving presentations made at meetings. Twenty teacher leaders are forming the PLCs in their regions or districts. This is a national effort in which teachers share ideas, strategies, and resources aimed at making science education relevant to societal issues, improve students' understanding of climate change issues, and contribute to possible solutions. Although the binding theme is climate change, the application is to a wide variety of courses: Earth science, environmental science, biology, physics, and chemistry. Moreover, the PLCs formed can last as long as the members find it useful and can deal with any topics of interest, even if they are only distantly related to climate change.

Hydromania: Summer Science Camp Curriculum.

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

Moura, Joan

1995-07-01

In 1992, Bonneville Power Administration (BPA) and the US Department of Energy (DOE) began a collaborative pilot project with the Portland Parks and Recreation Community Schools Program and others to provide summer science camps to children in Grades 4--6. Camps run two weeks in duration between late June and mid-August. Sessions are five days per week, from 9 a.m. to 3 p.m. In addition to hands-on science and math curriculum, at least three field trips are incorporated into the educational learning experience. The purpose of the BPA/DOE summer camps is to make available opportunities for fun, motivating experiences in sciencemore » to students who otherwise would have difficulty accessing them. This includes inner city, minority, rural and low income students. Public law 101-510, which Congress passed in 1990, authorizes DOE facilities to establish collaborative inner-city and rural partnership programs in science and math. A primary goal of the BPA summer hands on science camps is to bring affordable science camp experiences to students where they live. It uses everyday materials to engage students` minds and to give them a sense that they have succeeded through a fun hands-on learning environment.« less

Science inquiry learning environments created by National Board Certified Teachers

NASA Astrophysics Data System (ADS)

Saderholm, Jon

participants to treatment and control groups and dependent pre- and post-tests (Shadish, Cook, & Campbell, 2002). Teacher and student NOS understanding was measured using the Student Understanding of Science and Science Inquiry (SUSSI) instrument (Liang, et. al, 2006). Science inquiry environment was measured with the Elementary Science Inquiry Survey (ESIS) (Dunbar, 2002) which was given both to teachers and their students. Science inquiry environment measurements were triangulated with observations of a stratified random sub-sample of participating teachers. Observations were structured using the low-inference Collaboratives for Excellence in Teaching Practice (CETP) Classroom Observation Protocol (COP) (Lawrenz, Huffman, & Appleldoorn 2002), and the high-inference Reform Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000). NBCTs possessed more informed view of NOS than did non-NBCTs. Additionally, high school science teachers possessed more informed views regarding NOS than did middle school science teachers, with the most informed views belonging to high school science NBCTs. High school science NBCTs created learning environments in which students engaged in science inquiry behaviors significantly more frequently than did high school science non-NBCTs. Middle school science NBCTs, on the other hand, did not create learning environments that differed in significant ways from those of middle school science non-NBCTs. Students of high school science NBCTs possessed significantly higher science reasoning than did students of high school science non-NBCTs. Middle school students of science NBCTs possessed no more science reasoning ability than did middle school students of science non-NBCTs. NOS understanding displayed by students of both middle school and high school science NBCTs was not distinguished from students of non-NBCTs. Classroom science inquiry environment created by non-NBCTs were correlated with science teachers' perceptions of factors determining the

Tornado! An Event-Based Science Module. Student Edition. Meteorology Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

Volcano!: An Event-Based Science Module. Student Edition. Geology Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

Designing Science Learning in the First Years of Schooling. An Intervention Study with Sequenced Learning Material on the Topic of "Floating and Sinking"

ERIC Educational Resources Information Center

Leuchter, Miriam; Saalbach, Henrik; Hardy, Ilonca

2014-01-01

Research on learning and instruction of science has shown that learning environments applied in preschool and primary school rarely makes use of structured learning materials in problem-based environments although these are decisive quality features for promoting conceptual change and scientific reasoning within early science learning. We thus…

Learning technologies and the cyber-science classroom

NASA Astrophysics Data System (ADS)

Houlihan, Gerard

Access to computer and communication technology has long been regarded `part-and-parcel' of a good education. No educator can afford to ignore the profound impact of learning technologies on the way we teach science, nor fail to acknowledge that information literacy and computing skills will be fundamental to the practice of science in the next millennium. Nevertheless, there is still confusion concerning what technologies educators should employ in teaching science. Furthermore, a lack of knowledge combined with the pressures to be `seen' utilizing technology has lead some schools to waste scarce resources in a `grab-bag' attitude towards computers and technology. Such popularized `wish lists' can only drive schools to accumulate expensive equipment for no real learning purpose. In the future educators will have to reconsider their curriculum and pedagogy with a focus on the learning environment before determining what appropriate computing resources to acquire. This will be fundamental to the capabilities of science classrooms to engage with cutting-edge issues in science. This session will demonstrate the power of a broad range of learning technologies to enhance science education. The aim is to explore classroom possibilities as well as to provide a basic introduction to technical aspects of various software and hardware applications, including robotics and dataloggers and simulation software.

Teaching Children Science: Hands-On Nature Study in North America, 1890-1930

ERIC Educational Resources Information Center

Kohlstedt, Sally Gregory

2010-01-01

In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when…

Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club

NASA Astrophysics Data System (ADS)

Hagenah, Sara

This dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls' socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.

Science Learning at Home: Involving Families

ERIC Educational Resources Information Center

Crawford, Elizabeth Outlaw; Heaton, Emily T.; Heslop, Karen; Kixmiller, Kassandra

2009-01-01

Families' involvement in their children's science learning at home has numerous benefits, especially when they support children's self-initiated investigations. In a position statement on parental involvement in science education, the National Science Teachers Association (NSTA 2009) stresses the role of parents in the daily reinforcement of…

Identifying and Reaching the Hands-On Learner

ERIC Educational Resources Information Center

Brackett, Gary

2006-01-01

The following research is the result of frustrations involving teaching carpentry students who display little interest in learning within a classroom environment; however, often the same students excel in a laboratory (kinesthetic/hands-on) situation. Learning style surveys were given and nearly ninety percent of the students within this program…

Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

NASA Astrophysics Data System (ADS)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.

Evaluating the Effectiveness of Self-Created Student Screencasts as a Tool to Increase Student Learning Outcomes in a Hands-On Computer Programming Course

ERIC Educational Resources Information Center

Powell, Loreen M.; Wimmer, Hayden

2015-01-01

Computer programming is challenging to teach and difficult for students to learn. Instructors have searched for ways to improve student learning in programming courses. In an attempt to foster hands-on learning and to increase student learning outcomes in a programming course, the authors conducted an exploratory study to examine student created…

The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

NASA Astrophysics Data System (ADS)

Rothman, Alan H.

This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking

The Impacts of Professional Learning Communities on Science Teachers' Knowledge, Practice and Student Learning: A Review

ERIC Educational Resources Information Center

Dogan, Selcuk; Pringle, Rose; Mesa, Jennifer

2016-01-01

The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers' practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK)…

Classroom Preschool Science Learning: The Learner, Instructional Tools, and Peer-Learning Assignments

NASA Astrophysics Data System (ADS)

Reuter, Jamie M.

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to

Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom

NASA Astrophysics Data System (ADS)

Falloon, Garry

2017-12-01

Considerable work over many years has explored the contribution technology can make to science learning, at all levels of education. In the school sector, historically this has focused on the use of fixed, desktop-based or semi-mobile laptop systems for purposes such as experiment data collection or analysis, or as a means of engaging or motivating interest in science. However, the advent of mobile devices such as iPads supported by a huge array of low or no cost apps, means that new opportunities are becoming available for teachers to explore how these resources may be useful for supporting `hands on' science learning. This article reports outcomes from a study of primary (elementary) school students' use of a series of apps integrated with practical science activities, in a topic exploring Energy concepts. It used an innovative display capture tool to examine how the students used the apps and features of their iPads to scaffold their practical work at different stages during the experiments. Results identify device functions and app-based scaffolds that assisted these students to structure their experiments, understand procedures, think about the influence of variables and communicate and share outcomes. However, they also discovered limitations in the apps' ability to support conceptual knowledge development, identifying the critical role of teachers and the importance of task structure and design to ensuring conceptual knowledge objectives are met.

Brain-Based Learning and Standards-Based Elementary Science.

ERIC Educational Resources Information Center

Konecki, Loretta R.; Schiller, Ellen

This paper explains how brain-based learning has become an area of interest to elementary school science teachers, focusing on the possible relationships between, and implications of, research on brain-based learning to the teaching of science education standards. After describing research on the brain, the paper looks at three implications from…

Common Core Science Standards: Implications for Students with Learning Disabilities

ERIC Educational Resources Information Center

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

2013-01-01

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

Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development.

PubMed

Margolis, Alvaro; Parboosingh, John

2015-01-01

Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, based on the application of network theory and other theories, is proposed as an approach to better understand the contribution networking and interactivity between health professionals in professional communities make to their learning and adoption of new practices over time. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Science Hobbyists: Active Users of the Science-Learning Ecosystem

ERIC Educational Resources Information Center

Corin, Elysa N.; Jones, M. Gail; Andre, Thomas; Childers, Gina M.; Stevens, Vanessa

2017-01-01

Science hobbyists engage in self-directed, free-choice science learning and many have considerable expertise in their hobby area. This study focused on astronomy and birding hobbyists and examined how they used organizations to support their hobby engagement. Interviews were conducted with 58 amateur astronomers and 49 birders from the midwestern…

Girls and science: A qualitative study on factors related to success and failure in science

NASA Astrophysics Data System (ADS)

Johnson, Paula Denise

This qualitative study sought to determine how girls perceived factors that contribute to their success in science programs designed to maximize their achievement. The sample consisted of 20 students in 9th and 12th grades attending a school of choice. Respondents were interviewed using a structured interview protocol. The National Council for Research on Women study (Thom, 2001) found that girls are more successful in math and science programs that incorporate a cooperative, hands-on approach than in programs that stress competition and individual learning. This finding was supported by this study among 20 high school girls in a school whose mission is to improve the access of girls who study and choose careers in STEM (science, technology, engineering, and mathematics) disciplines. Related studies on the subject of the underrepresentation of girls and women in science and related disciplines raise the question why so few girls choose STEM careers. Qualitative inductive analysis was used to discover critical themes that emerged from the data. The initial results were presented within the context of the following five themes: (1) learning styles, (2) long-term goals, (3) subject matter, (4) classroom climate/environment, and (5) evaluation. After further analysis, the researcher found that factors cited by the girls as contributing to their success in science programs specifically designed to maximize their achievement were: (a) cooperative learning, (b) a custom-tailored curriculum, and (c) positive influences of mentors.

Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program delivers climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers.

NASA Astrophysics Data System (ADS)

Ostrom, T.

2017-12-01

This presentation will include a series of visuals that discuss how hands-on learning activities and field investigations from the the Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program deliver climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers. The GME program poster presentation will also show how teachers strengthen student preparation for Science, Technology, Engineering, Art and Mathematics (STEAM)-related careers while promoting diversity in the future STEM workforce. In addition to engaging students in scientific inquiry, the GME program poster will show how career exploration and preparation experiences is accomplished through direct connection to scientists and real science practices. The poster will show which hands-on learning activities that are being implemented in more than 30,000 schools worldwide, with over a million students, teachers, and scientists collecting environmental measurements using the GLOBE scientific protocols. This poster will also include how Next Generation Science Standards connect to GME learning progressions by grade strands. The poster will present the first year of results from the implementation of the GME program. Data is currently being agrigated by the east, midwest and westen regional operations.

Effects of Different Student Response Modes on Science Learning

ERIC Educational Resources Information Center

Kho, Lee Sze; Chen, Chwen Jen

2017-01-01

Student response systems (SRSs) are wireless answering devices that enable students to provide simple real-time feedback to instructors. This study aims to evaluate the effects of different SRS interaction modes on elementary school students' science learning. Three interaction modes which include SRS Individual, SRS Collaborative, and Classroom…

Building Future Directions for Teacher Learning in Science Education

NASA Astrophysics Data System (ADS)

Smith, Kathy; Lindsay, Simon

2016-04-01

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

Toxic Leak!: An Event-Based Science Module. Student Edition. Groundwater Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for the middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

Oil Spill! An Event-Based Science Module. Student Edition. Oceanography Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

The Effect of 7E Learning Cycle on Learning in Science Teaching: A Meta-Analysis Study

ERIC Educational Resources Information Center

Balta, Nuri; Sarac, Hakan

2016-01-01

This article reports the results of a meta-analysis of the effectiveness of 7E learning cycle in science teaching. Totally 35 different effect sizes from 24 experimental studies, comprising 2918 students were included in the meta-analysis. The results confirmed that 7E learning cycle have a positive effect on students' achievement. The overall…

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the

Performance of a Deep-Learning Neural Network Model in Assessing Skeletal Maturity on Pediatric Hand Radiographs.

PubMed

Larson, David B; Chen, Matthew C; Lungren, Matthew P; Halabi, Safwan S; Stence, Nicholas V; Langlotz, Curtis P

2018-04-01

Purpose To compare the performance of a deep-learning bone age assessment model based on hand radiographs with that of expert radiologists and that of existing automated models. Materials and Methods The institutional review board approved the study. A total of 14 036 clinical hand radiographs and corresponding reports were obtained from two children's hospitals to train and validate the model. For the first test set, composed of 200 examinations, the mean of bone age estimates from the clinical report and three additional human reviewers was used as the reference standard. Overall model performance was assessed by comparing the root mean square (RMS) and mean absolute difference (MAD) between the model estimates and the reference standard bone ages. Ninety-five percent limits of agreement were calculated in a pairwise fashion for all reviewers and the model. The RMS of a second test set composed of 913 examinations from the publicly available Digital Hand Atlas was compared with published reports of an existing automated model. Results The mean difference between bone age estimates of the model and of the reviewers was 0 years, with a mean RMS and MAD of 0.63 and 0.50 years, respectively. The estimates of the model, the clinical report, and the three reviewers were within the 95% limits of agreement. RMS for the Digital Hand Atlas data set was 0.73 years, compared with 0.61 years of a previously reported model. Conclusion A deep-learning convolutional neural network model can estimate skeletal maturity with accuracy similar to that of an expert radiologist and to that of existing automated models. © RSNA, 2017 An earlier incorrect version of this article appeared online. This article was corrected on January 19, 2018.

Science engagement and science achievement in the context of science instruction: a multilevel analysis of U.S. students and schools

NASA Astrophysics Data System (ADS)

Grabau, Larry J.; Ma, Xin

2017-05-01

Using data from the 2006 Program for International Student Assessment (PISA), we explored nine aspects of science engagement (science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities) as outcomes and predictors of science achievement. Based on results from multilevel modelling with 4456 students nested within 132 schools, we found that all aspects of science engagement were statistically significantly and positively related to science achievement, and nearly all showed medium or large effect sizes. Each aspect was positively associated with one of the (four) practices (strategies) of science teaching. Focus on applications or models was positively related to the most aspects of science engagement (science self-concept, enjoyment of science, instrumental motivation for science, general value of science, and personal value of science). Hands-on activities were positively related to additional aspects of science engagement (science self-efficacy and general interest in learning science) and also showed a positive relationship with science achievement.

The Effect of an Instructional Model Utilizing Hands-on Learning and Manipulatives on Math Achievement of Middle School Students in Georgia

ERIC Educational Resources Information Center

White, Kara Morgan

2012-01-01

The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school…

The impact of a hands-on approach to learning visible spectrometry upon students' performance, motivation, and attitudes.

PubMed

Vrtacnik, Margareta; Gros, Natasa

2013-01-01

In this paper, the effect of introducing visible spectrometry concepts through hands-on laboratory work upon student learning within four vocational programs are discussed. All together, 118 students, average 18.6 years old, participated in the study. The results showed no correlation between students' motivational components (intrinsic, regulated, and controlled), chemistry self-concept and their achievement on an experiential knowledge test and knowledge gained from this hands-on approach. Statistically significant differences were found for academic achievement among students in a biotechnology technical program (School 1), food processing program (School 2), laboratory biomedicine program (School 3), and a biotechnology general program (School 4). Differences in academic achievement are further reflected in students' perception of particular knowledge gained through their hands-on experiences and in their expressed attitude toward different didactical characteristics. All students, regardless of their study program, highly evaluated the relaxed atmosphere that contributed to their self-confidence in completing their laboratory activities.

Free-Choice Science Education: How We Learn Science outside of School. Ways of Knowing in Science and Mathematics Series.

ERIC Educational Resources Information Center

Falk, John H., Ed.

This book describes the nature and extent of science learning in America with particular attention to the innumerable sources of science education existing outside the formal education system. Examples are provided from research and practice on how to better understand, facilitate, and communicate about free-choice science learning including…