Teaching Evolution with the Aid of Science Fiction

ERIC Educational Resources Information Center

Bixler, Andrea

2007-01-01

Students obtain much misinformation from TV and movies. Teachers can use the analysis of science fiction to correct misconceptions about biology and spur students' interests in the subject. Suggestions for discussions and assignments based on literary-quality science fiction works are included.

Computer Science (CS) Education in Indian Schools: Situation Analysis Using Darmstadt Model

ERIC Educational Resources Information Center

Raman, Raghu; Venkatasubramanian, Smrithi; Achuthan, Krishnashree; Nedungadi, Prema

2015-01-01

Computer science (CS) and its enabling technologies are at the heart of this information age, yet its adoption as a core subject by senior secondary students in Indian schools is low and has not reached critical mass. Though there have been efforts to create core curriculum standards for subjects like Physics, Chemistry, Biology, and Math, CS…

Resilience Among Students at the Basic Enlisted Submarine School

DTIC Science & Technology

2016-12-01

reported resilience. The Hayes’ Macro in the Statistical Package for the Social Sciences (SSPS) was used to uncover factors relevant to mediation analysis... Statistical Package for the Social Sciences (SPSS) was used to uncover factors relevant to mediation analysis. Findings suggest that the encouragement of...to Stressful Experiences Scale RTC Recruit Training Command SPSS Statistical Package for the Social Sciences SS Social Support SWB Subjective Well

Quantitative Analysis of the Trends Exhibited by the Three Interdisciplinary Biological Sciences: Biophysics, Bioinformatics, and Systems Biology.

PubMed

Kang, Jonghoon; Park, Seyeon; Venkat, Aarya; Gopinath, Adarsh

2015-12-01

New interdisciplinary biological sciences like bioinformatics, biophysics, and systems biology have become increasingly relevant in modern science. Many papers have suggested the importance of adding these subjects, particularly bioinformatics, to an undergraduate curriculum; however, most of their assertions have relied on qualitative arguments. In this paper, we will show our metadata analysis of a scientific literature database (PubMed) that quantitatively describes the importance of the subjects of bioinformatics, systems biology, and biophysics as compared with a well-established interdisciplinary subject, biochemistry. Specifically, we found that the development of each subject assessed by its publication volume was well described by a set of simple nonlinear equations, allowing us to characterize them quantitatively. Bioinformatics, which had the highest ratio of publications produced, was predicted to grow between 77% and 93% by 2025 according to the model. Due to the large number of publications produced in bioinformatics, which nearly matches the number published in biochemistry, it can be inferred that bioinformatics is almost equal in significance to biochemistry. Based on our analysis, we suggest that bioinformatics be added to the standard biology undergraduate curriculum. Adding this course to an undergraduate curriculum will better prepare students for future research in biology.

Measuring Determinants of Post-Compulsory Participation in Science: A Comparative Study Using National Data

ERIC Educational Resources Information Center

Homer, Matt; Ryder, Jim; Banner, Indira

2014-01-01

Increasing post-compulsory participation in science and science-related subjects is seen as a key education policy priority in England and more widely. This paper uses descriptive analysis of national data to investigate the effects of science attainment at 16, gender, socio-economic status, and school science pathway on progression into post-16…

An Analysis of Sixth Grade Pupil's Ability to Use Context Clues in Science and Social Studies.

ERIC Educational Resources Information Center

Olson, Arthur V.

The ability of sixth-grade students to use context clues for identifying unknown words in science and social studies reading materials and the types of context clues most frequently used are examined. The 30 subjects from three white, middle-class urban schools missed 50 percent or more of the words on a prevocabulary test. The subjects read two…

History of science content analysis of Chinese science textbooks from the perspective of acculturation

NASA Astrophysics Data System (ADS)

Ma, Yongjun; Wan, Yanlan

2017-08-01

Based on previous international studies, a content analysis scheme has been designed and used from the perspective of culture to study the history of science (HOS) in science textbooks. Nineteen sets of Chinese science textbooks have been analyzed. It has been found that there are noticeable changes in the quantity, content, layout, presentation, and writing intention of the HOS sections in textbooks from different time periods. What's more, the textbooks aim at presenting the scientific culture and aim to help students understand it better. However, the cultural associations of the HOS in textbooks is insufficient and significant differences exist among textbooks of different subjects. In order to explore the reasons why the presentation of HOS in various subjects is different, we made a specific comparison of curriculum standards of two subjects with great differences and interviewed the editors-in-chief of two textbooks. Results show that one of the most important reasons for the different writings of the HOS in textbooks is that different subject curriculum standards attach greater importance to the HOS. In addition, the attention to the HOS by editors-in-chief, the tradition of studying the HOS within the history of the discipline, and the reference textbooks in compiling textbooks are all important influence factors. Some suggestions for future textbooks compilation are given at the end.

Visualizing the Structure of Medical Informatics Using Term Co-Occurrence Analysis.

ERIC Educational Resources Information Center

Morris, Theodore Allan

2000-01-01

Examines the structure of medical informatics and the relationship between biomedicine and information science and information technology. Uses co-occurrence analysis of subject headings assigned to items indexed for MEDLINE as well as multidimensional scaling to show seven to eight broad multidisciplinary subject clusters. (Contains 28…

Teaching and Learning about Science Practices: Insights and Challenges in Professional Development

ERIC Educational Resources Information Center

Qablan, Ahmad

2016-01-01

The purpose of this study was to determine if science teachers showed a change in their ability to design and implement science lessons that integrate twenty-first century science practices as a result of their participation in a subject-specific professional development program. A qualitative design utilizing inductive analysis was used to…

Research in health sciences library and information science: a quantitative analysis.

PubMed Central

Dimitroff, A

1992-01-01

A content analysis of research articles published between 1966 and 1990 in the Bulletin of the Medical Library Association was undertaken. Four specific questions were addressed: What subjects are of interest to health sciences librarians? Who is conducting this research? How do health sciences librarians conduct their research? Do health sciences librarians obtain funding for their research activities? Bibliometric characteristics of the research articles are described and compared to characteristics of research in library and information science as a whole in terms of subject and methodology. General findings were that most research in health sciences librarianship is conducted by librarians affiliated with academic health sciences libraries (51.8%); most deals with an applied (45.7%) or a theoretical (29.2%) topic; survey (41.0%) or observational (20.7%) research methodologies are used; descriptive quantitative analytical techniques are used (83.5%); and over 25% of research is funded. The average number of authors was 1.85, average article length was 7.25 pages, and average number of citations per article was 9.23. These findings are consistent with those reported in the general library and information science literature for the most part, although specific differences do exist in methodological and analytical areas. PMID:1422504

The effects of home computer access and social capital on mathematics and science achievement among Asian-American high school students in the NELS:88 data set

NASA Astrophysics Data System (ADS)

Quigley, Mark Declan

The purpose of this researcher was to examine specific environmental, educational, and demographic factors and their influence on mathematics and science achievement. In particular, the researcher ascertained the interconnections of home computer access and social capital, with Asian American students and the effect on mathematics and science achievement. Coleman's theory on social capital and parental influence was used as a basis for the analysis of data. Subjects for this study were the base year students from the National Education Longitudinal Study of 1988 (NELS:88) and the subsequent follow-up survey data in 1990, 1992, and 1994. The approximate sample size for this study is 640 ethnic Asians from the NELS:88 database. The analysis was a longitudinal study based on the Student and Parent Base Year responses and the Second Follow-up survey of 1992, when the subjects were in 12th grade. Achievement test results from the NELS:88 data were used to measure achievement in mathematics and science. The NELS:88 test battery was developed to measure both individual status and a student's growth in a number of achievement areas. The subject's responses were analyzed by principal components factor analysis, weights, effect sizes, hierarchial regression analysis, and PLSPath Analysis. The results of this study were that prior ability in mathematics and science is a major influence in the student's educational achievement. Findings from the study support the view that home computer access has a negative direct effect on mathematics and science achievement for both Asian American males and females. None of the social capital factors in the study had either a negative or positive direct effect on mathematics and science achievement although some indirect effects were found. Suggestions were made toward increasing parental involvement in their children's academic endeavors. Computer access in the home should be considered related to television viewing and should be closely monitored by the parents to promote educational uses.

Content Analysis of Journal Literature in Library and Information Science from June 1994-June 1995.

ERIC Educational Resources Information Center

Kumar, Suhasini

This study analyzes 312 articles in 10 library and information science periodicals published between June 1994 and June 1995. The purpose of the analysis was to collect information relating to subject trends and authorship characteristics. Management, acquisitions, library services, professional concerns, and library history were the most popular…

Biopolitics and the "Subject" of Labor in Science Education

ERIC Educational Resources Information Center

Bazzul, Jesse

2017-01-01

Viewing science education as a site of biopolitical engagement--intervention into forces that seek to define, control, and exploit life (biopower)--requires that science educators ask after how individuals and populations are governed by technologies of power. In this paper, I argue that "microanalyses," the analysis of everyday…

Biopolitics and the `subject' of labor in science education

NASA Astrophysics Data System (ADS)

Bazzul, Jesse

2017-12-01

Viewing science education as a site of biopolitical engagement—intervention into forces that seek to define, control, and exploit life (biopower)—requires that science educators ask after how individuals and populations are governed by technologies of power. In this paper, I argue that microanalyses, the analysis of everyday practices and discourses, are integral to biopolitical engagement, are needed to examine practices that constitute subjectivities and maintain oppressive social conditions. As an example of a microanalysis I will discuss how repetitive close-ended lab/assessment tasks, as well as discourses surrounding careers in science, can work to constitute students as depoliticized, self-investing subjects of human capital. I also explore the relationship between science education, (bio)labor and its relation to biopolitics, which remains an underdeveloped area of science education. This paper, part of my doctoral work, began to take shape in 2011, shortly after the 2008 economic crisis achieved a tiny breached in the thick neoliberal stupor of everyday (educational) life.

Nature of worldview presuppositions among science teachers in botswana, indonesia, japan, nigeria, and the philippines

NASA Astrophysics Data System (ADS)

Ogunniyi, Meshach B.; Jegede, Olugbenro J.; Ogawa, Masakata; Yandila, Cephas D.; Oladele, Femi K.

The focus of this study was to identify the nature of worldview presuppositions held by a group of science teachers from five non-western cultures. The results show that the subjects, irrespective of their cultural backgrounds, hold identical worldview presuppositions. It is not clear at this exploratory stage to what extent the subjects' alternative viewpoints influenced their scientific outlook or their science teaching. However, an analysis of the subjects' viewpoints suggests either poor conceptualizations of the nature of science or a form of collateral thinking, whereby an individual accepts or uses both mechanistic and anthropomorphic explanations depending on the context in question and without exhibiting any sign of cognitive dissonance. The implications of such a scenario for the teaching-learning process are highlighted.Received: 14 April 1993; Revised: 15 September 1994;

Language in Science Classrooms: An Analysis of Physics Teachers' Use of and Beliefs about Language

ERIC Educational Resources Information Center

Oyoo, Samuel Ouma

2012-01-01

The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language--often written (as in science texts) or oral…

Evaluating How Universities Engage School Students with Science: A Model Based on the Analysis of the Literature

ERIC Educational Resources Information Center

Cridge, B. J.; Cridge, A. G.

2015-01-01

Every year fewer students are electing to take university level science courses, particularly physics. This situation has led universities and employers to try and encourage more students into science subjects through the development of numerous science outreach initiatives such as guest lectures and summer schools. Much of this work is of an…

Data Analysis Questions for Science Subjects: A Resource Booklet. Series of Caribbean Volunteer Publications, No. 2.

ERIC Educational Resources Information Center

Voluntary Services Overseas, Castries (St. Lucia).

This resource booklet is designed to supplement standard textbooks used in a science curriculum. The material serves as a syllabus for Year One and Year Two in the secondary science curriculum. Some of the topics presented in this general science syllabus include being a scientist, looking at living things, solvents and solutions, energy,…

Algorithmic psychometrics and the scalable subject.

PubMed

Stark, Luke

2018-04-01

Recent public controversies, ranging from the 2014 Facebook 'emotional contagion' study to psychographic data profiling by Cambridge Analytica in the 2016 American presidential election, Brexit referendum and elsewhere, signal watershed moments in which the intersecting trajectories of psychology and computer science have become matters of public concern. The entangled history of these two fields grounds the application of applied psychological techniques to digital technologies, and an investment in applying calculability to human subjectivity. Today, a quantifiable psychological subject position has been translated, via 'big data' sets and algorithmic analysis, into a model subject amenable to classification through digital media platforms. I term this position the 'scalable subject', arguing it has been shaped and made legible by algorithmic psychometrics - a broad set of affordances in digital platforms shaped by psychology and the behavioral sciences. In describing the contours of this 'scalable subject', this paper highlights the urgent need for renewed attention from STS scholars on the psy sciences, and on a computational politics attentive to psychology, emotional expression, and sociality via digital media.

Secondary school pupils' perceptions of physics

NASA Astrophysics Data System (ADS)

Barmby, Patrick; Defty, Neil

2006-11-01

This paper describes the analysis of data collected by Durham University’s YELLIS project, over the period of 1999 to 2004. Included in this data was the degree to which pupils in England at the end of their secondary education ‘liked’ or ‘disliked’ different subjects, and their expected examination grades in these subjects. The authors’ study focused on the perceptions of pupils in the science subjects of biology, chemistry and physics. Using the available data, they were able to analyse the perceptions of a large number of pupils (e.g. 9827 pupils in 2004) who took examinations in the separate sciences. The study found that physics was perceived as the least popular science, particularly by female pupils. We also found that the expected grade in a particular science subject correlated quite strongly (Spearman’s rho of around 0.5) with the liking of that subject. These expected grades were found to be the lowest in physics, again particularly for female pupils. The authors therefore concluded that in order to redress the gender imbalance in physics, they need to tackle this problem that physics is perceived as difficult by female pupils.

Sex Differences in Mathematics and Science Achievement: A Meta-Analysis of National Assessment of Educational Progress Assessments

ERIC Educational Resources Information Center

Reilly, David; Neumann, David L.; Andrews, Glenda

2015-01-01

Gender gaps in the development of mathematical and scientific literacy have important implications for the general public's understanding of scientific issues and for the underrepresentation of women in science, technology, engineering, and math. We subjected data from the National Assessment of Educational Progress to a meta-analysis to examine…

The Art of Teaching Science in Secondary Schools: A Meta Analysis

ERIC Educational Resources Information Center

Hassan, Sharifah Sariah Syed; Ibrahim, Ahmad Abdullahi

2018-01-01

This study attempted to highlight the trend of research in science related subjects specifically in schools. Articles and journals were retrieved from Google scholar under peer reviewed with the aim to highlight the trend of research methods, findings and teaching strategies. The themes were based on pedagogical approaches of teaching science,…

Elementary student teachers' science content representations

NASA Astrophysics Data System (ADS)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

What Effects Do Didactic Interventions Have on Students' Attitudes Towards Science? A Meta-Analysis

NASA Astrophysics Data System (ADS)

Aguilera, David; Perales-Palacios, F. Javier

2018-03-01

Improving the attitudes of students towards science is one of the main challenges facing the teaching of the subject. The main objective of this study is to analyze the effect of students' attitudes towards science through different didactic interventions. The bibliographic search was carried out via the Web of Science database, specifically in the Education and Educational Research category, obtaining a population of 374 articles published between 2006 and 2016. We included studies with pre-experimental or quasi-experimental design that used pretest and posttest phases. Following the application of the inclusion criteria, 24 articles were selected with which a random effects meta-analysis was adopted, obtaining an average effect size of 0.54. Three moderating variables were analyzed, with a significant correlation between the type of teaching strategy and the effect of the attitude towards Science (Q = 23.17; df = 8; p < .01; R 2 = 0.05). The educational implications are mainly due to the importance of the teaching/learning strategy used in science education in the development of positive attitudes towards the subject, and the need to increase the number of Didactic Interventions that contemplate students' attitudes towards science as a study variable is also advocated.

The development of a scale to identify college and university science professors' science-faith paradigms

NASA Astrophysics Data System (ADS)

Bundrick, David Ray

The relationship between science and religion in American higher education changed significantly over the past two centuries as empiricism and naturalism became the philosophical underpinnings of the university. This philosophical shift contributed significantly to the secularization of the academy, the context in which philosophers of science during the last half-century have theorized a variety of theoretical patterns for relating science and religion. Evidence suggests that science professors operationalize various science-faith paradigms, but no instrument prior to this research had ever been created to measure the constructs. The purpose of this research was to develop a scale, with at least adequate psychometric properties (good validity and initial reliability), able to identify and discriminate among these various science-faith paradigms (in the Western Christian tradition) in practice among college and university science professors in the United States. The researcher conducted a Web-based electronic survey of a stratified random sample of science professors representing a variety of higher education institution types, science disciplines, and religious affiliation. Principal Components Analysis of the survey data produced five factors predicted by the researcher. These factors correspond to five science-faith paradigms: Conflict---Science over Religion; Conflict---Religion over Science; Compartmentalism; Complementarism; and Concordism. Analysis of items loading on each factor produced a 50-item Science-Faith Paradigm Scale (SFPS) that consists of five sub-scales, each having characteristics of good content validity, construct validity, and initial reliability (Cronbach's alpha ranging from .87 to .95). Preliminary exploratory analysis of differences in SFPS sub-scale scores based on demographic variables indicates that the SFPS is capable of discriminating among groups. This research validates the existence of five science-faith paradigms in practice in the Western Christian tradition, enriches the information base on science-faith paradigms in the academy, and makes possible further research in this subject area. The Science-Faith Paradigm Scale is subject to confirmatory analysis through further research and may be employed voluntarily by science faculty for self-understanding that could lead to more effective communication among science professors and greater appreciation for the diversity of scientific-religious perspectives in American higher education.

The creation of science projects in the physics teachers preparation

NASA Astrophysics Data System (ADS)

Horváthová, Daniela; Rakovská, Mária; Zelenický, Ľubomír

2017-01-01

Terms - project, projecting and the method of projecting - are nowadays frequently used in different relations. Those terms, especially as methods (of a cognitive process), are also transferred to the educational process. Before a new educational method comes to practice, the teacher should be familiar with it and preferably when it is done so during his university studies. An optional subject called Physics in a system of science subjects has been included into physics curricula for students of the fourth year of their studies at the Faculty of Science of Constantine the Philosopher University in Nitra. Its task is to make students aware of ways how to coordinate knowledge and instructions presented in these subjects through analysis of curricula and textbooks. As a part of their seminars students are asked to create integrated tasks and experiments which can be assessed from the point of view of either physics or chemistry or biology and which can motivate pupils and form their complex view on various phenomena in the nature. Therefore the article discusses theoretical and also practical questions related to experience that originates from placing the mentioned method and the subject Physics in a system of science subjects into the preparation of a natural sciences teacher in our workplace.

Emerging Trends on the Topic of Information Technology in the Field of Educational Sciences: A Bibliometric Exploration

ERIC Educational Resources Information Center

González-Valiente, Carlos Luis

2015-01-01

The paper presents a bibliometric analysis on the topic of Information Technology (IT) in the field of Educational Sciences, aimed at envisioning the research emerging trends. The ERIC database is used as a consultation source; the results were subjected to productivity by authors, journals, and term co-occurrence analysis indicators for the…

Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

NASA Astrophysics Data System (ADS)

Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

2016-04-01

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

University Programme Preferences of High School Science Students in Singapore and Reasons that Matter in their Preferences: A Rasch analysis

NASA Astrophysics Data System (ADS)

Oon, Pey-Tee; Subramaniam, R.

2015-01-01

This study explored an under-researched area in science education-the university programmes preferred by high school students who take physical science subjects and the reasons that matter in their preferences. A total of 1,071 upper secondary and pre-university students in Singapore, who take physical science subjects among their range of subjects, participated in this study. A survey method was adopted and the Rasch model was used to analyse the data. Overall, Business Studies was ranked as the predominant choice; nonetheless, scientific programmes such as Science, Engineering, and Mathematics are generally still well liked by the students. When gender differences were examined, we found that students largely followed gender-typical programme preferences, in which males tend to incline towards Engineering while females tend to incline towards Arts and Social Sciences. Students prefer a university programme based on their individual interest and ability, with career aspiration and remuneration coming next. Interestingly, females place greater emphasis on career aspiration than males. Some implications of the study are discussed.

Science Cadre Training in Russia and Abroad (A Comparative Analysis)

ERIC Educational Resources Information Center

Ismailov, E. E.

2010-01-01

Today the scientific potential of any country, its science cadres, the volume and scale of the research being conducted, the number of science centers, the quality and subject matter of the research, the level of the material and technical equipment of its research laboratories, and other aspects constitute a most important factor in ensuring…

An Empirical Examination of the Warfare Metaphor with Respect to Pre-Service Elementary Teachers

NASA Astrophysics Data System (ADS)

Cobern, William W.; Loving, Cathleen C.; Davis, Edward B.; Terpstra, Jeff

2013-08-01

Since its origination in the late nineteenth century, the warfare metaphor has been used to characterize the relationship between science and religion, especially orthodox Christianity. Though thoroughly discredited by historians of science, the ideological descendants of Thomas Huxley, who spoke of science in quasi-religious terms, have kept the warfare metaphor alive. On the other hand, there are substantial numbers of Christians who at least appear to oppose science given their high-profile opposition to the general theory of evolution. The research reported in this paper asked, "Does anti-science sentiment increase with increasing orthodox Christian belief?" Two validated, published instruments were used: The Thinking about Science Survey Instrument and the Christian Fundamentalist Belief Scale. The subjects for the study were 545 preservice elementary teachers. The analysis did not show that anti-science sentiment increases with increasing Christian belief. Subjects with strong Christian beliefs were found to be just as supportive of science, if not more so, than subjects with no Christian beliefs. The study concludes with a caution against projecting attitudes toward science "on the whole" based on attitudes specifically toward evolution when working with preservice elementary teachers. Such a projection could well be counterproductive. The study has implications for other modern countries having highly religious populations such as Turkey.

Harnessing psychoanalytical methods for a phenomenological neuroscience

PubMed Central

Cusumano, Emma P.; Raz, Amir

2014-01-01

Psychoanalysis proffers a wealth of phenomenological tools to advance the study of consciousness. Techniques for elucidating the structures of subjective life are sorely lacking in the cognitive sciences; as such, experiential reporting techniques must rise to meet both complex theories of brain function and increasingly sophisticated neuroimaging technologies. Analysis may offer valuable methods for bridging the gap between first-person and third-person accounts of the mind. Using both systematic observational approaches alongside unstructured narrative interactions, psychoanalysts help patients articulate their experience and bring unconscious mental contents into awareness. Similar to seasoned meditators or phenomenologists, individuals who have undergone analysis are experts in discerning and describing their subjective experience, thus making them ideal candidates for neurophenomenology. Moreover, analytic techniques may provide a means of guiding untrained experimental participants to greater awareness of their mental continuum, as well as gathering subjective reports about fundamental yet elusive aspects of experience including selfhood, temporality, and inter-subjectivity. Mining psychoanalysis for its methodological innovations provides a fresh turn for the neuropsychoanalysis movement and cognitive science as a whole – showcasing the integrity of analysis alongside the irreducibility of human experience. PMID:24808869

Toward an Applied Administrative Science.

ERIC Educational Resources Information Center

Dunbar, Roger L. M.

1983-01-01

A study of 65 articles from the 1981 volumes of "Administrative Science Quarterly" and "Harvard Business Review," using smallest space analysis, found that the few studies adopting subjective (instead of objective) approaches to analyzing organizational change were most likely to provide a basis for an applied administrative…

Statistical Analysis of the Association Between Subject Headings and Their Corresponding Class Notations in Science and Technology Monographs.

ERIC Educational Resources Information Center

Khosh-khui, Abolghasem

This study investigates the degree of relationship between scientific and technical subject headings and their corresponding class notations in the Dewey Decimal (DDC) and Library of Congress Classification (LCC) systems. The degree of association between a subject heading and its corresponding class of notation or notations is measured by…

Mapping the scientific research on non-point source pollution: a bibliometric analysis.

PubMed

Yang, Beibei; Huang, Kai; Sun, Dezhi; Zhang, Yue

2017-02-01

A bibliometric analysis was conducted to examine the progress and future research trends of non-point source (NPS) pollution during the years 1991-2015 based on the Science Citation Index Expanded (SCI-Expanded) of Web of Science (WoS). The publications referencing NPS pollution were analyzed including the following aspects: document type, publication language, publication output and characteristics, subject category, source journal, distribution of country and institution, author keywords, etc. The results indicate that the study of NPS pollution demonstrated a sharply increasing trend since 1991. Article and English were the most commonly used document type and language. Environmental sciences and ecology, water resources, and engineering were the top three subject categories. Water science and technology ranked first in distribution of journal, followed by Science of the total environment and Environmental Monitoring and Assessment. The USA took a leading position in both quantity and quality, playing an important role in the research field of NPS pollution, followed by the UK and China. The most productive institution was the Chinese Academy of Sciences (Chinese Acad Sci), followed by Beijing Normal University and US Department of Agriculture's Agricultural Research Service (USDA ARS). The analysis of author keywords indicates that the major hotspots of NPS pollution from 1991 to 2015 contained "water," "model," "agriculture," "nitrogen," "phosphorus," etc. The results provide a comprehensive understanding of NPS pollution research and help readers to establish the future research directions.

Instructional leadership in elementary science: How are school leaders positioned to lead in a next generation science standards era?

NASA Astrophysics Data System (ADS)

Winn, Kathleen Mary

The Next Generation Science Standards (NGSS) are the newest K-12 science content standards created by a coalition of educators, scientists, and researchers available for adoption by states and schools. Principals are important actors during policy implementation especially since principals are charged with assuming the role of an instructional leader for their teachers in all subject areas. Science poses a unique challenge to the elementary curricular landscape because traditionally, elementary teachers report low levels of self-efficacy in the subject. Support in this area therefore becomes important for a successful integration of a new science education agenda. This study analyzed self-reported survey data from public elementary principals (N=667) to address the following three research questions: (1) What type of science backgrounds do elementary principals have? (2) What indicators predict if elementary principals will engage in instructional leadership behaviors in science? (3) Does self-efficacy mediate the relationship between science background and a capacity for instructional leadership in science? The survey data were analyzed quantitatively. Descriptive statistics address the first research question and inferential statistics (hierarchal regression analysis and a mediation analysis) answer the second and third research questions.The sample data show that about 21% of elementary principals have a formal science degree and 26% have a degree in a STEM field. Most principals have not had recent experience teaching science, nor were they every exclusively a science teacher. The analyses suggests that demographic, experiential, and self-efficacy variables predict instructional leadership practices in science.

Mathematics and Science Instruction in Southern California.

ERIC Educational Resources Information Center

Myers, Edwin C.; Mineo, R. James

To provide information to support school district considerations of changes in mathematics and science instruction, three issues were considered: (1) the adequacy of the California Basic Education Data System (CBEDS) for supporting an analysis of subject matter instruction; (2) the distribution of teaching effort and student enrollments among…

The Topic Analysis of Hospice Care Research Using Co-word Analysis and GHSOM

NASA Astrophysics Data System (ADS)

Yang, Yu-Hsiang; Bhikshu, Huimin; Tsaih, Rua-Huan

The purpose of this study was to propose a multi-layer topic map analysis of palliative care research using co-word analysis of informetrics with Growing Hierarchical Self-Organizing Map (GHSOM). The topic map illustrated the delicate intertwining of subject areas and provided a more explicit illustration of the concepts within each subject area. We applied GHSOM, a text-mining Neural Networks tool, to obtain a hierarchical topic map. The result of the topic map may indicate that the subject area of health care science and service played an importance role in multidiscipline within the research related to palliative care.

Rendering of Names of Corporate Bodies. Subject Analysis, With Special Reference to Social Sciences. Documentation Systems for Industry (8th Annual Seminar). Part 1: Papers.

ERIC Educational Resources Information Center

Documentation Research and Training Centre, Bangalore (India).

The four sections of the report cover the topics of cataloging, subject analysis, documentation systems for industry and the Documentation Research and Training Centre (DRTC) research report for 1970. The cataloging section covers the conflicts of cataloging, recall, corporate bodies, titles, publishers series and the entity name. The subject…

[Biomedical research in Revista de Biologia Tropical].

PubMed

Gutiérrez, José María

2002-01-01

The contributions published in Revista de Biología Tropical in the area of Biomedical Sciences are reviewed in terms of number of contributions and scope of research subjects. Biomedical Sciences, particularly Parasitology and Microbiology, constituted the predominant subject in the Revista during the first decade, reflecting the intense research environment at the School of Microbiology of the University of Costa Rica and at Hospital San Juan de Dios. The relative weight of Biomedicine in the following decades diminished, due to the outstanding increment in publications in Biological Sciences; however, the absolute number of contributions in Biomedical Sciences remained constant throughout the last decades, with around 80 contributions per decade. In spite of the predominance of Parasitology as the main biomedical subject, the last decades have witnessed the emergence of new areas of interest in the Revista, such as Pharmacology of natural products, Toxinology, especially related to snake venoms, and Human Genetics. This retrospective analysis evidences that Biomedical Sciences, particularly those related to Tropical Medicine, were a fundamental component during the first years of Revista de Biología Tropical, and have maintained a significant presence in the scientific output of this journal, the most relevant scientific publication in biological sciences in Central America.

A Comparative Study of the Empirical Relationship in Student Performance between Physics and Other STEM Subjects

NASA Astrophysics Data System (ADS)

Guerra, Maricela

The Next Generation Science Standards (NGSS) advocated by the National Research Council emphasize the connections among Science, Technology, Engineering, and Mathematics (STEM) disciplines. By design, NGSS is expected to replace the previous science education standards to enhance the quality of STEM education across the nation. To support this initiative, this investigation was conducted to fill a void in the research literature by developing an empirical indicator for the relationship of student performance across STEM subjects using a large-scale database from the Trends in Mathematics and Science Study (TIMSS). In particular, an innovative approach has been taken in this study to support the canonical correlation analysis of student plausible scores between physics and other STEM subjects at different grade levels and in a cross-country context. Results from this doctoral research revealed the need to strengthen the alignment between the intended, implemented, and attained curricula to support the integration of STEM disciplines in the United States.

Investigate-and-redesign tasks as a context for learning and doing science and technology: A study of naive, novice and expert high school and adult designers doing product comparisons and redesign tasks

NASA Astrophysics Data System (ADS)

Crismond, David Paul

This thesis studied high school students and adults with varying degrees of design experience doing two technology investigate-and-redesign (I&R) tasks. Each involved subjects investigating products, designing experiments to compare them fairly, and then redesigning the devices. A total of 25 pairs of subjects participated in this investigation and included naive and novice high school designers, as well as naive, novice, and expert adult designers. Subjects of similar age and design experience worked in same-gender teams and met for two 2-hour sessions. The essential research question of this thesis was: "What process skills and concepts do naive, novice and expert designers use and learn when investigating devices, designing experiments, and redesigning the devices?" Three methodologies were used to gather and analyze the data: clinical interviewing (Piaget, 1929/1960), protocol analysis (Ericsson & Simon, 1984) and interaction analysis (Jordan and Henderson, 1995). The thesis provides composite case-studies of 10 of the 50 test sessions, buttressed by descriptions of performance trends for all subjects. Given the small sample sizes involved, the findings are by necessity tentative and not supported by statistical analysis: (1) I&R activities are engaging, less time-intensive complements to design-and-build tasks, which involve simple mechanical devices and carry with them a host of potential "alternative understandings" in science and technology. Much gets learned during these tasks, more involving "device knowledge" and "device inquiry skills" than "big ideas" in science and technology. (2) Redesign tasks scaffold naive and novice designers to improved performance in the multidimensional and context-specific activity of design. The performances of naive and novice designers were more like that of expert designers when redesigning existing devices than when doing start-from-scratch designing. (3) Conceptual redesign involved more analysis- than synthesis-related design strategies, suggesting that opportunities for teaching science and technology during design are present, but underutilized since only experts made frequent connections to key science concepts. (4) Naive subjects focused mostly on product features and functions in their designs and made analogies mostly to concrete objects, while experts focused more on problem-finding, determining appropriate mechanisms, and made connections using analogies and concepts at both abstract and concrete levels.

SCIENCE AT NOVA.

ERIC Educational Resources Information Center

Broward County Schools, Fort Lauderdale, FL.

THE SCIENCE PROGRAM AT NOVA HIGH SCHOOL IS STRUCTURED TO MEET THE NEEDS OF A SCIENTIFIC SOCIETY. THE JUNIOR HIGH PROGRAM EMPHASIZES THE ACCUMLATION, TABULATION, AND ANALYSIS OF DATA. THE SENIOR HIGH PROGRAM MAKES USE OF THESE PROCESSES IN THE INVESTIGATION OF VARIOUS SUBJECT AREAS. THE UNITS COMPOSING THE HIGH SCHOOL CURRICULUM ARE DESCRIBED. UNIT…

Fostering Today What Is Needed Tomorrow: Investigating Students' Interest in Science

ERIC Educational Resources Information Center

Blankenburg, Janet Susan; Höffler, Tim Niclas; Parchmann, Ilka

2016-01-01

This paper investigates the structure of German sixth-grade students' interest in science (N = 474; age 11-12 years) by considering different subject-related contexts (biology, chemistry, and physics) and different activities. Confirmatory factor analysis models were designed to validate the hypothetical structure of interest, connecting the whole…

`Drawing the Leaves Anyway': Teachers Embracing Children's Different Ways of Knowing in Preschool Science Practice

NASA Astrophysics Data System (ADS)

Areljung, Sofie; Ottander, Christina; Due, Karin

2017-12-01

This study explores if and how teachers combine practices of science and of preschool (children 1-5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising this, we have chosen to focus on how teachers' talk constructs and relates to possible ways of gaining knowledge and reaching explanations of phenomena in preschool science. The analysis builds on two concept pairs often associated with gender as well as knowing: objective-subjective and logical-intuitive. The analysed material consists of 11 group interviews where preschool teachers talk about activities concerning science content. Our results show that several ways of knowing are possible in work with science content in preschool. These include ways of knowing more associated with subjectivity, such as `individual liking' and `whole-body perception', as well as more associated with objectivity, such as `noticing differences and similarities'. Furthermore, the results show that the teachers' talk moves readily between possibilities associated with femininity (subjective and intuitive) and masculinity (objective and logical). This indicates that the teachers in this study have found ways to handle science in preschool that goes against presumed tensions between science and preschool practices. The results contribute to more nuanced ways of describing and thinking about science in preschool and pave the way for further development of science education in early childhood education.

A study in the use of the position of discrepant events in the teaching of science

NASA Astrophysics Data System (ADS)

Frassinelli, John James

The purpose of this study was to determine whether alternative placement of discrepant events would impact affective and cognitive outcomes of ninth-grade physical science students grouped into intact classes and classified as either "high" or "low" in prior academic achievement. Although researchers have found discrepant events to be effective in terms of cognition and recall, their chronological placement within science lessons had not been empirically researched. In this study, discrepant events were presented before, during, and after specific science lessons involving thermodynamics and heat. Discrepant events were withheld from the control group. To measure affective outcomes, the "enjoyment" and "motivation" scales taken from Sandman's (1973) Attitudes Towards Science Inventory (ATSI) were used to index subjects' global feelings about studying science, while a 20-item set of Semantic Differential (SD) scales was employed to determine their attitudes regarding the specific subject matter taught. To measure cognitive outcomes, a 20-item, selected response test was constructed by the researcher, with 6 items intended to assess subjects' knowledge of unit materials, and 14 items designed to query their understanding of unit concepts. Each subject (N = 131) was administered identical forms of each test in both pre-and post-test formats, both before and after the four-week study. Analyzed using a 4 x 2 mixed Analysis of Variance (ANOVA) model, data pertinent to the ATSI suggested neither between- nor within-group differences in subjects' global attitudes about studying science, although data pertinent to the SD scales indicated generally improved attitudes about studying thermodynamics and heat (F (1,122) = 2.759, p < .10). On the cognitive pretests and posttests, significant two-way interactions were observed for the overall test and experimental condition (F (3,121) = 4.068, p < .01), as well as for the overall test and higher prior achievement in physical science (F (1,121) = 7.059,p < .01). As contrasted with negligible changes in the control group's scores, robust mean-difference effect sizes were observed for all three treatment groups---"beginning" (d = 1.24), "during" (d = 0.70), and "after" ( d = 0.78)---but particularly for the "beginning" group. Subsequent analysis revealed that the apparent advantage of the "beginning" group was largely attributable to a particularly strong showing on the six test items concerned with knowledge (d = 2.06).

An Analysis of Student Outcomes Using Audio Tapes to Supplement Reading in the Level One Course of the Intermediate Science Curriculum Study.

ERIC Educational Resources Information Center

Gates, Richard Wade

Analyzed was the effectiveness of audio tapes used as a supplement to reading the Intermediate Science Curriculum Study (ISCS) first level materials. The instruments used on a pretest and posttest basis to compare the growth as a result of using audio tapes were: (1) Prouse Subject Preference Survey, (2) Test on Understanding Science, Form W, (3)…

Modern science: a case of collective intelligence? On the role of thought economy and gratifying attention in knowledge production.

PubMed

Franck, Georg

2012-07-16

Your attention please: Phenomenal conciousness, that is, how something feels, does not exist for an observer. As science relies on observations, it is not aware of the nature of subjectivity and thus science is not often defined as a collective intelligence. In this Essay, the roles of intelligence and attention are discussed, as well as an analysis of scientific communication and citation, in order to evaluate whether science is a case of collective intelligence.

Time Spent Teaching Core Academic Subjects in Elementary Schools. Comparisons across Community, School, Teacher, and Student Characteristics. Statistical Analysis Report.

ERIC Educational Resources Information Center

Perie, Marianne; And Others

The proportion of time that elementary school teachers use to teach core academic subjects (English/reading/language arts, mathematics, social studies, science) is an important aspect of instruction. Spending a large proportion of time teaching core curriculum subjects may be important not only in terms of school quality, but also in terms of…

Content Analysis of the Status and Place of Sexuality Education in the National School Policy and Curriculum in Tanzania

ERIC Educational Resources Information Center

Mkumbo, Kitila A.

2009-01-01

In Tanzania, sexuality education in schools is not provided as a standalone subject; rather it is mainstreamed in other subjects, namely Social Studies, Science, Civics and Biology. However, it is not clear how much sexuality education is covered in these subjects. The purpose of this study was to examine the status of sexuality education in the…

Use of Information Science Techniques by a Philosopher at Large.

ERIC Educational Resources Information Center

Cremmins, Ed; Trachtman, Marji

This paper recounts the use of the information science techniques of subject indexing and annotation in the extensive writings and publications of the philosopher Mortimer J. Adler. A content analysis of Adler's "intellectual autobiography" is described, Adler's efforts as an indexer are reviewed, and some of Adler's thoughts on the…

Science and Mathematics Advanced Placement Exams: Growth and Achievement over Time

ERIC Educational Resources Information Center

Judson, Eugene

2017-01-01

Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled by national enthusiasm to promote availability and rigor of science, technology, engineering, and mathematics (STEM). Trends were examined in STEM AP to evaluate and compare growth and achievement. Analysis included individual STEM subjects and disaggregation…

Toward Improved Collections in Medical Humanities: Fiction in Academic Health Sciences Libraries

ERIC Educational Resources Information Center

Dali, Keren; Dilevko, Juris

2006-01-01

Although fiction plays a prominent role in the interdisciplinary field of medical humanities (MH), it is physically and intellectually isolated from non-fiction in academic health sciences libraries. Using the Literature, Arts, and Medicine Database (LAMD) as a tool for selection and subject analysis, we suggest a method of integrating fiction…

Conceptual Blending Monitoring Students' Use of Metaphorical Concepts to Further the Learning of Science

NASA Astrophysics Data System (ADS)

Fredriksson, Alexandra; Pelger, Susanne

2018-03-01

The aim of this study is to explore how tertiary science students' use of metaphors in their popular science article writing may influence their understanding of subject matter. For this purpose, six popular articles written by students in physics or geology were analysed by means of a close textual analysis and a metaphor analysis. In addition, semi-structured interviews were conducted with the students. The articles showed variation regarding the occurrence of active (non-conventional) metaphors, and metaphorical concepts, i.e. metaphors relating to a common theme. In addition, the interviews indicated that students using active metaphors and metaphorical concepts reflected more actively upon their use of metaphors. These students also discussed the possible relationship between subject understanding and creation of metaphors in terms of conceptual blending. The study suggests that students' process of creating metaphorical concepts could be described and visualised through integrated networks of conceptual blending. Altogether, the study argues for using conceptual blending as a tool for monitoring and encouraging the use of adequate metaphorical concepts, thereby facilitating students' opportunities of understanding and influencing the learning of science.

Students attitude towards calculus subject: Bumiputera case-study

NASA Astrophysics Data System (ADS)

Awang, Noorehan; Ilias, Mohd Rijal; Che Hussain, Wan Siti Esah; Mokhtar, Siti Fairus

2013-04-01

Mathematics has always become the most dislike subject among other subjects in school. Study showed that attitudes of students in science subjects such as mathematics were closely related to how they solve problems, accessing ideas and making a right decision. According to another study on mathematics achievement of eighth grade students in Malaysia, mathematics grades among bumiputera students was lower when compared to other races such as Chinese and Indians. The poor performance was due to their attitude and pre-conceived ideas towards the subject. Therefore, this study was designed todetermine the criteria and subcriteria that were considered important in measuring students' attitude toward mathematics among the bumiputeras. Factor analysis was carried out to identify the groups among criterion. Instrument used to measure mathematics attitude was Test of Mathematics Related Attitude (TOMRA) which measured student attitudes in four criteria: normality of mathematics, attitudes towards mathematics inquiry, adoption of mathematics attitude and enjoyment of mathematics lessons. The target population of this study was all computer science and quantitative science students who enrolled Calculus subject in UiTM Kedah. Findings shows that there are two criteria that influenced students attitude toward mathematics namely normality of mathematics with eleven subcriteria and enjoyment of mathematics with eight subcriteria. From the analysis it shows that the total percentage of variation explained is 35.071% with 0.837 Cronbach's alpha reliability test. The findings will help the lecturers, parents and society to consider what action should be taken to install interest and positive attitude of bumiputera students towards mathematics and thus improve their achievement.

Qualified, but Not Choosing STEM at University: Unconscious Influences on Choice of Study

ERIC Educational Resources Information Center

Rodd, Melissa; Reiss, Michael; Mujtaba, Tamjid

2014-01-01

This article offers explanations as to why good candidates for mathematics or physics degrees might opt to study subjects other than STEM (science, technology, engineering, mathematics) subjects at university. Results come from analysis, informed by psychoanalytic theory and practice, of narrative-style interviews conducted with first-year…

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

ERIC Educational Resources Information Center

Monet, Julie A.; Etkina, Eugenia

2008-01-01

This paper describes the analysis of teachers' journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We…

Citation Behavior of Undergraduate Students: A Study of History, Political Science, and Sociology Papers

ERIC Educational Resources Information Center

Hendley, Michelle

2012-01-01

The goal of this analysis was to obtain local citation behavior data on undergraduates researching history, political science, and sociology papers. The study found that students cited books and journals even with the availability of web sources; however, usage varied by subject. References to specific websites' domains also varied across subject…

Making Sure What You See Is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science

ERIC Educational Resources Information Center

Bueno de Mesquita, Paul; Dean, Ross F.; Young, Betty J.

2010-01-01

Advances in digital video technology create opportunities for more detailed qualitative analyses of actual teaching practice in science and other subject areas. User-friendly digital cameras and highly developed, flexible video-analysis software programs have made the tasks of video capture, editing, transcription, and subsequent data analysis…

Old Words, New Meanings: A Study of Trends in Science Librarian Job Ads

ERIC Educational Resources Information Center

Bychowski, Brenna K. H.; Caffrey, Carolyn M.; Costa, Mia C.; Moore, Angela D.; Sudhakaran, Jessamyn; Zhang, Yuening

2010-01-01

Job ads are supposed to provide careful descriptions of the positions being advertised. Based on this premise, an analysis of job ads over time should reveal emerging trends and changes in a profession. The existing literature on science librarianship emphasizes that there are fluctuations in the demand for subject expertise and technology skills…

Information Use by PhD Students in Agriculture and Biology: A Dissertation Citation Analysis

ERIC Educational Resources Information Center

Kuruppu, Pali U.; Moore, Debra C.

2008-01-01

This article reports the findings of a study conducted to examine the types of information used by graduate students in the fields of biological and agricultural sciences at Iowa State University (ISU). The citations of doctoral dissertations submitted in nine agriculture and biological science subject fields (crop production and physiology;…

The Inclusion of STS Material in the Most Frequently Used Secondary Science Textbooks in the U.S.

ERIC Educational Resources Information Center

Chiang-Soong, Betty; Yager, Robert E.

1993-01-01

From an analysis of 11 textbooks for science-technology-society (STS) subjects, it was found that less than 7% of the narrative space is devoted to STS topics, with a range of 11.5% to 0.5%. The coverage of STS topics decreases as grade level increases. (PR)

Post-Colonial Science Education: The Challenge of Negotiating Researcher Positioning

ERIC Educational Resources Information Center

Burke, Lydia E. Carol-Ann

2014-01-01

In this paper, I describe a methodology that I employed, and resultant methods that I designed, to facilitate a Critical Discourse Analysis exploring perspectives on Western modern science as a school subject discipline in a given Caribbean context. Using specific themes from post-colonial theory, I sought to engage with some of the viewpoints…

Major Events Coordinated Security Solutions: The Application of the Project Management Body of Knowledge for Managing a Science and Technology Project

DTIC Science & Technology

2011-02-01

subject matter experts, to analysis of laboratory samples during V2010. Significance: The MECSS project produced more than 195 scientific reports...represents the sum of knowledge related to project management and includes best practises and techniques generally accepted by the project...2011-03 2.2.1 Science Town Science Town is the moniker for a multi-agency, mobile laboratory capability that brings together world

Web 2.0 in the Professional LIS Literature: An Exploratory Analysis

ERIC Educational Resources Information Center

Aharony, Noa

2011-01-01

This paper presents a statistical descriptive analysis and a thorough content analysis of descriptors and journal titles extracted from the Library and Information Science Abstracts (LISA) database, focusing on the subject of Web 2.0 and its main applications: blog, wiki, social network and tags.The primary research questions include: whether the…

What is "good reasoning" about global warming? A comparison of high school students and specialists

NASA Astrophysics Data System (ADS)

Adams, Stephen Thomas

This study compares the knowledge and reasoning about global warming of 10 twelfth grade students and 6 specialists, including scientists and policy analysts. The study uses global warming as a context for addressing the broad objective of formulating goals for scientific literacy. Subjects evaluated a set of articles about global warming and evaluated policies proposed to ameliorate global warming, including a gasoline tax and a "feebate" system of fees and rebates on automobiles. All students and one scientist participated in a full treatment involving interviews and activities with a computer program (discussed below), averaging about 3.75 hours. In addition, five specialists participated in interviews only, averaging one hour. One line of analysis focuses on knowledge content, examining how subjects applied perspectives from both natural and social sciences. This analysis is positioned as an empirical component to the movement to develop content standards for science education, as exemplified by the recommendations of Science for All Americans (SFAA). Some aspects of competent performance in the present study hinged upon knowledge and skills advocated by SFAA (e.g., fluency with themes of science such as scale). Other aspects involved such skills as evaluating economic interests behind a scientific argument in the media or considering hidden costs in a policy area. By characterizing a range of approaches to how students and specialists performed the experimental tasks, the present study affords a view of scientific literacy not possible without this type of information. Another line of analysis investigates a measure of coherent argumentation from a computer program, Convince Me, in relation to policy reasoning. The program is based on a connectionist model, ECHO. Subjects used the program to create arguments about the aforementioned policies. The study compares Convince Me's Model's Fit argumentation measure to other measures, including ratings of 6 human judges about the quality of the arguments, a measure of the stability of subjects' views, and the number of statements in subjects' arguments. The pattern of significant correlations among several of these measures, plus interview findings, help to clarify cognitive and educational issues involved with using Convince Me (or related programs) in this area.

Opinion: The Two Subject Matters of Behavior Analysis and Early Intervention

ERIC Educational Resources Information Center

Greer, R. Douglas

2004-01-01

The author argues that the field of behavior intervention has two subject matters that are distinct in several ways. Each is derived from, and contributes to, the foundation science and epistemology associated with behavior selection. The differences that the author wants to describe occurred to him as he sought to identify which of two Spanish…

Teacher Supply/Demand. How Preparation Affects Employment Opportunities for Teachers in Today's Job Market.

ERIC Educational Resources Information Center

Indiana State Univ., Terre Haute.

An analysis of the job market for teachers indicates that the average candidate's ability to find a job will be influenced by his geographic preference and his subject area specialization. Geographically, the greatest opportunity is in areas of high population concentration. Certain subjects, such as science and mathematics, have a high demand for…

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.

Case Method Teaching as Science and Art: A Metaphoric Approach and Curricular Application

ERIC Educational Resources Information Center

Greenhalgh, Anne M.

2007-01-01

The following article takes a metaphoric approach to case method teaching to shed light on one of our most important practices. The article hinges on the dual comparison of case method as science and as art. The dominant, scientific view of cases is that they are neutral descriptions of real-life business problems, subject to rigorous analysis.…

Alignment of Assessment Objectives with Instructional Objectives Using Revised Bloom's Taxonomy--The Case for Food Science and Technology Education

ERIC Educational Resources Information Center

Jideani, V. A.; Jideani, I. A.

2012-01-01

Nine food science and technology (FST) subjects were assessed for alignment between the learning outcomes and assessment using revised Bloom's taxonomy (RBT) of cognitive knowledge. Conjoint analysis was used to estimate the utilities of the levels of cognitive, knowledge, and the attribute importance (cognitive process and knowledge dimension)…

Demand for and Satisfaction with Places at University--An Empirical Comparative Study

ERIC Educational Resources Information Center

Bischoff, Florian; Gassmann, Freya; Emrich, E.

2017-01-01

What features lead a student to choose sport science, chemistry, physics, computer science or musicology as their subject of study and the Saarland University Saarbrücken as their place of study? Empirical analysis shows that study conditions for students of chemistry, physics and music do not play an important role in selecting the place of…

Does Compare-Contrast Text Structure Help Students with Autism Spectrum Disorder Comprehend Science Text?

ERIC Educational Resources Information Center

Carnahan, Christina R.; Williamson, Pamela S.

2013-01-01

Using a single-subject reversal design, this study evaluated the use of a compare-contrast strategy on the ability of students with autism spectrum disorder to comprehend science text. Three middle school students with high-functioning autism and their teacher participated in this study. A content analysis comparing the number of meaning units in…

Identifying Tensions around Gender-Responsive Curriculum Practices in Science Teacher Education in Zimbabwe: An Activity Theory Analysis

ERIC Educational Resources Information Center

Chikunda, Charles

2014-01-01

The physical sciences, mathematics and technology subjects in Zimbabwe, like in most other African countries, are still male dominated. This is despite numerous efforts over the years directed towards gender equality in these disciplines. Many studies point at teacher education as not doing enough to assist future teachers in these disciplines…

Large Deployable Reflector (LDR) feasibility study update

NASA Technical Reports Server (NTRS)

Alff, W. H.; Banderman, L. W.

1983-01-01

In 1982 a workshop was held to refine the science rationale for large deployable reflectors (LDR) and develop technology requirements that support the science rationale. At the end of the workshop, a set of LDR consensus systems requirements was established. The subject study was undertaken to update the initial LDR study using the new systems requirements. The study included mirror materials selection and configuration, thermal analysis, structural concept definition and analysis, dynamic control analysis and recommendations for further study. The primary emphasis was on the dynamic controls requirements and the sophistication of the controls system needed to meet LDR performance goals.

An assessment of collections at the University of Wisconsin-Madison Health Sciences Libraries: drug resistance.

PubMed

Bergen, P L; Nemec, D

1999-01-01

In December 1997, the authors completed an in-depth collection assessment project at the University of Wisconsin-Madison Health Sciences Libraries. The purpose was to develop a framework for future collection assessment projects by completing a multifaceted evaluation of the libraries' monograph and serial collections in the subject area of drug resistance. Evaluators adapted and synthesized several traditional collection assessment tools, including shelflist measurement, bibliography and standard list checking, and citation analysis. Throughout the project, evaluators explored strategies to overcome some of the problems inherent in the application of traditional collection assessment methods to the evaluation of biomedical collections. Their efforts resulted in the identification of standard monographs and core journals for the subject area, a measurement of the collections' strength relative to the collections of benchmark libraries, and a foundation for future collection development within the subject area. The project's primary outcome was a collection assessment methodology that has potential application to both internal and cooperative collection development in medical, pharmaceutical, and other health sciences libraries.

School Engagement Mediates Well-Being Differences in Students Attending Specialized versus Regular Classes

ERIC Educational Resources Information Center

Orkibi, Hod; Tuaf, Hila

2017-01-01

The authors examined (a) differences in school engagement and the subjective well-being (SWB) of 330 Israeli students (Grades 7-10, 52% girls) in specialized school classes (arts and science) versus students in classes with no specialized subject and (b) the role of engagement as a mediator between class choice and SWB. A multivariate analysis of…

Responding to a Relevance Imperative in School Science and Mathematics: Humanising the Curriculum Through Story

NASA Astrophysics Data System (ADS)

Darby-Hobbs, Linda

2013-02-01

There has been a recent push to reframe curriculum and pedagogy in ways that make school more meaningful and relevant to students' lives and perceived needs. This `relevance imperative' is evident in contemporary rhetoric surrounding quality education, and particularly in relation to the junior secondary years where student disengagement with schooling continues to abate. This paper explores how teachers translate this imperative into their mathematics and science teaching. Interview data and critical incidents from classroom practice are used to explore how six teachers attempted to make the subject matter meaningful for their students. Four `Categories of Meaning Making' emerged, highlighting key differences in how the nature of science and mathematics content constrained or enabled linkages between content and students' lifeworlds. While the teachers demonstrated a commitment to humanising the subject at some level, this analysis has shown that expecting teachers to make the curriculum relevant is not unproblematic because the meaning of relevance as a construct is complex, subject-specific, and embedded in understanding the human dimensions of learning, using, and identifying with, content. Through an examination of the construct of relevance and a humanistic turn in mathematics and science literature I argue for an expanded notion of relevance.

The Data Box and Within-Subject Analyses: A Comment on Nesselroade and Molenaar (2016).

PubMed

Revelle, William; Wilt, Joshua

2016-01-01

Nesselroade and Molenaar suggest that it is the relationships between latent variables within subjects that are invariant across subjects and thus the appropriate unit of analysis. We disagree and take the view that between-factor correlations may differ systematically across subjects. Further, individual differences in these correlations may be an important source of information about each unique individual. Following from this premise, analyses of consistencies and differences between subjects of the within-subject pattern of interfactor correlations is a step toward an integrative science of behavior. We give several examples demonstrating how this approach has the potential to yield novel insights into personality functioning.

Women discouraged by masculine culture in physics

NASA Astrophysics Data System (ADS)

Allen, Michael

2016-12-01

An analysis of more than 1000 papers on gender disparity in science, technology, engineering and mathematics (STEM) has revealed three main reasons why women are underrepresented in those subjects at undergraduate level in the US.

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.

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors’ Emotions about Mathematics

PubMed Central

Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students’ emotional satisfaction with math. We then compared life science and non–life science majors and found that major had a small to moderate relationship with students’ responses. Gender also had a small relationship with students’ responses, while students’ race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups—students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates’ emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors’ attitudes toward math. PMID:28798211

Reconceptualizing the Nature of Science for Science Education

NASA Astrophysics Data System (ADS)

Dagher, Zoubeida R.; Erduran, Sibel

2016-03-01

Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school science. This conceptual article re-examines extant notions of nature of science and proposes an expanded version of the Family Resemblance Approach (FRA), originally developed by Irzik and Nola (International handbook of research in history, philosophy and science teaching. Springer, Dordrecht, pp 999-1021, 2014) in which they view science as a cognitive-epistemic and as an institutional-social system. The conceptual basis of the expanded FRA is described and justified in this article based on a detailed account published elsewhere (Erduran and Dagher in Reconceptualizing the nature of science for science education: scientific knowledge, practices and other family categories. Springer, Dordrecht, 2014a). The expanded FRA provides a useful framework for organizing science curriculum and instruction and gives rise to generative visual tools that support the implementation of a richer understanding of and about science. The practical implications for this approach have been incorporated into analysis of curriculum policy documents, curriculum implementation resources, textbook analysis and teacher education settings.

Teacher students' dilemmas when teaching science through inquiry

NASA Astrophysics Data System (ADS)

Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

2015-09-01

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage. Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective? Design & method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective. Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning 'Supporting pupils' own investigations' and 'Guiding analysis and conclusions.' The subjectively perceived problems comprise concerns about 'Teachers' abilities' and 'Pupils' abilities,' 'Differentiated instruction' and institutional frame 'Conditions' while the self-reflectively noticed problems mainly comprise concerns about 'Allowing inquiry,' 'Instructional Aspects,' and 'Pupils' behavior.' Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these three perspectives.

A Perspective on the Intended Science Curriculum in Iceland and its `Transformation' over a Period of 50 Years

NASA Astrophysics Data System (ADS)

Thorolfsson, Meyvant; Finnbogason, Gunnar E.; Macdonald, Allyson

2012-11-01

In recent decades, a consensus has emerged among educators and scientists that all compulsory school students need good science education. The debate about its purpose and nature as a school subject in an emerging information society has not been as conclusive. To further understand this, it helps to examine how the science curriculum has transformed and what forces have shaped it as a core curricular area over time. This article sheds light on the transformation of the science curriculum for compulsory schools in Iceland in force from 1960 to 2010. Using criteria based on curriculum ideologies regarding the function of learners, instructors and subject matter in the learning process and the orientation of content and product versus process and development, it offers findings from content analysis of the intended science curriculum. The official curriculum was studied and conceptualised as it has evolved over time. The curriculum developers appear to have been striving for a compromise between conflicting views, resulting in what the authors of this article conceive as a 'kaleidoscopic quilt' of ideas over the period studied.

Investigating elementary principals' science beliefs and knowledge and its relationship to students' science outcomes

NASA Astrophysics Data System (ADS)

Khan, Uzma Zafar

The aim of this quantitative study was to investigate elementary principals' beliefs about reformed science teaching and learning, science subject matter knowledge, and how these factors relate to fourth grade students' superior science outcomes. Online survey methodology was used for data collection and included a demographic questionnaire and two survey instruments: the K-4 Physical Science Misconceptions Oriented Science Assessment Resources for Teachers (MOSART) and the Beliefs About Reformed Science Teaching and Learning (BARSTL). Hierarchical multiple regression analysis was used to assess the separate and collective contributions of background variables such as principals' personal and school characteristics, principals' science teaching and learning beliefs, and principals' science knowledge on students' superior science outcomes. Mediation analysis was also used to explore whether principals' science knowledge mediated the relationship between their beliefs about science teaching and learning and students' science outcomes. Findings indicated that principals' science beliefs and knowledge do not contribute to predicting students' superior science scores. Fifty-two percent of the variance in percentage of students with superior science scores was explained by school characteristics with free or reduced price lunch and school type as the only significant individual predictors. Furthermore, principals' science knowledge did not mediate the relationship between their science beliefs and students' science outcomes. There was no statistically significant variation among the variables. The data failed to support the proposed mediation model of the study. Implications for future research are discussed.

Making Sense of Cluster Analysis: Revelations from Pakistani Science Classes

ERIC Educational Resources Information Center

Pell, Tony; Hargreaves, Linda

2011-01-01

Cluster analysis has been applied to quantitative data in educational research over several decades and has been a feature of the Maurice Galton's research in primary and secondary classrooms. It has offered potentially useful insights for teaching yet its implications for practice are rarely implemented. It has been subject also to negative…

SAMPLING AND ANALYSIS OF MONITORING WELLS AT EPA RESEARCH SITES

EPA Science Inventory

I have been asked to speak to the Environmental Science class at ECU on 04-26-04 on the subject of sample collection and analysis of monitoring wells at EPA research sites that I have been involved with. I plan on demonstrating the techniques of well water collection and meter a...

An Evaluation of AFIT’s Graduate Programs in Operations Research (GOR) and Strategic and Tactical Sciences (GST).

DTIC Science & Technology

1987-08-01

of economics (e.g., present/future value, costing, cost-benefit analysis, regression analysis, etc.) are scattered throughout the core. Unfortunately...in the subject, largely because most of the problems and examples used are not related to military operations research. Some fundamental -j principles

Safety Picks up "STEAM"

ERIC Educational Resources Information Center

Roy, Ken

2016-01-01

This column shares safety information for the classroom. STEAM subjects--science, technology, engineering, art, and mathematics--are essential for fostering students' 21st-century skills. STEAM promotes critical-thinking skills, including analysis, assessment, categorization, classification, interpretation, justification, and prediction, and are…

[Kampo Education in the Faculty of Pharmaceutical Sciences at Toho University].

PubMed

Koike, Kazuo

2016-01-01

In the Faculty of Pharmaceutical Sciences at Toho University, Kampo education commenced 40 years ago through a course titeled "Kampo", which has since been renamed as "Kampo Pharmacology". The current university curriculum offers courses in subjects such as Pharmacognosy and Practical Pharmacognosy for sophomores, Kampo Pharmacology for juniors, and Clinical Kampo Medicine for seniors. Kampo Pharmacology is a subject that bridges "Pharmacognosy" to "Clinical Kampo Medicine". The functions of the crude drugs included in Kampo prescriptions are explained both in terms of efficacy from the perspective of Kampo and by contemporary evidence. Furthermore, the "Clinical Kampo Therapeutics" course offered for seniors involves lectures on the fundamentals of Kampo, determination of evidence and prescriptions, case analysis, and prescription analysis by physicians affiliated with our university's medical center. Acquiring an understanding of the effectiveness of crude drugs in herbal medicine and gaining practical clinical knowledge are considered beneficial for future pharmacists.

Changing MCAT.

PubMed

Ortolon, Ken

2011-07-01

A special committee of the Association of American Medical Colleges is recommending major changes to the Medical College Admission Test (MCAT) to more closely align its subject matter with the science knowledge needed to practice 21st century medicine. But while the proposed new MCAT increases the emphasis on biochemistry and cellular and molecular biology, it also sharpens the focus on critical analysis and behavioral and social sciences that affect the more human side of medicine.

Influence of School Characteristics on the Achievement of Secondary School Chemistry Students in the Cognitive Science Process Skill of Evaluation in Kenya

ERIC Educational Resources Information Center

Anditi, Zephania O.; Okere, Mark, I. O.; Muchiri, Daniel R.

2013-01-01

Chemistry is one of the subjects that students sit for in the Kenya Certificate of Secondary Education (KCSE). The attainment of students in chemistry in KCSE has been quite low. An analysis of the past Chemistry examination papers taken in KCSE reveals that the papers test students' competencies in various aspects of Cognitive Science Process…

Identity of Artificial Color on Oranges; Analysis for Spoilage Indicators in Butter; Rapid Identity of Margarine and Butter; Identity of Synthetic Colors in Foods. FDA's Science Project Series.

ERIC Educational Resources Information Center

Food and Drug Administration (DHEW), Washington, DC.

These guides are four of several prepared through the F.D.A.'s Science Project Series for senior high school chemistry students and teachers investigating the quality of constituents of foods through experimentation. Each eight page pamphlet gives background information on the subject, equipment and reagents needed for the experiment, the…

NASA aerospace database subject scope: An overview

NASA Technical Reports Server (NTRS)

1993-01-01

Outlined here is the subject scope of the NASA Aerospace Database, a publicly available subset of the NASA Scientific and Technical (STI) Database. Topics of interest to NASA are outlined and placed within the framework of the following broad aerospace subject categories: aeronautics, astronautics, chemistry and materials, engineering, geosciences, life sciences, mathematical and computer sciences, physics, social sciences, space sciences, and general. A brief discussion of the subject scope is given for each broad area, followed by a similar explanation of each of the narrower subject fields that follow. The subject category code is listed for each entry.

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

NASA Astrophysics Data System (ADS)

Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

Selecting Science Subjects: Why Students Do, Why They Can't!

ERIC Educational Resources Information Center

Venville, Grady; Oliver, Mary; Longnecker, Nancy; Rennie, Leonie

2010-01-01

This research used a survey and interviews to find out which science subjects 174 Year 10 students wanted to study in Year 11 and why. The results showed that the major reasons students wanted to study a particular science subject were because they were interested in the subject matter and because they felt they would achieve well in that subject.…

[The institutionalization of epidemiology as a subject at Rio de Janeiro Federal University Medical School].

PubMed

Torres, Carlos Henrique; Czeresnia, Dina

2003-01-01

This article aimed at studying the teaching of epidemiology in medical school undergraduate courses. Medical books have been analyzed in order to understand the constitution of epidemiology as a scientific subject, as well as its relations with medical science and secondary school teaching. The introduction and development of the subject in UFRJ Medical School were studied through the analysis of internal regulations, courses brochures and programs. Professors were interviewed. The analysis revealed that epidemiology concepts spread to health services and practice, as well as to medical research. At UFRJ Medical School, starting at the end of the 1980's, epidemiology teaching began to be emphasized and valued. That was the time when collective health began to develop. Among collective health subjects, both epidemiology and statistics developed the most.

An assessment of collections at the University of Wisconsin-Madison Health Sciences Libraries: drug resistance.

PubMed Central

Bergen, P L; Nemec, D

1999-01-01

In December 1997, the authors completed an in-depth collection assessment project at the University of Wisconsin-Madison Health Sciences Libraries. The purpose was to develop a framework for future collection assessment projects by completing a multifaceted evaluation of the libraries' monograph and serial collections in the subject area of drug resistance. Evaluators adapted and synthesized several traditional collection assessment tools, including shelflist measurement, bibliography and standard list checking, and citation analysis. Throughout the project, evaluators explored strategies to overcome some of the problems inherent in the application of traditional collection assessment methods to the evaluation of biomedical collections. Their efforts resulted in the identification of standard monographs and core journals for the subject area, a measurement of the collections' strength relative to the collections of benchmark libraries, and a foundation for future collection development within the subject area. The project's primary outcome was a collection assessment methodology that has potential application to both internal and cooperative collection development in medical, pharmaceutical, and other health sciences libraries. PMID:9934527

[The politics of the self: psychological science and bourgeois subjectivity in 19th century Spain.].

PubMed

Novella, Enric J

2010-01-01

This paper offers an analysis of the process of institutionalization of psychological knowledge in Spain following the educative reforms implemented during the second third of the 19th century, which prescribed its inclusion in the curricular program of the new secondary education. After a detailed examination of the theoretical orientation, the ideological assumptions and the socio-political connections of the contents transmitted to the students throughout the century, its militant spiritualism is interpreted as a highly significant attempt on the part of the liberal elites to articulate a pedagogy of subjectivity intended to counteract the trends toward reduction, naturalization and fragmentation of psychic life inherent to the development of modern science.

Implementation of small group discussion as a teaching method in earth and space science subject

NASA Astrophysics Data System (ADS)

Aryani, N. P.; Supriyadi

2018-03-01

In Physics Department Universitas Negeri Semarang, Earth and Space Science subject is included in the curriculum of the third year of physics education students. There are various models of teaching earth and space science subject such as textbook method, lecturer, demonstrations, study tours, problem-solving method, etc. Lectures method is the most commonly used of teaching earth and space science subject. The disadvantage of this method is the lack of two ways interaction between lecturers and students. This research used small group discussion as a teaching method in Earth and Space science. The purpose of this study is to identify the conditions under which an efficient discussion may be initiated and maintained while students are investigating properties of earth and space science subjects. The results of this research show that there is an increase in student’s understanding of earth and space science subject proven through the evaluation results. In addition, during the learning process, student’s activeness also increase.

Rasch analysis for psychometric improvement of science attitude rating scales

NASA Astrophysics Data System (ADS)

Oon, Pey-Tee; Fan, Xitao

2017-04-01

Students' attitude towards science (SAS) is often a subject of investigation in science education research. Survey of rating scale is commonly used in the study of SAS. The present study illustrates how Rasch analysis can be used to provide psychometric information of SAS rating scales. The analyses were conducted on a 20-item SAS scale used in an existing dataset of The Trends in International Mathematics and Science Study (TIMSS) (2011). Data of all the eight-grade participants from Hong Kong and Singapore (N = 9942) were retrieved for analyses. Additional insights from Rasch analysis that are not commonly available from conventional test and item analyses were discussed, such as invariance measurement of SAS, unidimensionality of SAS construct, optimum utilization of SAS rating categories, and item difficulty hierarchy in the SAS scale. Recommendations on how TIMSS items on the measurement of SAS can be better designed were discussed. The study also highlights the importance of using Rasch estimates for statistical parametric tests (e.g. ANOVA, t-test) that are common in science education research for group comparisons.

On the almost inconceivable misunderstandings concerning the subject of value-free social science.

PubMed

Black, Donald

2013-12-01

A value judgment says what is good or bad, and value-free social science simply means social science free of value judgments. Yet many sociologists regard value-free social science as undesirable or impossible and readily make value judgments in the name of sociology. Often they display confusion about such matters as the meaning of value-free social science, value judgments internal and external to social science, value judgments as a subject of social science, the relevance of objectivity for value-free social science, and the difference between the human significance of social science and value-free social science. But why so many sociologists are so value-involved - and generally so unscientific - is sociologically understandable: The closest and most distant subjects attract the least scientific ideas. And during the past century sociologists have become increasingly close to their human subject. The debate about value-free social science is also part of an epistemological counterrevolution of humanists (including many sociologists) against the more scientific social scientists who invaded and threatened to expropriate the human subject during the past century. © London School of Economics and Political Science 2013.

Engaging in science inquiry: Prospective elementary teachers' learning in an innovative life science course

NASA Astrophysics Data System (ADS)

Haefner, Leigh Boardman

2001-10-01

This study examined prospective elementary teachers' learning about science inquiry in the context of an innovative life science course that engaged them in an original science investigation. Eleven elementary education majors participated in the study. A multiple case study approach that was descriptive, interpretive, and framed by grounded theory was employed. Primary data sources included transcripts of semi-structured interviews, text associated with online threaded discussions, and course project documents, such as lesson plans and written reflections. Secondary data sources included videotaped class sessions and field notes. Data were analyzed using analytical induction techniques, and trustworthiness was developed through the use of multiple data sources, triangulation of data, and the use of counterexamples to the assertions. Three major findings emerged from the cross-case analysis. First, engaging in an original science investigation assisted prospective teachers in becoming more attentive to the processes of science and developing more elaborated and data-driven explanations of how science is practiced. Second, when prospective teachers struggled with particular aspects of their investigations, those aspects became foci of change in their thinking about science and doing science. Third, as prospective teachers came to place a greater emphasis on questions, observations, and experimentation as fundamental aspects of doing science, they became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include the need to re-conceptualize teacher preparation programs to include multiple opportunities to engage prospective teachers in learning science as inquiry, and attend to connections among subject matter knowledge, subject-specific pedagogy and experiences with children.

75 FR 47316 - National Science Board; Sunshine Act Meetings; Notice (Subject Matter Revised From Earlier Notice)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-05

... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice (Subject Matter... for the transaction of National Science Board business and other matters specified, as follows: Date and Time: August 12, 2010, at 3 p.m. EDT. Subject Matter: Review and Discussion of Current Mid-Scale...

Intentions of young students to enroll in science courses in the future: An examination of gender differences

NASA Astrophysics Data System (ADS)

Farenga, Stephen J.; Joyce, Beverly A.

1999-01-01

This study examined young students' perceptions of gender-appropriate science courses. The sample consisted of 427 students in grades 4, 5, and 6, between the ages of 9 and 13. Students completed the Course Selection Sheet (CSS) to choose courses for themselves and members of the opposite gender. A psychosocial framework was offered to explain the differential course selection patterns between young boys and girls. The study reveals a strong gender effect pointing toward stereotypical perceptions of selected science courses for oneself (p 0.01). When students selected science courses for the opposite gender, the evidence of gender-role stereotypes was even greater (p < 0.000). Course selection profiles imply that a reciprocal relationship exists in the number and kind of courses selected by girls and boys. A detailed analysis suggests that both boys and girls perceive physical science and technology-related courses as appropriate subjects for boys to study and life sciences as appropriate subjects for girls to study. Surprisingly, students' future science course selections resemble current enrollment data of master's and doctoral candidates. The students' perceptions of science are seen years prior to the actual encounter with the science courses listed on the course selection menu. These findings question the auspiciousness of programs designed to ameliorate gender differences in science during junior or senior high school years. Suggestions for school curriculum development and the importance of informal science experiences were examined.

A meta-analysis of instructional systems applied in science teaching

NASA Astrophysics Data System (ADS)

Willett, John B.; Yamashita, June J. M.; Anderson, Ronald D.

This article is a report of a meta-analysis on the question: What are the effects of different instructional systems used in science teaching? The studies utilized in this meta-analysis were identified by a process that included a systematic screening of all dissertations completed in the field of science education since 1950, an ERIC search of the literature, a systematic screening of selected research journals, and the standard procedure of identifying potentially relevant studies through examination of the bibliographies of the studies reviewed. In all, the 130 studies coded gave rise to 341 effect sizes. The mean effect size produced over all systems was 0.10 with a standard deviation of 0.41, indicating that, on the average, an innovative teaching system in this sample produced one-tenth of a standard deviation better performance than traditional science teaching. Particular kinds of teaching systems, however, produced results that varied from this overall result. Mean effect sizes were also computed by year of publication, form of publication, grade level, and subject matter.

Analysis of students critical thinking skills in socio-scientific issues of biodiversity subject

NASA Astrophysics Data System (ADS)

Santika, A. R.; Purwianingsih, W.; Nuraeni, E.

2018-05-01

Critical thinking is a skills the which students should have in order to face 21st century demands. Critical thinking skills can help people in facing their daily problems, especially problems roommates relate to science. This research is aimed to analyze students critical thinking skills in socio-scientific issues of biodiversity subject. The method used in this research was descriptive method. The research subject is first-grade students’ in senior high school. The data collected by interview and open-ended question the which classified based on framework : (1) question at issue, (2) information (3) purpose (4) concepts (5) assumptions, (6) point of view, (7) interpretation and inference, and (8) implication and consequences, then it will be assessed by using rubrics. The result of the data showed students critical thinking skills in socio-scientific issues of biodiversity subject is in low and medium category. Therefore we need a learning activity that is able to develop student’s critical thinking skills, especially regarding issues of social science.

Effects of traditional and discovery instructional approaches on learning outcomes for learners of different intellectual development: A study of chemistry students in Zambia

NASA Astrophysics Data System (ADS)

Mulopo, Moses M.; Seymour Fowler, H.

This study examined the differential effectiveness of traditional and discovery methods of instruction for the teaching of science concepts, understandings about science, and scientific attitudes, to learners at the concrete and formal level of cognitive development. The dependent variables were achievement, understanding science, and scientific attitude; assessed through the use of the ACS Achievement Test (high school chemistry, Form 1979), the Test on Understanding Science (Form W), and the Test on Scientific Attitude, respectively. Mode of instruction and cognitive development were the independent variables. Subjects were 120 Form IV (11th grade) males enrolled in chemistry classes in Lusaka, Zambia. Sixty of these were concrete reasoners (mean age = 18.23) randomly selected from one of the two schools. The remaining 60 subjects were formal reasoners (mean age 18.06) randomly selected from a second boys' school. Each of these two groups was randomly split into two subgroups with 30 subjects. Traditional and discovery approaches were randomly assigned to the two subgroups of concrete reasoners and to the two subgroups of formal reasoners. Prior to instruction, the subjects were pretested using the ACS Achievement Test, the Test on Understanding Science, and the Test on Scientific Attitude. Subjects received instruction covering eight chemistry topics during approximately 10 weeks. Posttests followed using the same standard tests. Two-way analysis of covariance, with pretest scores serving as covariates was used and 0.05 level of significant was accepted. Tukey WSD technique was used as a follow-up test where applicable. It was found that (1) for the formal reasoners, the discovery group earned significantly higher understanding science scores than the traditional group. For the concrete reasoners mode of instruction did not make a difference; (2) overall, formal reasoners earned significantly higher achievement scores than concrete reasoners; (3) in general, subjects taught by the discovery approach earned significantly higher scientific attitude scores than those taught by the traditional approach. The traditional group outperformed the discovery group in achievement scores. It was concluded that the traditional approach might be an efficient instructional mode for the teaching of scientific facts and principles to high school students, while the discovery approach seemed to be more suitable for teaching scientific attitudes and for promoting understanding about science and scientists among formal operational learners.

Effects of Subject-Area Degree and Classroom Experience on New Chemistry Teachers' Subject Matter Knowledge

ERIC Educational Resources Information Center

Nixon, Ryan S.; Campbell, Benjamin K.; Luft, Julie A.

2016-01-01

Science teachers need to understand the subject matter they teach. While subject matter knowledge (SMK) can improve with classroom teaching experience, it is problematic that many secondary science teachers leave the profession before garnering extensive classroom experience. Furthermore, many new science teachers are assigned to teach science…

Every teacher an English teacher? Literacy strategy teaching and research in the content area of science education

NASA Astrophysics Data System (ADS)

Buckingham, Thomas

Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the bulk of school day instruction. While there have been small studies and field reports of what content teachers are or are not teaching in the way of literacy instruction (Fisher and Ivey, 2005; Verplaste, 1996, 1998; Vacca and Vacca 1989), researchers have not had success measuring the literacy practices of content area teachers in a broad-based study. This study focuses specifically on what many researchers in both the content literacy and ESL fields have emphasized for promoting literacy in the classroom---teaching metacognitive strategies. Twelve metacognitive functions derived from a literacy strategies handbook are employed as a means to ascertain strategy usage within the lessons whether specifically known content strategies are named or not. The initial analysis is performed on over 100 lesson plans hosted at four prominent university science education sites, all within a five year period (2003-7). In addition to the lesson plan analysis, a review of 100 articles taken from five on-line science education journals reveal what the science education field addresses this issue. Findings suggest that while 80% of science teachers include some type of strategic teaching and learning in their lessons, only about 20% of science teachers explicitly utilize strategies as listed in content literacy manuals and promoted by literacy and ESL experts. Rather, most science teachers implicitly include these strategies within their lessons and/or promote their own subject-specific strategies in content teaching. Analysis of science education research and publications shows that there is a focus on literacy and specifically strategic learning; however, the evidence does not suggest that science teachers necessarily follow these suggested offerings---even when it comes to their own national organization's offerings in this area.

Narratives of location: School science identities and scientific discourse among Navajo women at the University of New Mexico

NASA Astrophysics Data System (ADS)

Brandt, Carol B.

This research examines the interplay of scientific discourse and students' sense of self among four Navajo (Dine) women as they major in science at a university in the southwestern United States. This dissertation research is an ethnographic case study of Navajo women as they were completing their final year of undergraduate study in the life sciences at a university. How do Navajo women express their identity in Western science at the university? What role does scientific discourse play in this process? This research employs a feminist poststructural approach to language and expands the way discourse has typically been addressed in science education. I expand the notion of discourse through poststructuralism by recognizing the co-constitutive role of language in fashioning realities and generating meaning. Data sources in this study included transcripts from one-on-one interviews, electronic correspondence (e-mail), observations of social contexts on campus, students' writing for science courses, university policy statements, departmental outcomes assessments, web profiles of student research in science, and a researcher's reflective journal. This study took place beginning in January 2002 and continued through May of 2003 at the University of New Mexico. After completing the thematic (constant comparative analysis) and an analysis of metaphors, I "retold" or "restoried" the narratives collected during interviews. In the cross case analysis, I compared each participant's description of those discursive spaces that afforded engagement with science, and those locations where their awareness of academic language was heightened in a process of metadiscourse. I identified these spaces as locations of possibility in which students and their mentors (or instructors) valued connected knowing, acknowledged each other's history, culture, and knowledge, and began speaking to each other subject-to-subject to challenge normative views of schooling. The participants in this research located spaces in which they authored themselves: study groups, a research project on invasive plants, the American Indian Medial Association, and a community college. The women in this study selectively accommodated elements of Western science that were consistent with their identity as they positioned themselves in service to family, community, and tribe, and also sought positions beyond the objectified gaze of the institution.

Cooking with Chemistry.

ERIC Educational Resources Information Center

Grosser, Arthur E.

1984-01-01

Suggests chemistry of cooking and analysis of culinary recipes as subject matter for introducing chemistry to an audience, especially to individuals with neutral or negative attitudes toward science. Includes sample recipes and experiments and a table listing scientific topics with related cooking examples. (JN)

The ruins of neo-liberalism and the construction of a new (scientific) subjectivity

NASA Astrophysics Data System (ADS)

Lather, Patti

2012-12-01

Given my long-time interests in neoliberalism and questions of subjectivity, I am pleased to respond to Jesse Bazzul's paper, "Neoliberal Ideology, global capitalism, and science education: Engaging the question of subjectivity." In what follows, I first summarize what I see as Bazzul's contributions to pushing science education in `post' directions. I next introduce the concept of "post-neoliberalism" as a tool in this endeavor. Finally, I address what all of this might have to do with subjectivity in the context of science education. I speak as a much-involved veteran of a version of the science wars fought out in education research for the last decade (NRC 2002). My interest is to use this "battle" to think politics and science anew toward an engaged social science, without certainty, rethinking subjectivity, the unconscious and bodies where I ask "what kind of science for what kind of politics?"

Inquiry-Based Integrated Science Education: Implementation of Local Content “Soil Washing” Project To Improve Junior High School Students’ Environmental Literacy

NASA Astrophysics Data System (ADS)

Syifahayu

2017-02-01

The study was conducted based on teaching and learning problems led by conventional method that had been done in the process of learning science. It gave students lack opportunities to develop their competence and thinking skills. Consequently, the process of learning science was neglected. Students did not have opportunity to improve their critical attitude and creative thinking skills. To cope this problem, the study was conducted using Project-Based Learning model through inquiry-based science education about environment. The study also used an approach called Sains Lingkungan and Teknologi masyarakat - “Saling Temas” (Environmental science and Technology in Society) which promoted the local content in Lampung as a theme in integrated science teaching and learning. The study was a quasi-experimental with pretest-posttest control group design. Initially, the subjects were given a pre-test. The experimental group was given inquiry learning method while the control group was given conventional learning. After the learning process, the subjects of both groups were given post-test. Quantitative analysis was performed using the Mann-Whitney U-test and also a qualitative descriptive. Based on the result, environmental literacy skills of students who get inquiry learning strategy, with project-based learning model on the theme soil washing, showed significant differences. The experimental group is better than the control group. Data analysis showed the p-value or sig. (2-tailed) is 0.000 <α = 0.05 with the average N-gain of experimental group is 34.72 and control group is 16.40. Besides, the learning process becomes more meaningful.

Analysis of Students Attrition in the Sciences Subjects Areas in Ambrose Alli University, Ekpoma

ERIC Educational Resources Information Center

Olusi, F. I.; Akahomen, D. O.; Otete, C. O.

2013-01-01

The study, analysis of student's attrition in Ambrose Alli University (AAU) Ekpoma Nigeria was carried out to determine the exact number of students who attrite from selected faculties of the university. The study employed the descriptive survey design. Three hypotheses were stated and tested. On the hypothesis which tested the general attrition…

Effective Use of Multimedia Presentations to Maximize Learning within High School Science Classrooms

ERIC Educational Resources Information Center

Rapp, Eric

2013-01-01

This research used an evidenced-based experimental 2 x 2 factorial design General Linear Model with Repeated Measures Analysis of Covariance (RMANCOVA). For this analysis, time served as the within-subjects factor while treatment group (i.e., static and signaling, dynamic and signaling, static without signaling, and dynamic without signaling)…

Improving subjective pattern recognition in chemical senses through reduction of nonlinear effects in evaluation of sparse data

NASA Astrophysics Data System (ADS)

Assadi, Amir H.; Rasouli, Firooz; Wrenn, Susan E.; Subbiah, M.

2002-11-01

Artificial neural network models are typically useful in pattern recognition and extraction of important features in large data sets. These models are implemented in a wide variety of contexts and with diverse type of input-output data. The underlying mathematics of supervised training of neural networks is ultimately tied to the ability to approximate the nonlinearities that are inherent in network"s generalization ability. The quality and availability of sufficient data points for training and validation play a key role in the generalization ability of the network. A potential domain of applications of neural networks is in analysis of subjective data, such as in consumer science, affective neuroscience and perception of chemical senses. In applications of ANN to subjective data, it is common to rely on knowledge of the science and context for data acquisition, for instance as a priori probabilities in the Bayesian framework. In this paper, we discuss the circumstances that create challenges for success of neural network models for subjective data analysis, such as sparseness of data and cost of acquisition of additional samples. In particular, in the case of affect and perception of chemical senses, we suggest that inherent ambiguity of subjective responses could be offset by a combination of human-machine expert. We propose a method of pre- and post-processing for blind analysis of data that that relies on heuristics from human performance in interpretation of data. In particular, we offer an information-theoretic smoothing (ITS) algorithm that optimizes that geometric visualization of multi-dimensional data and improves human interpretation of the input-output view of neural network implementations. The pre- and post-processing algorithms and ITS are unsupervised. Finally, we discuss the details of an example of blind data analysis from actual taste-smell subjective data, and demonstrate the usefulness of PCA in reduction of dimensionality, as well as ITS.

A Review of Intensive Mode of Delivery and Science Subjects in Australian Universities

ERIC Educational Resources Information Center

Harvey, Marina; Power, Michelle; Wilson, Michael

2017-01-01

One response to the global trend of increasing rates of student participation in tertiary education has been for universities to increase the number of intensive mode of delivery subjects available. This phenomenon extends to science subjects. Embarking on offering an undergraduate science subject in intensive mode for the first time at the…

Urban heat island research from 1991 to 2015: a bibliometric analysis

NASA Astrophysics Data System (ADS)

Huang, Qunfang; Lu, Yuqi

2018-02-01

A bibliometric analysis based on the Science Citation Index-Expanded (SCI-Expanded) database from the Web of Science was performed to review urban heat island (UHI) research from 1991 to 2015 and statistically assess its developments, trends, and directions. In total, 1822 papers published in 352 journals over the past 25 years were analyzed for scientific output; citations; subject categories; major journals; outstanding keywords; and leading countries, institutions, authors, and research collaborations. The number of UHI-related publications has continuously increased since 1991. Meteorology atmospheric sciences, environmental sciences, and construction building technology were the three most frequent subject categories. Building and Environment, International Journal of Climatology, and Theoretical and Applied Climatology were the three most popular publishing journals. The USA and China were the two leading countries in UHI research, contributing 49.56% of the total articles. Chinese Academy of Science, Arizona State University, and China Meteorological Administration published the most UHI articles. Weng QH and Santamouris M were the two most prolific authors. Author keywords were classified into four major groups: (1) research methods and indicators, e.g., remote sensing, field measurement, and models; (2) generation factors, e.g., impervious urban surfaces, urban geometry, waste heat, vegetation, and pollutants; (3) environmental effects, e.g., urban climate, heat wave, ecology, and pollution; and (4) mitigation and adaption strategies, e.g., roof technology cooling, reflective cooling, vegetation cooling, and urban geometry cooling. A comparative analysis of popular issues revealed that UHI determination (intensity, heat source, supporting techniques) remains the central topic, whereas UHI impacts and mitigation strategies are becoming the popular issues that will receive increasing scientific attention in the future. Modeling will continue to be the leading research method, and remote sensing will be used more widely. Additionally, a combination of remote sensing and field measurements with models is expected.

Trends in health sciences library and information science research: an analysis of research publications in the Bulletin of the Medical Library Association and Journal of the Medical Library Association from 1991 to 2007.

PubMed

Gore, Sally A; Nordberg, Judith M; Palmer, Lisa A; Piorun, Mary E

2009-07-01

This study analyzed trends in research activity as represented in the published research in the leading peer-reviewed professional journal for health sciences librarianship. Research articles were identified from the Bulletin of the Medical Library Association and Journal of the Medical Library Association (1991-2007). Using content analysis and bibliometric techniques, data were collected for each article on the (1) subject, (2) research method, (3) analytical technique used, (4) number of authors, (5) number of citations, (6) first author affiliation, and (7) funding source. The results were compared to a previous study, covering the period 1966 to 1990, to identify changes over time. Of the 930 articles examined, 474 (51%) were identified as research articles. Survey (n = 174, 37.1%) was the most common methodology employed, quantitative descriptive statistics (n = 298, 63.5%) the most used analytical technique, and applied topics (n = 332, 70%) the most common type of subject studied. The majority of first authors were associated with an academic health sciences library (n = 264, 55.7%). Only 27.4% (n = 130) of studies identified a funding source. This study's findings demonstrate that progress is being made in health sciences librarianship research. There is, however, room for improvement in terms of research methodologies used, proportion of applied versus theoretical research, and elimination of barriers to conducting research for practicing librarians.

Learning Networks: Iran and the Effects of Sanctions

DTIC Science & Technology

2013-03-27

synthesizes and summarizes our research efforts. 15. SUBJECT TERMS Network Science, Social Network Analysis, Dynamic Networks 16. SECURITY...www.ecssr.com/ECSSR/appmanager/portal/ecssr?_nfpb=true. Klebnikov, Paul. " Millionaire Mullahs." Forbes. Forbes Magazine, 21 July 2003. Web. http

The Relationship between Serum Zinc Level and Heart Failure: A Meta-Analysis

PubMed Central

Yu, Xuefang; Huang, Lei; Zhao, Jinyan; Wang, Zhuoqun; Yao, Wei; Wu, Xianming; Huang, Jingjing

2018-01-01

Zinc is essential for the maintenance of normal cellular structure and functions. Zinc dyshomeostasis can lead to many diseases, such as cardiovascular disease. However, there are conflicting reports on the relationship between serum zinc levels and heart failure (HF). The purpose of the present study is to explore the relationship between serum zinc levels and HF by using a meta-analysis approach. PubMed, Web of Science, and OVID databases were searched for reports on the association between serum zinc levels and HF until June 2016. 12 reports with 1453 subjects from 27 case-control studies were chosen for the meta-analysis. Overall, the pooled analysis indicated that patients with HF had lower zinc levels than the control subjects. Further subgroup analysis stratified by different geographic locations also showed that HF patients had lower zinc levels than the control subjects. In addition, subgroup analysis stratified by HF subgroups found that patients with idiopathic dilated cardiomyopathy (IDCM) had lower zinc levels than the control subjects, except for patients with ischemic cardiomyopathy (ICM). In conclusion, the results of the meta-analysis indicate that there is a significant association between low serum zinc levels and HF. PMID:29682528

Analysis of chemical concepts as the basic of virtual laboratory development and process science skills in solubility and solubility product subject

NASA Astrophysics Data System (ADS)

Syafrina, R.; Rohman, I.; Yuliani, G.

2018-05-01

This study aims to analyze the concept characteristics of solubility and solubility products that will serve as the basis for the development of virtual laboratory and students' science process skills. Characteristics of the analyzed concepts include concept definitions, concept attributes, and types of concepts. The concept analysis method uses concept analysis according to Herron. The results of the concept analysis show that there are twelve chemical concepts that become the prerequisite concept before studying the solubility and solubility and five core concepts that students must understand in the solubility and Solubility product. As many as 58.3% of the definitions of the concepts contained in high school textbooks support students' science process skills, the rest of the definition of the concept is memorized. Concept attributes that meet three levels of chemical representation and can be poured into a virtual laboratory have a percentage of 66.6%. Type of concept, 83.3% is a concept based on principle; and 16.6% concepts that state the process. Meanwhile, the science process skills that can be developed based on concept analysis are the ability to observe, calculate, measure, predict, interpret, hypothesize, apply, classify, and inference.

Critical incidents influencing students' selection of elective science

NASA Astrophysics Data System (ADS)

Essary, Danny Ray

Purpose of the study. The purpose of the study was to investigate the critical incidents that determined high school students' self selection into and out of elective science classes. The Critical Incident Technique was used to gather data. Procedure. Subjects for study were 436 students attending five high schools within the geographical boundaries of a Northeast Texas County. Each student was enrolled in a senior level government/economics course during the spring semester of 1997. Students enrolled and in attendance during data collection procedures were subjects of the study. The subjects recorded 712 usable critical incidents. Incidents were categorized by examiners and a total of eleven incident categories emerged for analysis purposes. Incident frequencies were categorized by sample population, selectors, and nonselectors; subdivided by gender. Findings. The following categories emerged for study; (A) Mentored, (B) Requirements, (C) Personal Interest(s), (D) Level of Difficulty, (E) Time Restraints, (F) Future Concerns, (G) Grades, (H) Teacher, (I) Peer Influence, (J) Challenge, (K) Other Academic Experiences. Data were analyzed qualitatively to answer research questions and quantitatively to test hypotheses. There was an emergence of ten incident categories for nonselectors and an emergence of eleven incident categories for selectors. Of the twelve hypotheses, four failed to be rejected and eight were rejected. Conclusions. Nonselectors and selectors of elective science were influenced by various external factors. Requirements were influential for nonselectors. Nonselectors chose to select the minimum number of science classes necessary for graduation. Selectors were influenced by curriculum requirements, future concerns and mentors. Special programs that required extra science classes were influential in students' decisions to enroll in elective science. Gender differences were not influential for selectors or nonselectors of elective science.

Special report on the data collection programs for the ground based nitrogen washout experiment. Volume 1: User's guide

NASA Technical Reports Server (NTRS)

Bueker, P. A.

1982-01-01

The Nitrogen Washout System measures nitrogen elimination on a breath basis from the body tissues of a subject breathing pure oxygen. The system serves as a prototype for a Space Shuttle Life Sciences experiment and in the Environmental Physiology Laboratory. Typically, a subject washes out body nitrogen for three hours while breathing oxygen from a mask enclosed in a positive-pressure oxygen tent. A nitrogen washout requires one test operator and the test subject. A DEC LSI-11/02 computer is used to (1) control and calibrate the mass spectrometer and Skylab spirometer, (2) gather and store experimental data and (3) provide limited real time analysis and more extensive post-experiment analysis. Five programs are used to gather and store the experimental data and perform all the real time control and analysis.

Initial Teacher Training Science Nature and Mathematics and the Teaching of Astronomy

NASA Astrophysics Data System (ADS)

Macedo, Josué Antunes de

2014-11-01

Although Astronomy is part of the National Curriculum Parameters, it is rarely taught adequately in basic education. In this regard, this research has been developed aiming to investigate contributions to the use of traditional resources combined with digital technologies, in order to create autonomy for future teachers of Natural Sciences and Mathematics in relation to themes in Astronomy. The following steps were taken: i) analysis of educational pedagogical projects (EPP) from licentiate courses at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (FINMG); ii) analysis of students' preconceptions on Astronomy and digital technologies; iii) elaboration of the course and application, developed under the education modality of blended learning, using the teaching proposal of methological pluralism; iv) application and analysis of the final questionnaire. The research subjects were constituted by thirty-two students of Physics, Mathematics and Biological Sciences courses. A mixed methodology with a pre-experimental delineation, combined with content analysis, has been used. The results showed the following: at the IFNMG, only the licentiate course in physics includes Astronomy content in several curriculum subjects; students´ rates of previous knowledge of Astronomy are low, and there are indications of meaningful learning of concepts related to Astronomy. This research sought to contribute to initial teacher training, particularly in relation to Astronomy teaching, proposing new alternatives to promote the teaching of this knowledge area. Furthermore, the intention was to respond to requests of institutions for implementation of blended learning or distance courses, since during the survey it was verified that, although discussions in forums are important, there is a need for such courses to promote on-site meetings conducting practical and manipulative activities.

Content and Design Features of Academic Health Sciences Libraries' Home Pages.

PubMed

McConnaughy, Rozalynd P; Wilson, Steven P

2018-01-01

The goal of this content analysis was to identify commonly used content and design features of academic health sciences library home pages. After developing a checklist, data were collected from 135 academic health sciences library home pages. The core components of these library home pages included a contact phone number, a contact email address, an Ask-a-Librarian feature, the physical address listed, a feedback/suggestions link, subject guides, a discovery tool or database-specific search box, multimedia, social media, a site search option, a responsive web design, and a copyright year or update date.

The Science Manager's Guide to Case Studies

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

Branch, Kristi M.; Peffers, Melissa S.; Ruegg, Rosalie T.

2001-09-24

This guide takes the science manager through the steps of planning, implementing, validating, communicating, and using case studies. It outlines the major methods of analysis, describing their relative merits and applicability while providing relevant examples and sources of additional information. Well-designed case studies can provide a combination of rich qualitative and quantitative information, offering valuable insights into the nature, outputs, and longer-term impacts of the research. An objective, systematic, and credible approach to the evaluation of U.S. Department of Energy Office of Science programs adds value to the research process and is the subject of this guide.

[Analysis on acupuncture related articles published in periodicals in science citation index (SCI) in 2008].

PubMed

Wang, Chao; He, Wen-Ju; Guo, Yi

2010-09-01

Acupuncture related articles published in periodicals in Science Citation Index (SCI) in 2008 were summarized and analyzed. About 583 articles were collected using "acupuncture" and "in 2008" as keywords in the Web of Science data base by information retrieval. These papers were summarized and analyzed from various aspects of country, language, subject category, literature type, publication sources, impact factor, research method, acupoints, disease category and needling methods by using Excel software combined with manual sorting of the literature, the aim is to provide a reference for domestic acupuncture research.

Giving Students the Power to Engage with Learning

NASA Astrophysics Data System (ADS)

Cochran, Kathryn F.; Reinsvold, Lori A.; Hess, Chelsie A.

2017-12-01

This critical discourse analysis study identifies and describes power relationships in elementary classrooms that support science engagement by providing students time to think, ask questions, and find their voices to talk about subject matter. The first analyses involved identification and description of classroom episodes showing high levels of student power and engagement associated with learning science. Classroom episodes were grouped into seven power patterns: use of questions, teacher sharing authority, giving students credit for knowledge, legitimate digressions, enhanced feedback, and writing opportunities. The second analyses documented the manner in which these patterns formed more complex classroom engagement processes called power clusters. These examples further our understanding of the dynamics of classroom discourse and the relationships between student power and engagement in subject matter.

Knowledge, language and subjectivities in a discourse community: Ideas we can learn from elementary children about science

NASA Astrophysics Data System (ADS)

Kurth, Lori Ann

2000-10-01

In light of continuing poor performance by American students in school science, feminists and sociocultural researchers have demonstrated that we need to look beyond content to address the science needs of all school children. In this study I examined issues of discourse norms, knowledge, language and subjectivities (meaning personal and social observations and characteristics) in elementary science. Over a two-year period, I used an interpretive methodological approach to investigate science experiences in two first-second and second grade classrooms. I first established some of the norms and characteristics of the discourse communities through case studies of new students attempting to gain entry to whole class conversations. I then examined knowledge, a central focus of science education addressed by a variety of theoretical approaches. In these classrooms students co-constructed and built knowledge in their whole class science conversations sometimes following convergent (similar knowledge) and, at other times, divergent (differing knowledge) paths allowing for broader discourse. In both paths, there was gendered construction of knowledge in which same gender students elaborated the reasoning of previous speakers. In conjunction with these analyses, I examined what knowledge sources the students used in their science conversations. Students drew on a variety of informal and formal knowledge sources including personal experiences, other students, abstract logic and thought experiments, all of which were considered valid. In using sources from both in and out of school, students' knowledge bases were broader than traditional scientific content giving greater access and richness to their conversations. The next analysis focused on students' use of narrative and paradigmatic language forms in the whole class science conversations. Traditionally, only paradigmatic language forms have been used in science classrooms. The students in this study used both narrative and paradigmatic language by drawing on stories of personal experience as well as canonical scientific argument. As had the varied knowledge paths and sources, the use of both language forms contributed to a broader and richer scientific discourse. Finally, in studying students' written discourse through their journals, I found that students had expanded views of science as they incorporated many aspects of their subjective selves including self and human elements, thinking, emotions, etc. in their writing and drawing. The enactment of knowledge, language and subjectivities in these discourse communities was unique, rich and meaningful highlighting a broader, more accessible vision of science. I advocate that knowledge, language and subjectivities should be central concepts in the practices of science communities as demonstrated in these classrooms. In establishing and integrating these concepts, the use of alternative and traditional modes of expression should be supported as both necessary and complementary. Students and teachers must also jointly construct classroom discourse norms, talk and writing in specific ways in order to provide a safe, comfortable and meaningful learning environment. Many teachers, students and scientists would benefit from broader visions of science, which enrich scientific knowledge and practice and engage and value participants from many backgrounds.

Exploring emotional climate in preservice science teacher education

NASA Astrophysics Data System (ADS)

Bellocchi, Alberto; Ritchie, Stephen M.; Tobin, Kenneth; Sandhu, Maryam; Sandhu, Satwant

2013-09-01

Classroom emotional climates (ECs) are interrelated with students' engagement with university courses. Despite growing interest in emotions and EC research, little is known about the ways in which social interactions and different subject matter mediate ECs in preservice science teacher education classes. In this study we investigated the EC and associated classroom interactions in a preservice science teacher education class. We were interested in the ways in which salient classroom interactions were related to the EC during lessons centered on debates about science-based issues (e.g., nuclear energy alternatives). Participants used audience response technology to indicate their perceptions of the EC. Analysis of conversation for salient video clips and analysis of non-verbal conduct (acoustic parameters, body movements, and facial expressions) supplemented EC data. One key contribution that this study makes to preservice science teacher education is to identify the micro-processes of successful and unsuccessful class interactions that were associated with positive and neutral EC. The structure of these interactions can inform the practice of other science educators who wish to produce positive ECs in their classes. The study also extends and explicates the construct of intensity of EC.

This view of science: Stephen Jay Gould as historian of science and scientific historian, popular scientist and scientific popularizer.

PubMed

Shermer, Michael B

2002-08-01

Science historian Ronald Numbers once remarked that the two most influential historians of science of the 20th century were Thomas Kuhn and Stephen Jay Gould. All historians are deeply familiar with Kuhn's work and influence, and most know of the remarkable impact Gould has had on evolutionary theory through both his professional and popular works. But little attention has been paid to the depth, scope, and importance of Gould's rôle as historian and philosopher of science, and his use of popular science exposition to reinforce old knowledge and generate new. This paper presents the results of an extensive quantitative content analysis of Gould's 22 books, 101 book reviews, 479 scientific papers, and 300 Natural History essays, in terms of their subject matter (Evolutionary Theory, History and Philosophy of Science, Natural History, Paleontology/Geology, Social Science/Commentary), and thematic dichotomies (Theory-Data, Time's Arrow-Time's Cycle, Adaptationism- Nonadaptationalism, Punctuationism-Gradualism, Contingency-Necessity). Special emphasis is placed on the interaction between the subjects and themata, how Gould has used the history of science to reinforce his evolutionary theory (and vice versa), and how his philosophy of science has influenced both his evolutionary theory and his historiography. That philosophy can best be summed up in a quotation from Charles Darwin, frequently cited by Gould: 'All observation must be for or against some view if it is to be of any service'. Gould followed Darwin's advice throughout his career, including his extensive writings on the history and philosophy of science.

[Medical research-ethics applied to social sciences: relevance, limits, issues and necessary adjustments].

PubMed

Desclaux, A

2008-04-01

Social sciences are concretely concerned by the ethics of medical research when they deal with topics related to health, since they are subjected to clearance procedures specific to this field. This raises at least three questions: - Are principles and practices of medical research ethics and social science research compatible? - Are "research subjects" protected by medical research ethics when they participate in social science research projects? - What can social sciences provide to on-going debates and reflexion in this field? The analysis of the comments coming from ethics committees about social science research projects, and of the experience of implementation of these projects, shows that the application of international ethics standards by institutional review boards or ethics committees raises many problems in particular for researches in ethnology anthropology and sociology. These problems may produce an impoverishment of research, pervert its meaning, even hinder any research. They are not only related to different norms, but also to epistemological divergences. Moreover, in the case of studies in social sciences, the immediate and differed risks, the costs, as well as the benefits for subjects, are very different from those related to medical research. These considerations are presently a matter of debates in several countries such as Canada, Brasil, and USA. From another hand, ethics committees seem to have developed without resorting in any manner to the reflexion carried out within social sciences and more particularly in anthropology Still, the stakes of the ethical debates in anthropology show that many important and relevant issues have been discussed. Considering this debate would provide openings for the reflexion in ethics of health research. Ethnographic studies of medical research ethics principles and practices in various sociocultural contexts may also contribute to the advancement of medical ethics. A "mutual adjustment" between ethics of medical research and social sciences is presently necessary: it raises new questions open for debate.

Apollo 17 preliminary science report. [Apollo 17 investigation of Taurus-Littrow lunar region

NASA Technical Reports Server (NTRS)

1973-01-01

An analysis of the Apollo 17 flight is presented in the form of a preliminary science report. The subjects discussed are: (1) Apollo 17 site selection, (2) mission description, (3) geological investigation of landing site, (4) lunar experiments, (5) visual flight flash phenomenon, (6) volcanic studies, (7) mare ridges and related studies, (8) remote sensing and photogrammetric studies, and (9) astronomical photography. Extensive photographic data are included for all phases of the mission.

Subject Information Resources: A Guide to Information Resources in Selected Subject Areas of the Humanities, the Social Sciences, and Pure and Applied Sciences.

ERIC Educational Resources Information Center

Schmidt, Janine, Ed.

Intended for use in courses in information resources at Kuring-gai College of Advanced Education, this guide approaches information resources by subject, building on previous information resources courses which concentrated on format. Resources for selected disciplines within the broad subject areas of the humanities, the social sciences, and pure…

Survey of spinal cord injury-induced neurogenic bladder studies using the Web of Science.

PubMed

Zou, Benjing; Zhang, Yongli; Li, Yucheng; Wang, Zantao; Zhang, Ping; Zhang, Xiyin; Wang, Bingdong; Long, Zhixin; Wang, Feng; Song, Guo; Wang, Yan

2012-08-15

To identify global trends in research on spinal cord injury-induced neurogenic bladder, through a bibliometric analysis using the Web of Science. We performed a bibliometric analysis of studies on spinal cord injury-induced neurogenic bladder using the Web of Science. Data retrieval was performed using key words "spinal cord injury", "spinal injury", "neurogenic bladder", "neuropathic bladder", "neurogenic lower urinary tract dysfunction", "neurogenic voiding dysfunction", "neurogenic urination disorder" and "neurogenic vesicourethral dysfunction". (a) published peer-reviewed articles on spinal cord injury-induced neurogenic bladder indexed in the Web of Science; (b) type of articles: original research articles and reviews; (c) year of publication: no limitation. (a) articles that required manual searching or telephone access; (b) Corrected papers and book chapters. (1) Annual publication output; (2) distribution according to journals; (3) distribution according to subject areas; (4) distribution according to country; (5) distribution according to institution; and (6) top cited publications. There were 646 research articles addressing spinal cord injury-induced neurogenic bladder in the Web of Science. Research on spinal cord injury-induced neurogenic bladder was found in the Science Citation Index-Expanded as of 1946. The United States, Ireland and Switzerland were the three major countries contributing to studies in spinal cord injury-induced neurogenic bladder in the 1970s. However, in the 1990s, the United States, the United Kingdom, the Netherlands, Germany and Japan published more papers on spinal cord injury-induced neurogenic bladder than Switzerland, and Ireland fell off the top ten countries list. In this century, the United States ranks first in spinal cord injury-induced neurogenic bladder studies, followed by France, the United Kingdom, Germany, Switzerland and Japan. Subject categories including urology, nephrology and clinical neurology, as well as rehabilitation, are represented in spinal cord injury-induced neurogenic bladder studies. From our analysis of the literature and research trends, we conclude that spinal cord injury-induced neurogenic bladder is a hot topic that will continue to generate considerable research interest in the future.

Alignment Content Analysis of NAEP 2009 Reading Assessment Analysis Based on Method of Surveys of Enacted Curriculum

ERIC Educational Resources Information Center

Blank, Rolf K.; Smithson, John

2010-01-01

Beginning in summer 2009, the complete set of NAEP student assessment items for grades 4 and 8 Science and Reading 2009 assessments were analyzed for comparison to the National Assessment of Educational Progress (NAEP) Item Specifications which are based on the NAEP Assessment Frameworks for these subjects (National Assessment Governing Board,…

Needs assessment of science teachers in secondary schools in Kumasi, Ghana: A basis for in-service education training programs at the Science Resource Centers

NASA Astrophysics Data System (ADS)

Gyamfi, Alexander

The purpose of this study was twofold. First, it identified the priority needs common to all science teachers in secondary schools in Kumasi, Ghana. Second, it investigated the relationship existing between the identified priority needs and the teacher demographic variables (type of school, teacher qualification, teaching experience, subject discipline, and sex of teacher) to be used as a basis for implementing in-service education training programs at the Science Resource Centers in Kumasi Ghana. An adapted version of the Moore Assessment Profile (MAP) survey instrument and a set of open-ended questions were used to collect data from the science teachers. The researcher handed out one hundred and fifty questionnaire packets, and all one hundred and fifty (100%) were collected within a period of six weeks. The data were analyzed using descriptive statistics, content analysis, and inferential statistics. The descriptive statistics reported the frequency of responses, and it was used to calculate the Need Index (N) of the identified needs of teachers. Sixteen top-priority needs were identified, and the needs were arranged in a hierarchical order according to the magnitude of the Need Index (0.000 ≤ N ≤ 1.000). Content analysis was used to analyze the responses to the open-ended questions. One-way analysis of variance (ANOVA) was used to test the null hypotheses of the study on each of the sixteen identified top-priority needs and the teacher demographic variables. The findings of this study were as follows: (1) The science teachers identified needs related to "more effective use of instructional materials" as a crucial area for in-service training. (2) Host and Satellite schools exhibited significant difference on procuring supplementary science books for students. Subject discipline of teachers exhibited significant differences on utilizing the library and its facilities by students, obtaining information on where to get help on effective science teaching, procuring supplementary science books for students, and developing greater understanding of child psychology. Teaching experience exhibited significant difference on developing a greater understanding of learning psychology. (3) The majority of the science teachers (55%) have not participated in any form of an in-service training program. (4) The majority of the science teachers (about 65%) are satisfied with their job as science teachers. (5) The majority of the science teachers (60%) are not satisfied with the use of Science Resource Center for teaching. A major implication of the study is that science teachers using the Science Resource Centers for teaching should be paid teaching allowances. It is also recommended that the Ghana Education Service (GES) should create a center for distribution and repairs of laboratory equipment of the Science Resource Centers. Five studies are suggested for future research.

The effect of e-health contents on health science students' attitude toward the efficiency of health ICT in care provision.

PubMed

Lam, Mary K; Amon, Krestina L; Nguyen, Melanie; Campbell, Andrew J; Neville, Victoria

2012-01-01

This study aimed to examine the effects of e-health education content on the attitude of undergraduate health science students towards the efficiency of health ICT in healthcare provision. A cross-sectional survey design was used. Participants were Health Sciences students attending The University of Sydney. Students were divided into three groups: junior students enrolled in a subject with non e-health content; senior students enrolled in a subject with non e-health content; and students enrolled in a subject with e-health content. Students' attitude towards the efficiency of ICT in healthcare provision was measured by a modified version of the Information Technology Attitude Scales for Health (ITASH). Students enrolled in the subject with e-health content had a significantly higher average baseline attitude score than the other two groups (T198=-3.47, p=0.001; T93=-2.43, p=0.017). The repeat measures analysis yielded a result with significant interaction between survey time and student group (F2, 267=4.99, p=0.007) suggesting that changes of score was dependent on student group status. Subjects rich in e-health content significantly enhanced student attitudes, even with a group of students with a rather positive initial attitude. To facilitate the uptake and utilisation of health ICT by the future health workforce, it is important for tertiary educational institutes to provide students with sufficient exposure to specific health-related ICT training, via specifically designed subjects delivering both generic and specific e-health content.

An investigation of gender and grade-level differences in middle school students' attitudes about science, in science process skills ability, and in parental expectations of their children's science performance

NASA Astrophysics Data System (ADS)

White, Terri Renee'

The primary purpose of the study was to examine different variables (i.e. science process skill ability, science attitudes, and parents' levels of expectation for their children in science, which may impinge on science education differently for males and females in grades five, seven, and nine. The research question addressed by the study was: What are the differences between science process skill ability, science attitudes, and parents' levels of expectation in science on the academic success of fifth, seventh, and ninth graders in science and do effects differ according to gender and grade level? The subjects included fifth, seven, and ninth grade students ( n = 543) and their parents (n = 474) from six rural, public elementary schools and two rural, public middle schools in Southern Mississippi. A two-way (grade x gender) multivariate analysis of variance (MANOVA) was used to determine the differences in science process skill abilities of females and males in grade five, seven, and nine. An additional separate two-way multivariate analysis of variance (grade x gender) was also used to determine the differences in science attitudes of males and females in grade five, seven, and nine. A separate analysis of variance (PPSEX [parent's gender]) with the effects being parents' gender was used to determine differences in parents' levels of expectation for their childrens' performance in science. An additional separate analysis of variance (SSEX [student's gender]) with the effects being the gender of the student was also used to determine differences in parents' levels of expectation for their childrens' performance in science. Results of the analyses indicated significant main effects for grade level (p < .001) and gender (p < .001) on the TIPS II. There was no significant grade by gender interaction on the TIPS II. Results for the TOSRA also indicated a significant main effect for grade (p < .001) and the interaction of grade by sex ( p < .001). On variable ATT 5 (enjoyment of science lessons), males' attitudes toward science decreased across the grade levels; whereas, females decreased from grade five to seven, but showed a significant increase from grade seven to nine. Results from the analysis of variance with the parent's gender as the main effect showed no significant difference. The analysis of variance with student's gender as the main effect showed no significant difference.

The transformation of primary school science and mathematics: A cross-national analysis, 1900-1995

NASA Astrophysics Data System (ADS)

McEneaney, Elizabeth H.

1998-12-01

The global rise of the liberal individualist polity produces several broad cultural changes that influence the content of mass educational curricula, and that do so on a worldwide basis. First, there is a dramatic broadening of the range of persons constituted as actors, so that subjects such as science are seen as relevant for everyone. Second, the cultural domain of science and mathematics expands so that they are understood to provide solutions to personal and societal problems of all kinds. A critical tension arises, however, since science also becomes increasingly differentiated, such that expertise becomes defined in ever-narrower fields. I argue that these global cultural changes transform the content and style of primary science and mathematics textbooks. World-polity theory guides the interpretation of a content analysis of upper elementary level textbooks from over 50 nations, published between 1900 and 1995. Science textbooks become much more participatory in their orientations over the course of the century, fully incorporating individual actors (with large increases, for example, in the inclusion of girls and women) and hands-on activities. School science also becomes more culturally accessible through an emphasis on personal relevance and humor or fun. Thus, science is portrayed as a truly human endeavor rather than as a body of knowledge unsullied by human experience. The trends are similar, though somewhat more muted, for mathematics. At the same time, the study shows that school science and mathematics retain a significant emphasis on disciplinary expertise, reflecting the increasingly specialized and technocratic nature of science. Multivariate statistical analyses support the claim that the construction of modern curricular materials such as textbooks is highly sensitive to various kinds of organizational, cultural, and professional linkages to world society. This helps explain why the data show that changes tend to be worldwide. In contrast, characteristics of individual nation-states tend to be relatively weak correlates of textbook content. I argue that the trends shown in science and mathematics are most accurately seen as part of a wider shift in curricular content, cutting across all subject areas and extending through university-level curricula.

Space station needs, attributes and architectural options: Mission requirements

NASA Technical Reports Server (NTRS)

1983-01-01

Various mission requirements for the proposed space station are examined. Subjects include modelling methodology, science applications, commercial opportunities, operations analysis, integrated mission requirements, and the role of man in space station functions and activities. The information is presented through the use of graphs.

Possible reasons for low scientific literacy of Slovak students in some natural science subjects

NASA Astrophysics Data System (ADS)

Bellová, Renata; Melicherčíková, Danica; Tomčík, Peter

2018-04-01

Background: The results of international studies have concluded the low level of science literacy in natural science subjects of Slovak students. These studies also showed that this state can be positively influenced by various innovations, which are implemented into the teaching process of above-mentioned subjects.

The Beagle Channel Dispute between Argentina and Chile: An Historical Analysis

DTIC Science & Technology

1985-11-22

DTICr--1’ ’-’CTE~l THETSIS APPROVAL. TITLE OF THESIS: The Beagle Channel Dispute Between Argentina and Chile : An istorical Analysis " AME OF...85, subject: Security Review of Student Papers. 1. The enclosed thesis entitled "The Beagle Channel Dispute Between Argentina and Chile : An Historical...Title of Thesis: The Beagle Channel Dispute Between Argentina and Chile : An Historical Analysis David Robert Struthers, Master of Science in Strategic

Using Video Analysis and Biomechanics to Engage Life Science Majors in Introductory Physics

NASA Astrophysics Data System (ADS)

Stephens, Jeff

There is an interest in Introductory Physics for the Life Sciences (IPLS) as a way to better engage students in what may be their only physical science course. In this talk I will present some low cost and readily available technologies for video analysis and how they have been implemented in classes and in student research projects. The technologies include software like Tracker and LoggerPro for video analysis and low cost high speed cameras for capturing real world events. The focus of the talk will be on content created by students including two biomechanics research projects performed over the summer by pre-physical therapy majors. One project involved assessing medial knee displacement (MKD), a situation where the subject's knee becomes misaligned during a squatting motion and is a contributing factor in ACL and other knee injuries. The other project looks at the difference in landing forces experienced by gymnasts and cheer-leaders while performing on foam mats versus spring floors. The goal of this talk is to demonstrate how easy it can be to engage life science majors through the use of video analysis and topics like biomechanics and encourage others to try it for themselves.

Technical Subjects. Mathematics. Science. Curriculum RP-27.

ERIC Educational Resources Information Center

Ontario Dept. of Education, Toronto.

GRADES OR AGES: Grades 9-12. SUBJECT MATTER: Technical subjects and special mathematics and science courses for technical students. Technical subjects include air conditioning, auto mechanics, carpentry, drafting, applied electronics, masonry, painting, plumbing, service station operation, welding, and woodworking. ORGANIZATION AND PHYSICAL…

Trends in health sciences library and information science research: an analysis of research publications in the Bulletin of the Medical Library Association and Journal of the Medical Library Association from 1991 to 2007*

PubMed Central

Gore, Sally A.; Nordberg, Judith M.; Palmer, Lisa A.

2009-01-01

Objective: This study analyzed trends in research activity as represented in the published research in the leading peer-reviewed professional journal for health sciences librarianship. Methodology: Research articles were identified from the Bulletin of the Medical Library Association and Journal of the Medical Library Association (1991–2007). Using content analysis and bibliometric techniques, data were collected for each article on the (1) subject, (2) research method, (3) analytical technique used, (4) number of authors, (5) number of citations, (6) first author affiliation, and (7) funding source. The results were compared to a previous study, covering the period 1966 to 1990, to identify changes over time. Results: Of the 930 articles examined, 474 (51%) were identified as research articles. Survey (n = 174, 37.1%) was the most common methodology employed, quantitative descriptive statistics (n = 298, 63.5%) the most used analytical technique, and applied topics (n = 332, 70%) the most common type of subject studied. The majority of first authors were associated with an academic health sciences library (n = 264, 55.7%). Only 27.4% (n = 130) of studies identified a funding source. Conclusion: This study's findings demonstrate that progress is being made in health sciences librarianship research. There is, however, room for improvement in terms of research methodologies used, proportion of applied versus theoretical research, and elimination of barriers to conducting research for practicing librarians. PMID:19626146

Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning

NASA Astrophysics Data System (ADS)

Haefner, Leigh Ann; Zembal-Saul, Carla

This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry-oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi-participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.

Engaging Students with Subject Matter Experts and Science Content Through Classroom Connection Webinars

NASA Technical Reports Server (NTRS)

Graff, P. V.; Rampe, E.; Stefanov, W. L.; Vanderbloemen, L.; Higgins, M.

2015-01-01

Connecting students and teachers in classrooms with science, technology, engineering, and mathematics (STEM) experts provides an invaluable opportunity. Subject matter experts can share exciting science and science-related events as well as help to "translate" science being conducted by professionals. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Division at the NASA Johnson Space Center, has been providing virtual access to subject matter experts through classroom connection webinars for the last five years. Each year, the reach of these events has grown considerably, especially over the last nine months. These virtual connections not only help engage students with role models, but are also designed to help teachers address concepts and content standards they are required to teach. These events also enable scientists and subject matter experts to help "translate" current science in an engaging and understandable manner while actively involving classrooms in the journey of science and exploration.

Causal modeling of secondary science students' intentions to enroll in physics

NASA Astrophysics Data System (ADS)

Crawley, Frank E.; Black, Carolyn B.

The purpose of this study was to explore the utility of the theory of planned behavior model developed by social psychologists for understanding and predicting the behavioral intentions of secondary science students regarding enrolling in physics. In particular, the study used a three-stage causal model to investigate the links from external variables to behavioral, normative, and control beliefs; from beliefs to attitudes, subjective norm, and perceived behavioral control; and from attitudes, subjective norm, and perceived behavioral control to behavioral intentions. The causal modeling method was employed to verify the underlying causes of secondary science students' interest in enrolling physics as predicted in the theory of planned behavior. Data were collected from secondary science students (N = 264) residing in a central Texas city who were enrolled in earth science (8th grade), biology (9th grade), physical science (10th grade), or chemistry (11th grade) courses. Cause-and-effect relationships were analyzed using path analysis to test the direct effects of model variables specified in the theory of planned behavior. Results of this study indicated that students' intention to enroll in a high school physics course was determined by their attitude toward enrollment and their degree of perceived behavioral control. Attitude, subjective norm, and perceived behavioral control were, in turn, formed as a result of specific beliefs that students held about enrolling in physics. Grade level and career goals were found to be instrumental in shaping students' attitude. Immediate family members were identified as major referents in the social support system for enrolling in physics. Course and extracurricular conflicts and the fear of failure were shown to be the primary beliefs obstructing students' perception of control over physics enrollment. Specific recommendations are offered to researchers and practitioners for strengthening secondary school students' intentions to study physics.

Enhancing the "Science" in Elementary Science Methods: A Collaborative Effort between Science Education and Entomology.

ERIC Educational Resources Information Center

Boardman, Leigh Ann; Zembal-Saul, Carla; Frazier, Maryann; Appel, Heidi; Weiss, Robinne

Teachers' subject matter knowledge is a particularly important issue in science education in that it influences instructional practices across subject areas and at different grade levels. This paper provides an overview of efforts to develop a unique elementary science methods course and related field experience through a partnership between…

Achievement-Related within-School Socioeconomic Gaps in Science Subjects in China: Evidence on Existence, Consistency, and Compensation

ERIC Educational Resources Information Center

Ma, Xin; Yuan, Jing; Luo, Xingkai

2016-01-01

Using data from the 2011 (Chinese) Student Academic Achievement Evaluation, we examined whether within-school socioeconomic gaps in science achievement exist across science subjects, how consistent they are, and whether there are relationships between school average science achievement and within-school socioeconomic gaps in science achievement.…

Gendered Education in a Gendered World: Looking beyond Cosmetic Solutions to the Gender Gap in Science

ERIC Educational Resources Information Center

Sinnes, Astrid T.; Løken, Marianne

2014-01-01

Young people in countries considered to be at the forefront of gender equity still tend to choose very traditional science subjects and careers. This is particularly the case in science, technology, engineering and mathematics subjects (STEM), which are largely male dominated. This article uses feminist critiques of science and science education…

Student reflections on choosing to study science post-16

NASA Astrophysics Data System (ADS)

Pike, Angela G.; Dunne, Máiréad

2011-06-01

The research recounted in this paper was designed primarily to attempt to understand the reasons for the low uptake of the natural sciences beyond compulsory education in England. This has caused widespread concern within governmental quarters, university science departments and the scientific community as a whole. This research explored the problem from the position of the students who recently made their choices. The student voices were heard through a series of interviews which highlighted the complexities of the process of post-16 choice. Social theories of pedagogy and identity, such as those of Basil Bernstein, were used in an analysis of the interview texts. Dominant themes used by the students in rationalising their post-16 subject choice related to their past pedagogical experiences, school discourses of differentiation and the students' notions of their future educational and occupational pathways. This study provides no simple solutions but highlights the importance of student voice to our understandings of what influences subject choice at this critical post-16 stage.

Computer Science (CS) in the Compulsory Education Curriculum: Implications for Future Research

ERIC Educational Resources Information Center

Passey, Don

2017-01-01

The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both…

Teaching and Learning with ICT within the Subject Culture of Secondary School Science

ERIC Educational Resources Information Center

la Velle, Linda Baggott; Wishart, Jocelyn; McFarlane, Angela; Brawn, Richard; John, Peter

2007-01-01

This paper reports some of the findings from the science subject design initiative team in the ESRC Interactive Education Project at the University of Bristol. The subject culture of secondary school science, characterised by a content-laden curriculum and assessment, but also with a tradition and requirement for practical work, is briefly…

Possible Reasons for Low Scientific Literacy of Slovak Students in Some Natural Science Subjects

ERIC Educational Resources Information Center

Bellová, Renata; Melichercíková, Danica; Tomcík, Peter

2018-01-01

Background: The results of international studies have concluded the low level of science literacy in natural science subjects of Slovak students. These studies also showed that this state can be positively influenced by various innovations, which are implemented into the teaching process of above-mentioned subjects. Purpose: The aim of this study…

Scientific literature addressing detection of monosialoganglioside: A 10-year bibliometric analysis.

PubMed

Xu, Yanli; Li, Miaojing; Liu, Zhijun; Xi, Aiping; Zhao, Chaoxian; Zhang, Jianzhong

2012-04-05

The study was undertaken to explore a bibliometric approach to quantitatively assess the research on detection of monosialoganglioside from 2002 to 2011. A bibliometric analysis based on the publications on Web of Science was performed using key words such as "monosialoganglioside", "colloidal gold", "high performance liquid chromatography" and "detection". (1) Research articles on the detection of monosialoganglioside; (2) researches on human and animal fundamentals, clinical trials and case reports; (3) article types: article, review, proceedings paper, note, letter, editorial material, discussion, book chapter; (4) Publication year: 2002-2011. (1) unrelated articles; (2) type of articles: correction; (3) articles from following databases: all databases related to social science and arts & humanities in Web of Science were excluded. (1) distribution of subject areas; (2) number of publications annually; (3) document type and language of publications; (4) distribution of institutions; (5) distribution of output in journals; (6) the number of countries in which the article is published; (7) top cited paper. Overall population stands at 1 880 research articles addressing detection of monosialoganglioside in Web of Science during the study period. Articles (1 599) were the most frequently used document type comprising 85.05%, followed by meeting abstracts, reviews and proceedings papers. The distribution of subject categories showed that monosialoganglioside research covered both clinical and basic science research. The USA, Japan, and Italy were the three most productive countries, and the publication numbers in the USA were highest with 559 papers. The University of Milan, Nagoya University, and Kinki University are the most productive institutions regarding detection of monosialoganglioside. In 559 articles published by Americans, Medical College of Georgia ranked the first with 30 articles, followed by University of Medicine and Dentistry of New Jersey (28 articles), Cornell University (24 articles) and Johns Hopkins University (24 articles). In 442 articles published by Japanese, Nagoya University ranked the first with 40 articles, followed by Kinki University (36 articles), and Dokkyo University (31 articles). Though the total number of publications by Japanese is smaller than Americans, the top three institutions published more publications than American institutions. There is a markedly increase in the number of publications on the subject detection of monosialoganglioside in 2004, which the peak in the past 10 years. The valley bottom of the subject appeared in 2005. In total, the research is increased with time prolonged. Journal of Neurochemistry, Journal of Biological Chemistry and Journal of Neuroimmunology were core subject journals in monosialoganglioside studies. This study highlights the topics in detection of monosialoganglioside research that are being published around the world.

Analysis of enamel rod end patterns on tooth surface for personal identification--ameloglyphics.

PubMed

Manjunath, Krishnappa; Sivapathasundharam, Balasundharam; Saraswathi, Thillai R

2012-05-01

Ameloglyphics is the study of enamel rod end patterns on a tooth surface. Our aim was to study the in vivo analysis of enamel rod end patterns on tooth surfaces for personal identification. In this study, the maxillary left canine and 1st premolar of 30 men and 30 women were included. The cellulose acetate peel technique was used to record enamel rod endings on tooth surfaces. Photomicrographs of the acetate peel imprint were subjected to VeriFinger Standard SDK v5.0 software for obtaining enamel rod end patterns. All 120 enamel rod end patterns were subjected to visual analysis and biometric analysis. Biometric analysis revealed that the enamel rod end pattern is unique for each tooth in an individual. It shows both intra- and interindividual variation. Enamel rod end patterns were unique between the male and female subjects. Visual analysis showed that wavy branched subpattern was the predominant subpattern observed among examined teeth. Hence, ameloglyphics is a reliable technique for personal identification. © 2012 American Academy of Forensic Sciences.

The Nature of Science and the Next Generation Science Standards: Analysis and Critique

NASA Astrophysics Data System (ADS)

McComas, William F.; Nouri, Noushin

2016-08-01

This paper provides a detailed analysis of the inclusion of aspects of nature of science (NOS) in the Next Generation Science Standards (NGSS). In this new standards document, NOS elements in eight categories are discussed in Appendix H along with illustrative statements (called exemplars). Many, but not all, of these exemplars are linked to the standards by their association with either the "practices of science" or "crosscutting concepts," but curiously not with the recommendations for science content. The study investigated all aspects of NOS in NGSS including the accuracy and inclusion of the supporting exemplar statements and the relationship of NOS in NGSS to other aspects of NOS to support teaching and learning science. We found that while 92 % of these exemplars are acceptable, only 78 % of those written actually appear with the standards. "Science as a way of knowing" is a recommended NOS category in NGSS but is not included with the standards. Also, several other NOS elements fail to be included at all grade levels thus limiting their impact. Finally, NGSS fails to include or insufficiently emphasize several frequently recommended NOS elements such as creativity and subjectivity. The paper concludes with a list of concerns and solutions to the challenges of NOS in NGSS.

[Analysis on Research Projects Supported by the National Natural Science Foundation of China at the National Institute of Parasitic Diseases during 2003-2013].

PubMed

Zhou, Xiao-jun; Zheng, Bin; Yi, Feng-yun; Xiong, Yan-hong; Zhang, Min-qi

2015-04-01

The data of the National Natural Science Foundation (NSFC) projests obtained by the National Institute of Parasitic Diseases (NIPD), Chinese Center for Disease Control and Prevention (China CDC) during 2003-2013 were collected from internet-based science information system of NSFC, and NSFC search tool of Dingxiang Garden (http://nsfc.biomart.cn/). The number of funded projects, their subject classification and approved amount were analyzed, and compared with the other institutes of China CDC. Furthermore, the rationalization proposals were given in order to enhance the level of foundation management in the future.

Artificial neural networks in biology and chemistry: the evolution of a new analytical tool.

PubMed

Cartwright, Hugh M

2008-01-01

Once regarded as an eccentric and unpromising algorithm for the analysis of scientific data, the neural network has been developed in the last decade into a powerful computational tool. Its use now spans all areas of science, from the physical sciences and engineering to the life sciences and allied subjects. Applications range from the assessment of epidemiological data or the deconvolution of spectra to highly practical applications, such as the electronic nose. This introductory chapter considers briefly the growth in the use of neural networks and provides some general background in preparation for the more detailed chapters that follow.

Configuring Epistemic Authority: The Significance of Film Style in Documentaries about Science.

PubMed

Mellor, Felicity

2018-03-01

Argument Among the many limitations of the deficit model of science communication is its inability to account for the qualities of communication products that arise from creative decisions about form and style. This paper examines two documentaries about the nature of time - Patricio Guzmán's Nostalgia for the Light and the first episode of the BBC's Wonders of the Universe series - in order to consider how film style inflects science with different meanings. The analysis pays particular attention to the ways in which authority is assigned between film author, narrator, and depicted subjects and the degree to which different film styles promote epistemological certainty or hesitancy.

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics.

PubMed

Wachsmuth, Lucas P; Runyon, Christopher R; Drake, John M; Dolan, Erin L

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students' emotional satisfaction with math. We then compared life science and non-life science majors and found that major had a small to moderate relationship with students' responses. Gender also had a small relationship with students' responses, while students' race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups-students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates' emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors' attitudes toward math. © 2017 L.P. Wachsmuth et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Exploring the Meaning and Use of Science Content Integration

NASA Astrophysics Data System (ADS)

Garner, Jason L.

Science content integration, or the simultaneous teaching of science with other subjects during learning activities, has been explored by multiple studies. However, due to a lack of consensus on its definition, it was difficult for educators in a local school district to discuss and evaluate the effectiveness of this instructional technique. This qualitative collective case study, based on a constructivist theoretical foundation, centered on the questions of how teachers defined and used science content integration, and perceptions of impediments to its use. Participants were five teachers in a suburban elementary school. The sources of data for this study were interviews, audio recordings of lessons, and teacher documents in the form of lesson plans. Data analysis was conducted through multiple coding procedures, allowing the emergence of themes. Data analysis showed that participants' beliefs and practices differed according to age levels and developmental needs of their students. Implications for positive social change include building from this study to provide content integration-based professional development, common planning time, and suitable materials to improve teachers' capacity to integrate science content into instruction.

The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education.

PubMed

Stoet, Gijsbert; Geary, David C

2018-04-01

The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys' science achievement and girls' reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls' and women's engagement with STEM subjects.

Designing Infographics to support teaching complex science subject: A comparison between static and animated Infographics

NASA Astrophysics Data System (ADS)

Hassan, Hesham Galal

This thesis explores the proper principles and rules for creating excellent infographics that communicate information successfully and effectively. Not only does this thesis examine the creation of Infographics, it also tries to answer which format, Static or Animated Infographics, is the most effective when used as a teaching-aid framework for complex science subjects, and if compelling Infographics in the preferred format facilitate the learning experience. The methodology includes the creation of infographic using two formats (Static and Animated) of a fairly complex science subject (Phases Of The Moon), which were then tested for their efficacy as a whole, and the two formats were compared in terms of information comprehension and retention. My hypothesis predicts that the creation of an infographic using the animated format would be more effective in communicating a complex science subject (Phases Of The Moon), specifically when using 3D computer animation to visualize the topic. This would also help different types of learners to easily comprehend science subjects. Most of the animated infographics produced nowadays are created for marketing and business purposes and do not implement the analytical design principles required for creating excellent information design. I believe that science learners are still in need of more variety in their methods of learning information, and that infographics can be of great assistance. The results of this thesis study suggests that using properly designed infographics would be of great help in teaching complex science subjects that involve spatial and temporal data. This could facilitate learning science subjects and consequently impact the interest of young learners in STEM.

Tools and Techniques to Teach Earth Sciences to Young People

NASA Astrophysics Data System (ADS)

Constantino, R.; Dicelis, G.; Molina, E. C.

2010-12-01

This study aims to identify the tools available to disseminate the Earth sciences to young people in Brazil and to propose new techniques that may help in the teaching of such subjects. The use of scientific dissemination can be a great tool for the consolidation of a scientific culture, especially for a public of young students. The starting point of this study is an important characteristic that is present in virtually all the children: curiosity. The young public tries to understand how the world is and how it works. The use of scientific dissemination and some educational experiences have shown that these students have a great ability to learn and deal with various topics within the Earth Sciences. Another relevant point is the possibility to show that the Earth sciences, e.g., geophysics, oceanography, meteorology, geology and geography, can be an educational attractive option. Several ways of disseminating Earth sciences are commonly used with the purpose of attracting and mainly teaching these subjects, such as websites, interactive museums and cultural and educational spaces. The objectives of this work are: i) Investigate the role of science centers as motivators in disseminating the scientific knowledge by examining the communication resources that are being employed, the acceptance, reaction, and interest of children to these means, and ii) From this analysis, to list suggestions of contents and new tools that could be used for obtaining better results.

Linear units improve articulation between social and physical constructs: An example from caregiver parameterization for children supported by complex medical technologies

NASA Astrophysics Data System (ADS)

Bezruczko, N.; Stanley, T.; Battle, M.; Latty, C.

2016-11-01

Despite broad sweeping pronouncements by international research organizations that social sciences are being integrated into global research programs, little attention has been directed toward obstacles blocking productive collaborations. In particular, social sciences routinely implement nonlinear, ordinal measures, which fundamentally inhibit integration with overarching scientific paradigms. The widely promoted general linear model in contemporary social science methods is largely based on untransformed scores and ratings, which are neither objective nor linear. This issue has historically separated physical and social sciences, which this report now asserts is unnecessary. In this research, nonlinear, subjective caregiver ratings of confidence to care for children supported by complex, medical technologies were transformed to an objective scale defined by logits (N=70). Transparent linear units from this transformation provided foundational insights into measurement properties of a social- humanistic caregiving construct, which clarified physical and social caregiver implications. Parameterized items and ratings were also subjected to multivariate hierarchical analysis, then decomposed to demonstrate theoretical coherence (R2 >.50), which provided further support for convergence of mathematical parameterization, physical expectations, and a social-humanistic construct. These results present substantial support for improving integration of social sciences with contemporary scientific research programs by emphasizing construction of common variables with objective, linear units.

HIV prevalence in children and youth living on the street and subject to commercial sexual exploitation: a systematic review.

PubMed

Noreña-Herrera, Camilo; Rojas, Carlos Alberto; Cruz-Jiménez, Lizeth

2016-11-03

The aim of this review was to describe HIV prevalence in children and youth living on the street and subject to commercial sexual exploitation, and the studies' characteristics in terms of place, time, population, and sample design. This was a systematic review, not a meta-analysis, based on an article search in 10 electronic databases: Science Direct, MEDLINE, OVID, LILACS, Wiley InterScience, MD Consult, Springer Link, Embase, Web of Science, and Ebsco. A complementary search was also performed in the libraries of schools of public health and webpages of U.N. agencies, besides the reference lists from the selected articles. We selected observational studies focused on children and youth living on the street and subject to commercial sexual exploitation, ranging in age from 10 to 20 years, with the results for HIV prevalence rates. A total of 9,829 references were retrieved, of which 15 met the inclusion criteria and comprise this descriptive summary. Of these 15 articles, 12 were conducted in children and youth living on the street and three in children subject to commercial sexual exploitation. All 15 were cross-sectional studies. HIV prevalence in children and youth living on the street ranged from 0% in Dallas, USA and Cochabamba, Bolivia to 37.4% in St. Petersburg, Russia. In children and youth living subject to commercial sexual exploitation, prevalence ranged from 2% in Toronto, Canada to 20% in Kolkata, India. In conclusion, HIV infection is present in children and youth living on the street and subject to commercial sexual exploitation. Measures are needed for prevention, diagnosis, and treatment as a public health priority and an ethical responsibility on the part of governments and society.

Engineering science and mechanics; Proceedings of the International Symposium, Tainan, Republic of China, December 29-31, 1981. Parts 1 & 2

NASA Astrophysics Data System (ADS)

Hsia, H.-M.; Chou, Y.-L.; Longman, R. W.

1983-07-01

The topics considered are related to measurements and controls in physical systems, the control of large scale and distributed parameter systems, chemical engineering systems, aerospace science and technology, thermodynamics and fluid mechanics, and computer applications. Subjects in structural dynamics are discussed, taking into account finite element approximations in transient analysis, buckling finite element analysis of flat plates, dynamic analysis of viscoelastic structures, the transient analysis of large frame structures by simple models, large amplitude vibration of an initially stressed thick plate, nonlinear aeroelasticity, a sensitivity analysis of a combined beam-spring-mass structure, and the optimal design and aeroelastic investigation of segmented windmill rotor blades. Attention is also given to dynamics and control of mechanical and civil engineering systems, composites, and topics in materials. For individual items see A83-44002 to A83-44061

Giving Students the Power to Engage with Learning

ERIC Educational Resources Information Center

Cochran, Kathryn F.; Reinsvold, Lori A.; Hess, Chelsie A.

2017-01-01

This critical discourse analysis study identifies and describes power relationships in elementary classrooms that support science engagement by providing students time to think, ask questions, and find their voices to talk about subject matter. The first analyses involved identification and description of classroom episodes showing high levels of…

Precision Teaching.

ERIC Educational Resources Information Center

Couch, Richard W.

Precision teaching (PT) is an approach to the science of human behavior that focuses on precise monitoring of carefully defined behaviors in an attempt to construct an environmental analysis of that behavior and its controlling variables. A variety of subjects have been used with PT, ranging in academic objectives from beginning reading to college…

75 FR 6402 - Board of Scientific Counselors, National Center for Health Marketing (BSC, NCHM)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-09

... and new ideas to implement and expand health marketing science at CDC. Agenda items are subject to... investigations and data collection, analysis, and distribution; conducting operational research aimed at..., goals and organizational structure of the new Office of Communications; discussions on program...

Student Partisan Identity and Online Discussions

ERIC Educational Resources Information Center

Clark, Christopher H.

2017-01-01

Political division in the United States is the subject of much analysis in the fields of political science and psychology. While political partisanship looms large over discussions of the national political climate's influence on schools and classrooms, very little work exists that directly examines the effects of high school students' political…

Teaching Millennials to Engage THE Environment Instead of Their Environment: A Pedagogical Analysis

ERIC Educational Resources Information Center

Stevens, J. Richard; Crow, Deserai Anderson

2016-01-01

This article examines the difficulty in teaching contemporary students of journalism (those in the much-discussed Millennial Generation) to report on complex topics like science and the environment. After examining contemporary literature, the authors subjected 120 undergraduate students to a strategy that combined visual representations of…

Analysis of Listening Skills Acquisition in Magnet Schools.

ERIC Educational Resources Information Center

Boyer, Wanda A.; Anderson, Frances

A study conducted in a magnet school examined whether curricular attractions stressing science, second language acquisition, and use of computers make a difference in how effectively children listen and how well the pupil comprehends what is heard. Subjects were 58 fourth grade students who participated in an enriched curriculum. Data were…

The Third Man: comparative analysis of a science autobiography and a cinema classic as windows into post-war life sciences research.

PubMed

Zwart, Hub

2015-12-01

In 2003, biophysicist and Nobel Laureate Maurice Wilkins published his autobiography entitled The Third Man. In the preface, he diffidently points out that the title (which presents him as the 'third' man credited with the co-discovery of the structure of DNA, besides Watson and Crick) was chosen by his publisher, as a reference to the famous 1949 movie no doubt, featuring Orson Welles in his classical role as penicillin racketeer Harry Lime. In this paper I intend to show that there is much more to this title than merely its familiar ring. If subjected to a (psychoanalytically inspired) comparative analysis, multiple correspondences between movie and memoirs can be brought to the fore. Taken together, these documents shed an intriguing light on the vicissitudes of budding life sciences research during the post-war era. I will focus my comparative analysis on issues still relevant today, such as dual use, the handling of sensitive scientific information (in a moral setting defined by the tension between collaboration and competition) and, finally, on the interwovenness of science and warfare (i.e. the 'militarisation' of research and the relationship between beauty and destruction). Thus, I will explain how science autobiographies on the one hand and genres of the imagination (such as novels and movies) on the other may deepen our comprehension of tensions and dilemmas of life sciences research then and now. For that reason, science autobiographies can provide valuable input (case material) for teaching philosophy and history of science to science students.

Value of information analysis for interventional and counterfactual Bayesian networks in forensic medical sciences.

PubMed

Constantinou, Anthony Costa; Yet, Barbaros; Fenton, Norman; Neil, Martin; Marsh, William

2016-01-01

Inspired by real-world examples from the forensic medical sciences domain, we seek to determine whether a decision about an interventional action could be subject to amendments on the basis of some incomplete information within the model, and whether it would be worthwhile for the decision maker to seek further information prior to suggesting a decision. The method is based on the underlying principle of Value of Information to enhance decision analysis in interventional and counterfactual Bayesian networks. The method is applied to two real-world Bayesian network models (previously developed for decision support in forensic medical sciences) to examine the average gain in terms of both Value of Information (average relative gain ranging from 11.45% and 59.91%) and decision making (potential amendments in decision making ranging from 0% to 86.8%). We have shown how the method becomes useful for decision makers, not only when decision making is subject to amendments on the basis of some unknown risk factors, but also when it is not. Knowing that a decision outcome is independent of one or more unknown risk factors saves us from the trouble of seeking information about the particular set of risk factors. Further, we have also extended the assessment of this implication to the counterfactual case and demonstrated how answers about interventional actions are expected to change when some unknown factors become known, and how useful this becomes in forensic medical science. Copyright © 2015 Elsevier B.V. All rights reserved.

Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects

NASA Astrophysics Data System (ADS)

Everingham, Yvette L.; Gyuris, Emma; Connolly, Sean R.

2017-11-01

Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to negative emotions like high mathematical anxiety and low mathematical confidence. Here, we present a theoretical framework that investigates linkages between student engagement, mathematical anxiety, mathematical confidence, student achievement and subject mastery. We implement this framework in a large, first-year interdisciplinary science subject and monitor its impact over several years from 2010 to 2015. The implementation of the framework coincided with an easing of anxiety and enhanced confidence, as well as higher student satisfaction, retention and achievement. The framework offers interdisciplinary science educators greater flexibility and confidence in their approach to designing and delivering subjects that rely on mathematical concepts and practices.

Elementary teachers' acquisition of science knowledge: Case-studies and implications for teaching preparation

NASA Astrophysics Data System (ADS)

Stein, Morton

Elementary school is a key time for students to develop their understanding of basic science concepts as well as their attitudes towards science and science learning. Yet many elementary teachers do not feel comfortable teaching science; as a result, they are likely to devote less time on that subject and to be less effective as science teachers. The literature suggests that weaknesses in elementary teachers' knowledge of science could be a main cause of this problem and, furthermore, that current elementary teacher preparation programs have contributed to this weakness. This study aims at gaining more knowledge about how elementary teachers who are successful in teaching science have acquired their science content knowledge and how such knowledge could be best acquired, with the ultimate goal of informing the design of more effective elementary teacher preparation programs. More specifically, this study addresses the following research questions: Which science learning experiences for elementary teachers seem most conducive to develop the kind of science content knowledge and pedagogical content knowledge needed to support the teaching of science as called for by the most recent national and state standards? Which of these experiences should be included in elementary teacher preparation programs, and how? The core of this study consists of case studies of eight elementary school teachers who were identified as successful in teaching science. These subjects were selected so as to ensure differences in their teacher preparation programs, as well as gender and years of teaching experience. Information about each teacher's self-efficacy and motivation with respect to teaching science, history of pre-service and in-service preparation with respect to science, and how his/her current science knowledge was acquired, was sought through a series of interviews with each subject and triangulated with data collected from other sources. A cross-case analysis revealed some interesting similarities and differences in how these successful elementary science teachers developed their science knowledge, and identified the following main sources of science learning opportunities: (a) science content courses; (b) methods courses; (c) student teaching; (d) in-service workshops; (e) opportunities to work with colleagues on the design and/or delivery of science units. Based on what was learned from these case studies, a preliminary set of recommendations to improve elementary teacher's science learning opportunities was identified. Two focus groups were held---one with elementary teachers and another with teacher educators---to share these preliminary recommendations and gather feedback and additional suggestions. Informed by the information gathered in these focus groups, a final set of recommendations to improve elementary teacher's preparation to teach science was articulated.

[Science and society. Guidelines for the Leopoldina Study Center].

PubMed

Hacker, Jörg

2014-01-01

In order to adequately perform its many diverse tasks as a scholars' society and as the German National Academy of Sciences, the Deutsche Akademie der Naturforscher Leopoldina needs to view itself in a historical context. This can only happen as part of a culture of remembrance which fosters the memory of the Leopoldina's past and subjects this to a critical analysis in the context of the history of science and academies. The newly founded Leopoldina Study Center for the History of Science and Science Academies is to be a forum that pursues established forms of historical research at the Leopoldina, organizes new scientific projects, and presents its findings to the public. The aim is to involve as many Leopoldina members as possible from all of its disciplines, as well as to collaborate with national and international partners.

Achieving a coherent curriculum in second grade: Science as the organizer

NASA Astrophysics Data System (ADS)

Park Rogers, Meredith A.

The purpose of this study was to examine how a team of four second grade teachers used their approach to teaching science as a means for designing and implementing a coherent curriculum. Within this study, curriculum coherency refers to making logical instructional connections that are both visible and explicit for students. A teacher using a common teaching strategy or critical thinking skills in such a way that the commonalities between subject areas are clearly demonstrated to students is one example of curriculum coherency. The research framework guiding this study was phenomenology; I used a case study method for data analysis. The primary data source was field notes gathered during 10 weeks of classroom observations. Secondary data sources included observations of team meetings, two sets of interviews with each of the four teachers, an interview with the school principal, and artifacts used and developed by the teachers. An analysis of the data led me to interpret the following findings: (1) the teachers viewed science as a tool to motivate their students to learn and believed in teaching science through an inquiry-based approach; (2) they described science inquiry as a process of thinking organized around questions, and saw their teaching role as shifting between guided and open classroom inquiry; (3) they taught all subjects using an inquiry-based approach, emphasized the process skills associated with doing scientific inquiry, and consistently used the language of the process skills throughout their instruction of all disciplines; (4) their team's collaborative approach played a significant role in achieving their vision of a coherent curriculum; the successfulness of their collaboration relied on the unique contributions of each member and her commitment to professional development. This study demonstrates how an inquiry-based science curriculum can provide educators with an effective model for designing and implementing a coherent curriculum. Furthermore, the findings have implications for elementary preservice and inservice programs with respect to using science teaching as a foundation for developing curriculum coherency.

Discursive geographies in science: space, identity, and scientific discourse among indigenous women in higher education

NASA Astrophysics Data System (ADS)

Brandt, Carol B.

2008-09-01

Despite completing undergraduate degrees in the life sciences, few Indigenous women choose to pursue careers in scientific research. To help us understand how American Indian students engage with science, this ethnographic research describes (1) how four Navajo women identified with science, and (2) the narratives they offered when we discussed their experiences with scientific discourse. Using intensive case studies to describe the experiences of these women, my research focused on their final year of undergraduate study in the life sciences at a university in southwestern US. I point to the processes by which the participants align themselves with ideas, practices, groups, or people in science. As each participant recounted her experiences with scientific discourse, they recreated for me a discursive geography of their lives on the reservation, at home, at community colleges (in some cases), and on the university campus. In the construction and analysis of the narratives for this research, mapping this geography was critical to understanding each participant's discursive relationship with science. In these discursive spaces, I observed productive "locations of possibility" in which students and their instructors: valued connected knowing; acknowledged each other's history, culture, and knowledge; began to speak to each other subject-to-subject; and challenged normative views of schooling. I argue that this space, as a location of possibility, has the power to transform the crushing impersonalized schooling that often characterizes "rigorous" scientific programs in a research institution.

Subject knowledge in the health sciences library: an online survey of Canadian academic health sciences librarians

PubMed Central

Watson, Erin M.

2005-01-01

Objectives: This study investigated whether Canadian academic health sciences librarians found knowledge of the health sciences to be important and, if so, how they acquired and maintained this knowledge. Methods: Data were gathered using a Web-based questionnaire made available to Canadian academic health sciences librarians. Results: Respondents recognized the need for subject knowledge: 93.3% of respondents indicated that subject knowledge was “very important” or “somewhat important” to doing their job. However, few respondents felt that holding a degree in the health sciences was necessary. Respondents reported devoting on average more than 6 hours per week to continuing education through various means. Reading or browsing health sciences journals, visiting Websites, studying independently, and participating in professional associations were identified by the largest number of participants as the best ways to become and stay informed. Conclusions: Although more research needs to be done with a larger sample, subject knowledge continues to be important to Canadian academic health sciences librarians. Continuing education, rather than formal degree studies, is the method of choice for obtaining and maintaining this knowledge. PMID:16239942

Preparing Earth Data Scientists for 'The Sexiest Job of the 21st Century'

NASA Technical Reports Server (NTRS)

Kempler, Steven

2014-01-01

What Exactly do Earth Data Scientists do, and What do They Need to Know, to do It? There is not one simple answer, but there are many complex answers. Data Science, and data analytics, are new and nebulas, and takes on different characteristics depending on: The subject matter being analyzed, the maturity of the research, and whether the employed subject specific analytics is descriptive, diagnostic, discoveritive, predictive, or prescriptive, in nature. In addition, in a, thus far, business driven paradigm shift, university curriculums teaching data analytics pertaining to Earth science have, as a whole, lagged behind, andor have varied in approach.This presentation attempts to breakdown and identify the many activities that Earth Data Scientists, as a profession, encounter, as well as provide case studies of specific Earth Data Scientist and data analytics efforts. I will also address the educational preparation, that best equips future Earth Data Scientists, needed to further Earth science heterogeneous data research and applications analysis. The goal of this presentation is to describe the actual need for Earth Data Scientists and the practical skills to perform Earth science data analytics, thus hoping to initiate discussion addressing a baseline set of needed expertise for educating future Earth Data Scientists.

Why school students choose and reject science: a study of the factors that students consider when selecting subjects

NASA Astrophysics Data System (ADS)

Palmer, Tracey-Ann; Burke, Paul F.; Aubusson, Peter

2017-04-01

Student study of science at school has been linked to the need to provide a scientifically capable workforce and a scientifically literate society. Educators, scientists, and policymakers are concerned that too few students are choosing science for study in their final years of school. How and why students choose and reject certain subjects, including science, at this time is unclear. A Best-Worst Scaling (BWS) survey was completed by 333 Year 10 (age 14-17) students to investigate the relative importance of 21 factors thought to impact students' subject-selection decisions. Students ranked enjoyment, interest and ability in a subject, and its perceived need in their future study or career plans as the most important factors in both choosing and rejecting subjects. They considered advice from teachers, parents or peers as relatively less important. These findings indicate that enhancing students' enjoyment, interest, and perceptions of their ability in science, as well as increasing student perceptions of its value in a future career, may result in more students studying science at school.

How Students View the Boundaries between Their Science and Religious Education Concerning the Origins of Life and the Universe

ERIC Educational Resources Information Center

Billingsley, Berry; Brock, Richard; Taber, Keith S.; Riga, Fran

2016-01-01

Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's…

Earth Science Data Analytics: Preparing for Extracting Knowledge from Information

NASA Technical Reports Server (NTRS)

Kempler, Steven; Barbieri, Lindsay

2016-01-01

Data analytics is the process of examining large amounts of data of a variety of types to uncover hidden patterns, unknown correlations and other useful information. Data analytics is a broad term that includes data analysis, as well as an understanding of the cognitive processes an analyst uses to understand problems and explore data in meaningful ways. Analytics also include data extraction, transformation, and reduction, utilizing specific tools, techniques, and methods. Turning to data science, definitions of data science sound very similar to those of data analytics (which leads to a lot of the confusion between the two). But the skills needed for both, co-analyzing large amounts of heterogeneous data, understanding and utilizing relevant tools and techniques, and subject matter expertise, although similar, serve different purposes. Data Analytics takes on a practitioners approach to applying expertise and skills to solve issues and gain subject knowledge. Data Science, is more theoretical (research in itself) in nature, providing strategic actionable insights and new innovative methodologies. Earth Science Data Analytics (ESDA) is the process of examining, preparing, reducing, and analyzing large amounts of spatial (multi-dimensional), temporal, or spectral data using a variety of data types to uncover patterns, correlations and other information, to better understand our Earth. The large variety of datasets (temporal spatial differences, data types, formats, etc.) invite the need for data analytics skills that understand the science domain, and data preparation, reduction, and analysis techniques, from a practitioners point of view. The application of these skills to ESDA is the focus of this presentation. The Earth Science Information Partners (ESIP) Federation Earth Science Data Analytics (ESDA) Cluster was created in recognition of the practical need to facilitate the co-analysis of large amounts of data and information for Earth science. Thus, from a to advance science point of view: On the continuum of ever evolving data management systems, we need to understand and develop ways that allow for the variety of data relationships to be examined, and information to be manipulated, such that knowledge can be enhanced, to facilitate science. Recognizing the importance and potential impacts of the unlimited ways to co-analyze heterogeneous datasets, now and especially in the future, one of the objectives of the ESDA cluster is to facilitate the preparation of individuals to understand and apply needed skills to Earth science data analytics. Pinpointing and communicating the needed skills and expertise is new, and not easy. Information technology is just beginning to provide the tools for advancing the analysis of heterogeneous datasets in a big way, thus, providing opportunity to discover unobvious scientific relationships, previously invisible to the science eye. And it is not easy It takes individuals, or teams of individuals, with just the right combination of skills to understand the data and develop the methods to glean knowledge out of data and information. In addition, whereas definitions of data science and big data are (more or less) available (summarized in Reference 5), Earth science data analytics is virtually ignored in the literature, (barring a few excellent sources).

A meta-analysis of outcomes from the use of computer-simulated experiments in science education

NASA Astrophysics Data System (ADS)

Lejeune, John Van

The purpose of this study was to synthesize the findings from existing research on the effects of computer simulated experiments on students in science education. Results from 40 reports were integrated by the process of meta-analysis to examine the effect of computer-simulated experiments and interactive videodisc simulations on student achievement and attitudes. Findings indicated significant positive differences in both low-level and high-level achievement of students who use computer-simulated experiments and interactive videodisc simulations as compared to students who used more traditional learning activities. No significant differences in retention, student attitudes toward the subject, or toward the educational method were found. Based on the findings of this study, computer-simulated experiments and interactive videodisc simulations should be used to enhance students' learning in science, especially in cases where the use of traditional laboratory activities are expensive, dangerous, or impractical.

Educational services in health sciences libraries: a content analysis of the literature, 1987-1994.

PubMed Central

Dimitroff, A

1995-01-01

The recent literature (1987-1994) describing educational services of health sciences librarians was analyzed for content. Variables examined included publication journal, country, type of article (description, review, or advocacy), target audience of education services, and subject of article. Articles that reported research results also were identified. Of 123 articles studied, 82.1% were descriptive, 14.6% advocacy, and 3.3% reviews. Library users were the primary target audience (85.1%), an increase over the percentage reported in an earlier study of the 1975-1986 literature. Librarians were the target audience in 12.8% of the articles, a decrease from the previous study's findings. There was an increase in educational offerings by academic libraries, which sponsored 83.2% of programs, while hospital libraries' sponsorship decreased to 5% of programs reported in the literature. The analysis identified a major need for research related to educational activities in health sciences libraries. PMID:8547899

[Comment on the misappropriation of bibliographical references in science. The example of anti-aging medicine].

PubMed

Cogan, E

2015-01-01

This work constitutes a argued analysis of the publication of the article of Hertoghe et al. "Anti aging medicine, a science based, essential medicine " whose full and unreviewed publication was forced in the framework of the Belgian law on the right of reply to an earlier publication entitled " Anti-Aging Medicine: Science or Marketing? ". We confirm the absence of scientific evidence on the effectiveness of hormonal treatments used in this approach by highlighting the different techniques allowing doctors who promote this approach to make believe in their effectiveness. This is clearly to mix in one sentence established truths and unproven facts, use references inappropriately especially by misappropriation of studies on groups of patients with hormone deficiency in order to justify treatment in healthy subjects, to ignore recent references undermining ancient literature, to betray the authors' conclusions. Our critical analysis is also considering compliance with the guidelines for integrity in scientific publications.

Emancipating subjects in science education: taking a lesson from Patti Lather and Jacques Rancière

NASA Astrophysics Data System (ADS)

Bazzul, Jesse

2013-03-01

This paper extends the conversation started by Patti Lather in her forum response to "Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity", in terms of engaging the thought of Jacques Rancière. Rancière can offer (science) educators a more definitive example of (possible) emancipatory political subjectivities. His notion of radical equality can also aid in developing new pedagogical spaces in science education. This latter point is taken up in the concluding sections of this short essay.

Trust based obligations of the state and physician‐researchers to patient‐subjects

PubMed Central

Miller, P B; Weijer, C

2006-01-01

When may a physician enroll a patient in clinical research? An adequate answer to this question requires clarification of trust‐based obligations of the state and the physician‐researcher respectively to the patient‐subject. The state relies on the voluntarism of patient‐subjects to advance the public interest in science. Accordingly, it is obligated to protect the agent‐neutral interests of patient‐subjects through promulgating standards that secure these interests. Component analysis is the only comprehensive and systematic specification of regulatory standards for benefit‐harm evaluation by research ethics committees (RECs). Clinical equipoise, a standard in component analysis, ensures the treatment arms of a randomised control trial are consistent with competent medical care. It thus serves to protect agent‐neutral welfare interests of the patient‐subject. But REC review occurs prior to enrolment, highlighting the independent responsibility of the physician‐researcher to protect the agent‐relative welfare interests of the patient‐subject. In a novel interpretation of the duty of care, we argue for a “clinical judgment principle” which requires the physician‐researcher to exercise judgment in the interests of the patient‐subject taking into account evidence on treatments and the patient‐subject‘s circumstances. PMID:16943338

Prospective Science Teachers' Subject-Matter Knowledge about Overflow Container

ERIC Educational Resources Information Center

Ültay, Eser

2016-01-01

The purpose of this study was to determine prospective science teachers' subject-matter knowledge (SMK) about overflow container. This study was carried out in the form of a case study in spring term of the academic year of 2013-2014 with seven sophomore prospective science teachers who were studying at Elementary Science Teaching Department in…

Secondary School Science Predictors of Academic Performance in University Bioscience Subjects

ERIC Educational Resources Information Center

Green, Rod; Brown, Elizabeth; Ward, Alex

2009-01-01

In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from [approximately]50 to 99 in…

Problem-Based Learning and Earth System Science - The ESSEA High School Earth System Science Online Course

NASA Astrophysics Data System (ADS)

Myers, R.; Botti, J.

2002-12-01

The high school Earth system science course is web based and designed to meet the professional development needs of science teachers in grades 9-12. Three themes predominate this course: Earth system science (ESS) content, collaborative investigations, and problem-based learning (PBL) methodology. PBL uses real-world contexts for in-depth investigations of a subject matter. Participants predict the potential impacts of the selected event on Earth's spheres and the subsequent feedback and potential interactions that might result. PBL activities start with an ill-structured problem that serves as a springboard to team engagement. These PBL scenarios contain real-world situations. Teams of learners conduct an Earth system science analysis of the event and make recommendations or offer solutions regarding the problem. The course design provides an electronic forum for conversations, debate, development, and application of ideas. Samples of threaded discussions built around ESS thinking in science and PBL pedagogy will be presented.

Problem-Based Learning and Earth System Science - The ESSEA High School Earth System Science Online Course

NASA Astrophysics Data System (ADS)

Myers, R. J.; Botti, J. A.

2001-12-01

The high school Earth system science course is web based and designed to meet the professional development needs of science teachers in grades 9-12. Three themes predominate this course: Earth system science (ESS) content, collaborative investigations, and problem-based learning (PBL) methodology. PBL uses real-world contexts for in-depth investigations of a subject matter. Participants predict the potential impacts of the selected event on Earth's spheres and the subsequent feedback and potential interactions that might result. PBL activities start with an ill-structured problem that serves as a springboard to team engagement. These PBL scenarios contain real-world situations. Teams of learners conduct an Earth system science analysis of the event and make recommendations or offer solutions regarding the problem. The course design provides an electronic forum for conversations, debate, development, and application of ideas. Samples of threaded discussions built around ESS thinking in science and PBL pedagogy will be presented.

Features of Computerized Educational Games in Sciences of the Elementary Phase in Jordan from the Point of View of Specialists in Teaching Science and Computer Subjects

ERIC Educational Resources Information Center

Al Sarhan, Khaled Ali; AlZboon, Saleem Odeh; Olimat, Khalaf Mufleh; Al-Zboon, Mohammad Saleem

2013-01-01

The study aims at introducing the features of the computerized educational games in sciences at the elementary school in Jordan according to the specialists in teaching science and computer subjects, through answering some questions such as: What are the features of the computerized educational games in sciences at the elementary schools in Jordan…

UV-optical from space

NASA Technical Reports Server (NTRS)

Illingworth, Garth; Savage, Blair; Angel, J. Roger; Blandford, Roger D.; Boggess, Albert; Bowyer, C. Stuart; Carruthers, George R.; Cowie, Lennox L.; Doschek, George A.; Dupree, Andrea K.

1991-01-01

The following subject areas are covered: (1) the science program (star formation and origins of planetary systems; structure and evolution of the interstellar medium; stellar population; the galactic and extragalactic distance scale; nature of galaxy nuclei, AGNs, and QSOs; formation and evolution of galaxies at high redshifts; and cosmology); (2) implementation of the science program; (3) the observatory-class missions (HST; LST - the 6m successor to HST; and next-generation 16m telescope); (4) moderate and small missions (Delta-class Explorers; imaging astrometric interferometer; small Explorers; optics development and demonstrations; and supporting ground-based capabilities); (5) prerequisites - the current science program (Lyman-FUSE; HTS optimization; the near-term science program; data analysis, modeling, and theory funding; and archives); (6) technologies for the next century; and (7) lunar-based telescopes and instruments.

The highly-cited Electrocardiogram-related articles in science citation index expanded: characteristics and hotspots.

PubMed

Yang, Xianglin; Gu, Jiaojiao; Yan, Hong; Xu, Zhi; Ren, Bing; Yang, Yaming; Yang, Xiaodong; Chen, Qi; Tan, Shaohua

2014-01-01

We used bibliometric analysis methodology in the expanded Science Citation Index to identify highly-cited electrocardiogram (ECG)-related articles with total citations (TC2012) exceeding 100 from the publication year to 2012. Web of Science search tools were used to identify the highly-cited articles. The aspects analyzed for highly cited publications included effect of time on citation analysis, journals and Web of Science categories, number of authors per publication, originating institutions and countries, total citation and total citation per year life cycles of articles (C2012) and research hotspots. Results showed that a total of 467 electrocardiogram-related publications were regarded as the highly-cited publications. TC2012 ranged from 101 to 2879, with 215 as the average number of citations. No highly-cited publications have emerged yet during the first two years of the present 2010 Decade. All 11 countries and institutions originating highly-cited ECG-related publications were developed countries, USA in 9 of them. Four subject categories were identified as hotspots by total citations TC2012 and C2012: atrial fibrillation, long QT syndrome, angina and myocardial infarction, and risk factor analysis and health evaluation. Copyright © 2014 Elsevier Inc. All rights reserved.

Subjective judgements in scientific practice and art.

PubMed

Regidor, Enrique

2011-12-01

Since art and science went their separate ways in the 18th century, the purpose of science has been to generate true knowledge based on reason and objectivity. However, during the second half of the 20th century, opinions emerged within science that showed the impossibility of eliminating subjectivity in scientific practice. This paper describes the similarity of the subjective judgements that form part of the peer-review system-the method devised by the scientific community to guarantee truth and objectivity-and the subjective judgements involved in artistic evaluation.

How Select Groups of Preservice Science Teachers with Inquiry Orientations View Teaching and Learning Science through Inquiry

NASA Astrophysics Data System (ADS)

Ward, Peggy

Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes itself in part by its inquiry emphasis. Using a mixed method investigation design, this study utilized two sources of data to explore the preservice science teachers' thinking. In the first phase, a modified version of the Pedagogy of Science teaching Tests (POSTT) was used to identify select program participants who indicated preferences for inquiry instruction over other instructional strategies. Secondly, the study used an open-ended questionnaire to explore the selected subjects' beliefs and conceptions of teaching and learning science in an inquiry context. The study also focused on identifying particular junctures in the prospective science teachers' education preparation that might impact their understanding about inquiry. Using a constant comparative approach, this study explored 19 preservice science teachers' conceptions about inquiry. The results indicate that across all levels of instruction, the prospective teachers tended to have strong student-centered teaching orientations. Except subjects in for the earliest courses, subjects' definitions and descriptions of inquiry tended toward a few of the science practices. More advanced subjects, however, expressed more in-depth descriptions. Excluding the subjects who have completed the program, multiple subjects tended to associate inquiry learning exclusively in terms of exploring before lecture, getting a single correct answer. Additionally, various subjects at multiple levels, described inquiry in terms of the 5E Model of Instruction, which is emphasized in the Arkansas UTeach lesson design. Implications of these findings and suggestions for program improvement at the course levels are suggested.

Characteristics of Abductive Inquiry in Earth and Space Science: An Undergraduate Teacher Prospective Case Study

NASA Astrophysics Data System (ADS)

Ramalis, T. R.; Liliasari; Herdiwidjaya, D.

2016-08-01

The purpose this case study was to describe characteristic features learning activities in the domain of earth and space science. Context of this study is earth and space learning activities on three groups of student teachers prospective, respectively on the subject of the shape and size of Earth, land and sea breeze, and moon's orbit. The analysis is conducted qualitatively from activity data and analyze students doing project work, student worksheets, group project report documents, note and audio recordings of discussion. Research findings identified the type of abduction: theoretical models abduction, factual abduction, and law abduction during the learning process. Implications for science inquiry learning as well as relevant research were suggested.

Pakistan Journal of Medical Sciences: A bibliometric assessment 2001-2010.

PubMed

Baladi, Zameer Hussain; Umedani, Loung V

2017-01-01

The aim of this study was to measure the growth of scientific research, authors' productivity, affiliation with the institute and geographic locations published in the Pakistan Journal of Medical Sciences during the period of 2001 - 2010. This numerical analysis was conducted during mid-August 2016 to mid-October, 2016. The data for the study was downloaded from websites of e-journal of Pakistan Journal of Medical Sciences (PJMS) and Pak Medi-Net Com. A total number of 1199 articled were covered by PJMS in 10 volumes and 40 issues with contribution of 3798 (3%) authors during 2001 - 2010. The average number of papers per issue is 30%. A gender wise contribution of males was higher 3050 (80%) than the females 748 (20%). A majority of articles were multi-authored 1052 (87%) as opposed to single author contribution 147 (13%). All 1199 articles were covered under four major disciplines i.e Basic medical sciences, medicine & allied, surgery & allied and radiological sciences and 39 sub-specialties according to medical subject headings (MeSH). It observed that 467 (39%) articles were published in Pakistan and 732 (61%) articles produced by other 32 countries. The Karachi city of Pakistan has produced 199 (16%) articles as highest as its national level and followed by Tehran (Iran) 77 (6%) as followed internationally. This study reveals that the participation of 32 countries in the PJMS publications proves it to be an internationally circulated journal to support research with the constant approach of publishing articles to each volume in basic medical sciences, biomedical, clinical and public health sciences. Abbreviations: DOAJ: Directory of Open Access Journals IMEMR: Index Medicus Eastern Mediterranean Region HEC: Higher Education Commission (Pakistan) PJMS: Pakistan Journal of Medical Sciences MeSH: Medical Subject Headings PMDC: Pakistan Medical & Dental Council SCIE: Science Citation Index Expanded.

Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity

NASA Astrophysics Data System (ADS)

Bazzul, Jesse

2012-12-01

This paper attempts to add to the multifaceted discussion concerning neoliberalism and globalization out of two Cultural Studies of Science Education journal issues along with the recent Journal of Research in Science Teaching devoted to these topics. However, confronting the phenomena of globalization and neoliberalism will demand greater engagement with relevant sociopolitical thought in fields typically outside the purview of science education. Drawing from thinkers Michel Foucault, Jean Baudrillard, Judith Butler, and Louis Althusser this paper attempts to extend some key ideas coming from Ken Tobin, Larry Bencze, and Lyn Carter and advocates science educators taking up notions of ideology, discourse, and subjectivity to engage globalization and neoliberalism. Subjectivity (and its constitution in science education) is considered alongside two relevant textbook examples and also in terms of its importance in formulating political and culturally relevant questions in science education.

Do Advanced Mathematics Skills Predict Success in Biology and Chemistry Degrees?

ERIC Educational Resources Information Center

Adkins, Michael; Noyes, Andrew

2018-01-01

The mathematical preparedness of science undergraduates has been a subject of debate for some time. This paper investigates the relationship between school mathematics attainment and degree outcomes in biology and chemistry across England, a much larger scale of analysis than has hitherto been reported in the literature. A unique dataset which…

An Empirical Analysis of Teacher Spillover Effects in Secondary School

ERIC Educational Resources Information Center

Koedel, Cory

2009-01-01

This paper examines whether educational production in secondary school involves joint production among teachers across subjects. In doing so, it also provides insights into the reliability of value-added modeling. Teacher value-added to reading test scores is estimated for four different teacher types: English, math, science and social-studies.…

Retrieving Online Information on Drugs: An Analysis of Four Databases.

ERIC Educational Resources Information Center

Lavengood, Kathryn A.

This study examines the indexing of drugs in the literature and compares actual drug indexing to stated indexing policies in selected databases. The goal is to aid health science information specialists, end-users, and/or non-subject experts to improve recall and comprehensiveness when searching for drug information by identifying the most useful…

Virtuous Subjects: A Critical Analysis of the Affective Substance of Social Studies Education

ERIC Educational Resources Information Center

Helmsing, Mark

2014-01-01

This essay invites social studies educators to consider critical theoretical insights related to affect, emotions, and feelings from what has been termed "the affective turn" in social sciences and humanities scholarship. Developments in theorizing affect and recent research in social studies education are related to affective elements…

Bradford's Law and Its Relevance to Researchers

ERIC Educational Resources Information Center

Shenton, Andrew K.; Hay-Gibson, Naomi V.

2009-01-01

Bradford's Law has been the subject of much discussion and analysis in library and information science since its formulation in the 1930s and remains frequently debated to this day. It has been applied to various practices within the discipline, especially with regard to collection development, but its relevance to researchers and the potential it…

Principles of Assessment for Project and Research Based Learning

ERIC Educational Resources Information Center

Hunaiti, Ziad; Grimaldi, Silvia; Goven, Dharmendra; Mootanah, Rajshree; Martin, Louise

2010-01-01

Purpose: The purpose of this paper is to provide assessment guidelines which help to implement research-based education in science and technology areas, which would benefit from the quality of this type of education within this subject area. Design/methodology/approach: This paper is a reflection on, and analysis of, different aspects of…

Principles of Integrative Modelling at Studying of Plasma and Welding Processes

ERIC Educational Resources Information Center

Anakhov, Sergey V.; Perminov, Evgeniy ?.; Dzyubich, Denis K.; Yarushina, Maria A.; Tarasova, Yuliya A.

2016-01-01

The relevance of the problem subject to the research is conditioned by need for introduction of modern technologies into the educational process and insufficient adaptation of the higher school teachers to the applied information and automated procedures in education and science. The purpose of the publication consists in the analysis of automated…

Off-Site Distance Education Faculty: A Checklist of Considerations

ERIC Educational Resources Information Center

Stewart, Barbara L.; Goodson, Carole; Miertschin, Susan

2012-01-01

Case studies informed the development of a checklist for use in determining whether to engage in online educational practices whereby the family and consumer sciences (FCS) instructor teaches from a location distant from campus.Objective and subjective case details were recorded and analyzed for commonality and variance. From cross-case analysis,…

Report of the Terrestrial Bodies Science Working Group. Volume 6: The asteroids

NASA Technical Reports Server (NTRS)

Chapman, C. R.; Johnson, T. V.; Mccord, T. B.

1977-01-01

Earth-based astronomical observations and laboratory analysis of meteorites provide the only scientific data available on asteroids. These data are summarized and subjects for future investigations are explored. The measurements required for potential missions are discussed and concepts for a multi-asteroid rendezvous mission in the mid-1980's are outlined.

The Neural Bases of Difficult Speech Comprehension and Speech Production: Two Activation Likelihood Estimation (ALE) Meta-Analyses

ERIC Educational Resources Information Center

Adank, Patti

2012-01-01

The role of speech production mechanisms in difficult speech comprehension is the subject of on-going debate in speech science. Two Activation Likelihood Estimation (ALE) analyses were conducted on neuroimaging studies investigating difficult speech comprehension or speech production. Meta-analysis 1 included 10 studies contrasting comprehension…

Exploring Students' Perspectives of College STEM: An Analysis of Course Rating Websites

ERIC Educational Resources Information Center

Chang, YunJeong; Park, Seung Won

2014-01-01

One of the crucial goals of higher education is building a scientifically literate citizenry. The science, technology, engineering, and mathematics (STEM) subject areas are indicated as good domains to develop knowledge and skills for becoming future leaders. However, previous research has indicated a constant decline in the number of American…

Design-Based Research: Case of a Teaching Sequence on Mechanics

ERIC Educational Resources Information Center

Tiberghien, Andree; Vince, Jacques; Gaidioz, Pierre

2009-01-01

Design-based research, and particularly its theoretical status, is a subject of debate in the science education community. In the first part of this paper, a theoretical framework drawn up to develop design-based research will be presented. This framework is mainly based on epistemological analysis of physics modelling, learning and teaching…

Gimbal Control Algorithms for the Global Precipitation Measurement Core Observatory

NASA Technical Reports Server (NTRS)

Welter, Gary L.; Liu, Kuo Chia; Blaurock, Carl

2012-01-01

There are two gimbaled systems on the Global Precipitation Measurement Core Observatory: two single-degree-of-freedom solar arrays (SAs) and one two-degree-of-freedom high gain antenna (HGA). The guidance, navigation, and control analysis team was presented with the following challenges regarding SA orientation control during periods of normal mission science: (1) maximize solar flux on the SAs during orbit day, subject to battery charging limits, (2) minimize atmospheric drag during orbit night to reduce frequency of orbit maintenance thruster usage, (3) minimize atmospheric drag during orbits for which solar flux is nearly independent of SA orientation, and (4) keep array-induced spacecraft attitude disturbances within allocated tolerances. The team was presented with the following challenges regarding HGA control during mission science periods: (1) while tracking a ground-selected Tracking Data and Relay Satellite (TDRS), keep HGA control error below about 4', (2) keep array-induced spacecraft attitude disturbances small, and (3) minimize transition time between TDRSs subject to constraints imposed by item 2. This paper describes the control algorithms developed to achieve these goals and certain analysis done as part of that work.

Theses and Dissertations Completed in Home Economics: 1991.

ERIC Educational Resources Information Center

Ha, MiKyoung; Weber, Margaret J.

1992-01-01

Lists title, author, institution, and availability for 531 theses and 201 dissertations from 59 institutions on 15 subjects. Notes top master's subjects (nutrition, family relations, child development, food science, home economics education) and doctoral subjects (nutrition, family relations, food science, child development, consumer…

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe

PubMed Central

BROCK, RICHARD; TABER, KEITH S.; RIGA, FRAN

2016-01-01

ABSTRACT Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross‐disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross‐disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross‐disciplinary education. PMID:27812226

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe.

PubMed

Billingsley, Berry; Brock, Richard; Taber, Keith S; Riga, Fran

2016-05-01

Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross-disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross-disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross-disciplinary education.

Advice and Frequently Asked Questions (FAQs) for Citizen-Science Environmental Health Assessments.

PubMed

Barzyk, Timothy M; Huang, Hongtai; Williams, Ronald; Kaufman, Amanda; Essoka, Jonathan

2018-05-11

Citizen science provides quantitative results to support environmental health assessments (EHAs), but standardized approaches do not currently exist to translate findings into actionable solutions. The emergence of low-cost portable sensor technologies and proliferation of publicly available datasets provides unparalleled access to supporting evidence; yet data collection, analysis, interpretation, visualization, and communication are subjective approaches that must be tailored to a decision-making audience capable of improving environmental health. A decade of collaborative efforts and two citizen science projects contributed to three lessons learned and a set of frequently asked questions (FAQs) that address the complexities of environmental health and interpersonal relations often encountered in citizen science EHAs. Each project followed a structured step-by-step process in order to compare and contrast methods and approaches. These lessons and FAQs provide advice to translate citizen science research into actionable solutions in the context of a diverse range of environmental health issues and local stakeholders.

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics

ERIC Educational Resources Information Center

Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of…

Development of Syntactic Subject Matter Knowledge and Pedagogical Content Knowledge for Science by a Generalist Elementary Teacher

ERIC Educational Resources Information Center

Anderson, Dayle; Clark, Megan

2012-01-01

The nature of knowledge needed for teaching elementary science and the development of such knowledge is a focus of ongoing research in science education. Internationally, there is a move to include scientific literacy as an aim of science education curricula. In order to teach such curricula teachers need two types of subject matter knowledge…

The role of feedback in young people's academic choices

NASA Astrophysics Data System (ADS)

Skipper, Yvonne; Leman, Patrick J.

2017-03-01

Women are underrepresented in Science, Technology, Engineering and Mathematics subjects with more girls leaving these subjects at every stage in education. The current research used a scenario methodology to examine the impact of teacher feedback on girls' and boys' choices to study a specific science subject, engineering. British participants aged 13 (N = 479) were given scenarios where a new teacher encouraged them to take engineering using person feedback which focussed on their abilities, process feedback which focussed on their effort levels or gave them no reason. Results suggested that both boys and girls were more likely to select to study engineering when they received person feedback rather than process or no feedback. Young people also thought that ability was more important to being successful in science than in non-science subjects.This suggests young people feel that ability is needed to succeed in science subjects and person feedback can lead them to believe that they have this ability. Therefore, teacher feedback which gives ability attributions for possible success could be used to encourage more young people to persist in science. However, the potentially negative longer term outcomes of ability attributions and how they may be negated are also discussed.

Science choices and preferences of middle and secondary school students in Utah

NASA Astrophysics Data System (ADS)

Baird, J. Hugh; Lazarowitz, Reuven; Allman, Verl

This research sought to answer two questions: (1) What are Utah junior and senior high school students' preferences and choices regarding science subjects? (2) Could preferences and choices be related to the type of school, age or gender? Two thousand students from grades six through twelve participated in this study. Findings show that zoology and human anatomy and physiology were most preferred. Ecology was least prefered. Topics in the physical sciences were also low. There was a trend among girls to prefer natural sciences such as botany while boys tended to prefer the physical sciences. Generally, students' choices were limited to those subjects presently taught in the formal school curriculum. They appeared unaware of the many science related subjects outside the texts or the approved course of study.

U.S. Geological Survey Library classification system

USGS Publications Warehouse

Sasscer, R. Scott

2000-01-01

The U.S. Geological Survey Library classification system has been designed for earth science libraries. It is a tool for assigning call numbers to earth science and allied pure science materials in order to collect these materials into related subject groups on the library shelves and arrange them alphabetically by author and title. The classification can be used as a retrieval system to access materials through the subject and geographic numbers.The classification scheme has been developed over the years since 1904 to meet the ever-changing needs of increased specialization and the development of new areas of research in the earth sciences. The system contains seven schedules: Subject scheduleGeological survey schedule Earth science periodical scheduleGovernment document periodical scheduleGeneral science periodical schedule Earth science map schedule Geographic schedule Introduction provides detailed instructions on the construction of call numbers for works falling into the framework of the classification schedules.The tables following the introduction can be quickly accessed through the use of the newly expanded subject index.The purpose of this publication is to provide the earth science community with a classification and retrieval system for earth science materials, to offer sufficient explanation of its structure and use, and to enable library staff and clientele to classify or access research materials in a library collection.

Scientific literature on monosialoganglioside in the Science Citation Index-Expanded: A bibliometric analysis of articles from 1942 to 2011 by each decade.

PubMed

Xu, Yanli; Li, Miaojing; Liu, Zhijun; Liu, Ruichun; Zhang, Jianzhong

2012-01-05

The monosialoganglioside (GM1) is a popular topic of research but the bibliometric analysis of GM1 over the decades in Science Citation Index-Expanded (SCI-E) remains poorly understood. To identify the global research and to improve the understanding of research trends in the GM1 field from 1942 to 2011. A bibliometric study. We performed a bibliometric analysis based on the SCI-E published by the Institute of Scientific Information. Articles closely related to GM1 were included. Exclusive criteria: (1) Articles related to gangliosidosis, disialo-ganglioside, trisialo-ganglioside or ganglioside GQIb. (2) Document types such as meeting abstracts, reviews, proceedings papers, notes, and letters. (1) Type of publication output; (2) number of author outputs; (3) distribution of output in subject categories; (4) publication distribution of countries; (5) distribution of output in journals, and (6) distribution of citations in each decade. During 1942 to 2011, there were 10 126 papers on GM1 that were added to the SCI. Articles (8 004) were the most frequently used document type comprising 79.0%, followed by meeting abstracts, reviews and proceedings papers. Research on GM1 could be found in the SCI from 1942, it was developed in the 1970s, greatly increased in the 1980s, and reached a peak in the 1990s, and it was slightly decreased in 2000. The distribution of subject categories showed that GM1 research covered both clinical and basic science research. The USA, Japan, and Germany were the three most productive countries, and the publication numbers in the USA were highest in all decades. The Journal of Biological Chemistry, Journal of Neurochemistry and Biochemistry were core subject journals in GM1 studies in each decade. This study highlights the topics in GM1 research that are being published around the world.

Victorian Certificate of Education: Mathematics, Science and Gender

ERIC Educational Resources Information Center

Cox, Peter J.; Leder, Gilah C.; Forgasz, Helen J.

2004-01-01

Gender differences in participation and performance at "high stakes" examinations have received much public attention, which has often focused on mathematics and science subjects. This paper describes the innovative forms of assessment introduced into mathematics and science subjects within the Victorian Certificate of Education (VCE)…

75 FR 18170 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-09

... subject areas, such as mathematics, reading, writing, science, U.S. history, civics, geography, economics... 4, 8, and 12 core (demographic) and subject-specific (reading (4, 8), mathematics (4, 8), science (8..., reading, mathematics, and science components); and grades 4 and 8 school questionnaires (core, reading...

ENGage: The use of space and pixel art for increasing primary school children's interest in science, technology, engineering and mathematics

NASA Astrophysics Data System (ADS)

Roberts, Simon J.

2014-01-01

The Faculty of Engineering at The University of Nottingham, UK, has developed interdisciplinary, hands-on workshops for primary schools that introduce space technology, its relevance to everyday life and the importance of science, technology, engineering and maths. The workshop activities for 7-11 year olds highlight the roles that space and satellite technology play in observing and monitoring the Earth's biosphere as well as being vital to communications in the modern digital world. The programme also provides links to 'how science works', the environment and citizenship and uses pixel art through the medium of digital photography to demonstrate the importance of maths in a novel and unconventional manner. The interactive programme of activities provides learners with an opportunity to meet 'real' scientists and engineers, with one of the key messages from the day being that anyone can become involved in science and engineering whatever their ability or subject of interest. The methodology introduces the role of scientists and engineers using space technology themes, but it could easily be adapted for use with any inspirational topic. Analysis of learners' perceptions of science, technology, engineering and maths before and after participating in ENGage showed very positive and significant changes in their attitudes to these subjects and an increase in the number of children thinking they would be interested and capable in pursuing a career in science and engineering. This paper provides an overview of the activities, the methodology, the evaluation process and results.

Gender-related differences in reasoning skills and learning interests of junior high school students

NASA Astrophysics Data System (ADS)

Shemesh, Michal

The purpose of this study was to investigate gender-related differences in the relationship between the development of formal reasoning skills and learning interests during the early adolescent stage. For this purpose, 249 students, from seventh to ninth grade, were assessed for their level of mastery of formal reasoning skills by a test based on videotaped simple experiments. Learning interests were assessed by a written response to an open question. Results showed that adolescent boys develop patterns of formal reasoning before their girl classmates. In addition, boys tend to prefer science and technology subjects, while girls tend to prefer language, social studies, and humanities. Analysis of interactions showed that boys' tendency toward science and technology is positively correlated to their age and development of formal reasoning, while girls' tendency to the above subjects is positively related to their development of formal reasoning capacity, but inversely related to their age. Possible explanations to the above-described findings and suggestions for instructional modes that may increase girls' interest in science and technology are discussed.

Highly qualified does not equal high quality: A study of urban stakeholders' perceptions of quality in science teaching

NASA Astrophysics Data System (ADS)

Miranda, Rommel Joseph

By employing qualitative methods, this study sought to determine the perceptions that urban stakeholders hold about what characteristics should distinguish a high school science teacher whom they would consider to demonstrate high quality in science teaching. A maximum variation sample of six science teachers, three school administrators, six parents and six students from a large urban public school district were interviewed using semi-structured, in-depth interview techniques. From these data, a list of observable characteristics which urban stakeholders hold as evidence of high quality in science teaching was generated. Observational techniques were utilized to determine the extent to which six urban high school science teachers, who meet the NCLB Act criteria for being "highly qualified", actually possessed the characteristics which these stakeholders hold as evidence of high quality in science teaching. Constant comparative analysis was used to analyze the data set. The findings suggest that urban stakeholders perceive that a high school science teacher who demonstrates high quality in science teaching should be knowledgeable about their subject matter, their student population, and should be resourceful; should possess an academic background in science and professional experience in science teaching; should exhibit professionalism, a passion for science and teaching, and a dedication to teaching and student learning; should be skillful in planning and preparing science lessons and in organizing the classroom, in presenting the subject matter to students, in conducting a variety of hands-on activities, and in managing a classroom; and should assess whether students complete class goals and objectives, and provide feedback about grades for students promptly. The findings further reveal that some of the urban high school science teachers who were deemed to be "highly qualified", as defined by the NCLB Act, engaged in practices that threatened quality in science teaching and often failed to display the characteristics which urban stakeholders hold as evidence of high quality in science teaching. Thus, the criteria for "highly qualified" prescribed by policy makers and politicians do not necessarily translate into effective science teaching in urban settings. These findings emphasize the importance of stakeholder involvement in the design of educational reform initiatives.

Characterizing the successful student in general chemistry and physical science classes in terms of Jung's personality types as identified by the Myers-Briggs Type Indicator

NASA Astrophysics Data System (ADS)

Riley, Wayne David

1998-11-01

A student's success in a science class can depend upon previous experiences, motivation, and the level of interest in the subject. Since psychological type is intrinsic to a person's whole being, it can be influential upon the student's motivation and interests. Thus, a study of student psychological types versus the level of success in a class, as measured by a percentage, has potential to uncover certain personality characteristics which may be helpful to or which may hinder a student's learning environment. This study was initiated, using the Myers-Briggs Type Indicator, to evaluate any correlation between a student's personality type and his/her performance in a science class. A total of 1041 students from three classes: Chemistry 121/122, Chemistry 112, Physical Science 100, volunteered for the study. An analysis of variance (ANOVA) was used to determine the levels of significance among sixteen personality types' averages. The results reveal that for the Chemistry 1121/122 course, the average score of the INTJ personality type was 5.1 to 12.6 points higher than every other personality type. The ANOVA identifies 3 personality types with averages significantly below the INTJ at the p < 0.05 significance level. The ANOVA analysis for the Chemistry 112 course identified significances between student scores at p = 0.08. The significance level for the differences among scores for the Physical Science 100 course was determined at a level of p = 0.02. Significance levels for p < 0.05 and <0.01 were identified between several groups in this course. The data suggest, that although personality type may not predict a particular student's success in a science class, students with certain personality traits may be favored in a chemistry class due the structure of the instruction and the presentation of the subject matter.

Citizen science or scientific citizenship? Disentangling the uses of public engagement rhetoric in national research initiatives.

PubMed

Woolley, J Patrick; McGowan, Michelle L; Teare, Harriet J A; Coathup, Victoria; Fishman, Jennifer R; Settersten, Richard A; Sterckx, Sigrid; Kaye, Jane; Juengst, Eric T

2016-06-04

The language of "participant-driven research," "crowdsourcing" and "citizen science" is increasingly being used to encourage the public to become involved in research ventures as both subjects and scientists. Originally, these labels were invoked by volunteer research efforts propelled by amateurs outside of traditional research institutions and aimed at appealing to those looking for more "democratic," "patient-centric," or "lay" alternatives to the professional science establishment. As mainstream translational biomedical research requires increasingly larger participant pools, however, corporate, academic and governmental research programs are embracing this populist rhetoric to encourage wider public participation. We examine the ethical and social implications of this recruitment strategy. We begin by surveying examples of "citizen science" outside of biomedicine, as paradigmatic of the aspirations this democratizing rhetoric was originally meant to embody. Next, we discuss the ways these aspirations become articulated in the biomedical context, with a view to drawing out the multiple and potentially conflicting meanings of "public engagement" when citizens are also the subjects of the science. We then illustrate two uses of public engagement rhetoric to gain public support for national biomedical research efforts: its post-hoc use in the "care.data" project of the National Health Service in England, and its proactive uses in the "Precision Medicine Initiative" of the United States White House. These examples will serve as the basis for a normative analysis, discussing the potential ethical and social ramifications of this rhetoric. We pay particular attention to the implications of government strategies that cultivate the idea that members of the public have a civic duty to participate in government-sponsored research initiatives. We argue that such initiatives should draw from policy frameworks that support normative analysis of the role of citizenry. And, we conclude it is imperative to make visible and clear the full spectrum of meanings of "citizen science," the contexts in which it is used, and its demands with respect to participation, engagement, and governance.

Identifying Twice-Exceptional Children and Three Gifted Styles in the Japanese Primary Science Classroom

NASA Astrophysics Data System (ADS)

Sumida, Manabu

2010-10-01

Children with mild developmental disorders sometimes show giftedness. In this study, an original checklist was developed to identify gifted characteristics specific to science learning among twice-exceptional primary school children in Japan. The checklist consisted of 60 items on Attitudes, Thinking, Skills, and Knowledge/Understanding. A total of 86 children from eight primary schools in an urban area in Japan, 50% of whom had Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and/or High-functioning Autism (HA), were observed using the checklist. Factor analysis revealed three factors. A cluster analysis with the subscale points of each factor identified three "gifted styles" in science. These were: (1) Spontaneous Style; (2) Expert Style; and (3) Solid Style. LD/ADHD/HA children characteristically displayed a Spontaneous Style while the non- LD/ADHD/HA children were characterized by the Solid Style. In both subject groups, the number of Expert Style children was the lowest with no significant difference in their numbers. Based on the results of this research, this paper discusses the implications of the findings for teaching science to twice-exceptional children and argues the benefits of inclusive science education for children with and without mild developmental disorders.

Computer-aided psychotherapy based on multimodal elicitation, estimation and regulation of emotion.

PubMed

Cosić, Krešimir; Popović, Siniša; Horvat, Marko; Kukolja, Davor; Dropuljić, Branimir; Kovač, Bernard; Jakovljević, Miro

2013-09-01

Contemporary psychiatry is looking at affective sciences to understand human behavior, cognition and the mind in health and disease. Since it has been recognized that emotions have a pivotal role for the human mind, an ever increasing number of laboratories and research centers are interested in affective sciences, affective neuroscience, affective psychology and affective psychopathology. Therefore, this paper presents multidisciplinary research results of Laboratory for Interactive Simulation System at Faculty of Electrical Engineering and Computing, University of Zagreb in the stress resilience. Patient's distortion in emotional processing of multimodal input stimuli is predominantly consequence of his/her cognitive deficit which is result of their individual mental health disorders. These emotional distortions in patient's multimodal physiological, facial, acoustic, and linguistic features related to presented stimulation can be used as indicator of patient's mental illness. Real-time processing and analysis of patient's multimodal response related to annotated input stimuli is based on appropriate machine learning methods from computer science. Comprehensive longitudinal multimodal analysis of patient's emotion, mood, feelings, attention, motivation, decision-making, and working memory in synchronization with multimodal stimuli provides extremely valuable big database for data mining, machine learning and machine reasoning. Presented multimedia stimuli sequence includes personalized images, movies and sounds, as well as semantically congruent narratives. Simultaneously, with stimuli presentation patient provides subjective emotional ratings of presented stimuli in terms of subjective units of discomfort/distress, discrete emotions, or valence and arousal. These subjective emotional ratings of input stimuli and corresponding physiological, speech, and facial output features provides enough information for evaluation of patient's cognitive appraisal deficit. Aggregated real-time visualization of this information provides valuable assistance in patient mental state diagnostics enabling therapist deeper and broader insights into dynamics and progress of the psychotherapy.

An Overview of Theses and Dissertations Completed in Family and Consumer Sciences: 1999. [and] A Listing of Theses and Dissertations Completed in Family and Consumer Sciences: 1999.

ERIC Educational Resources Information Center

Kennemer, Cathy G.; Ownbey, Shiretta F.

2000-01-01

Summarizes 433 family and consumer sciences theses and 221 dissertations by institution and subject and compares 1995-1999. Lists authors and titles by subject: art/design, child development, clothing/apparel, family/consumer resource management, family and consumer sciences, family relations, foods, human environment/housing, hotel/restaurant…

Gaps in Science Content Knowledge Encountered during Teaching Practice: A Study of Early-Career Middle-School Science Teachers

ERIC Educational Resources Information Center

Kinghorn, Brian Edward

2013-01-01

Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…

A Conflict in Your Head: An Exploration of Trainee Science Teachers' Subject Matter Knowledge Development and Its Impact on Teacher Self-Confidence

ERIC Educational Resources Information Center

Kind, Vanessa

2009-01-01

Teachers' subject matter knowledge (SMK) is one factor contributing to teaching 'successfully', as this provides a basis from which pedagogical content knowledge develops. UK-based trainee science teachers teach all sciences to age 14 and often up to age 16. Trainees have specialist science knowledge in chemistry, physics, or biology from their…

Individual and Collective Leadership in School Science Departments

ERIC Educational Resources Information Center

Ritchie, Stephen M.; Mackay, Gail; Rigano, Donna L.

2006-01-01

Given that the subject department is recognised by subject specialist teachers as the central and immediate unit of organization in secondary schools it is surprising that so little attention has been paid by researchers to the leadership dynamics within science departments. The leadership dynamics within the science departments of two…

A call for more science in forensic science.

PubMed

Bell, Suzanne; Sah, Sunita; Albright, Thomas D; Gates, S James; Denton, M Bonner; Casadevall, Arturo

2018-05-01

Forensic science is critical to the administration of justice. The discipline of forensic science is remarkably complex and includes methodologies ranging from DNA analysis to chemical composition to pattern recognition. Many forensic practices developed under the auspices of law enforcement and were vetted primarily by the legal system rather than being subjected to scientific scrutiny and empirical testing. Beginning in the 1990s, exonerations based on DNA-related methods revealed problems with some forensic disciplines, leading to calls for major reforms. This process generated a National Academy of Science report in 2009 that was highly critical of many forensic practices and eventually led to the establishment of the National Commission for Forensic Science (NCFS) in 2013. The NCFS was a deliberative body that catalyzed communication between nonforensic scientists, forensic scientists, and other stakeholders in the legal community. In 2017, despite continuing problems with forensic science, the Department of Justice terminated the NCFS. Just when forensic science needs the most support, it is getting the least. We urge the larger scientific community to come to the aid of our forensic colleagues by advocating for urgently needed research, testing, and financial support.

The Stone Cold Truth: The Effect of Concrete Encasement on the Rate and Pattern of Soft Tissue Decomposition.

PubMed

Martin, D C; Dabbs, Gretchen R; Roberts, Lindsey G; Cleary, Megan K

2016-03-01

This study provides a descriptive analysis of taphonomic changes observed in the soft tissue of ten pigs (Sus scrofa) after being encased in Quickrete (®) concrete and excavated at monthly or bimonthly intervals over the course of 2 years. The best method of subject excavation was investigated. Rate and pattern of decomposition were compared to a nonencased control subject. Results demonstrate subjects interred in concrete decomposed significantly slower than the control subject (p < 0.01), the difference being observable after 1 month. After 1 year, the encased subject was in the early stage of decomposition with purging fluids and intact organs present, versus complete skeletonization of the control subject. Concrete subjects also display a unique decomposition pattern, exhibiting a chemically burned outer layer of skin and a common separation of the dermal and epidermal layers. Results suggest using traditional methods to estimate postmortem interval on concrete subjects may result in underestimation. © 2015 American Academy of Forensic Sciences.

Advancing science diplomacy: Indonesia and the US Naval Medical Research Unit.

PubMed

Smith, Frank L

2014-12-01

Science diplomacy supposedly builds international cooperation through scientific and technical exchange. In practice, however, there are important but often overlooked instances where it might create conflict instead--as with accusations of espionage surrounding the US Naval Medical Research Unit 2 (NAMRU-2) in Indonesia. Did American science diplomacy backfire in Indonesia and, if so, why? Most literature fails to anticipate this possibility, let alone explain it, since science diplomacy is rarely subject to critical analysis. Rather than shun politics or, similarly, simply blame the demise of NAMRU-2 on the military or avian influenza, I consider both the successes and failures of this research unit in the context of Indonesia's transition to democracy and America's legacy from the Cold War. Based on this history, I propose that the effects of science diplomacy depend on strategic communication and exchange, as well as elite influence and material incentives. Therefore, by challenging the conventional wisdom about science diplomacy, NAMRU-2 can help advance the theory and practice of this potentially useful tool of statecraft.

Comparative Analysis of the Reliability of Steel Structure with Pinned and Rigid Nodes Subjected to Fire

NASA Astrophysics Data System (ADS)

Kubicka, Katarzyna; Radoń, Urszula; Szaniec, Waldemar; Pawlak, Urszula

2017-10-01

The paper concerns the reliability analysis of steel structures subjected to high temperatures of fire gases. Two types of spatial structures were analysed, namely with pinned and rigid nodes. The fire analysis was carried out according to prescriptions of Eurocode. The static-strength analysis was conducted using the finite element method (FEM). The MES3D program, developed by Szaniec (Kielce University of Technology, Poland), was used for this purpose. The results received from MES3D made it possible to carry out the reliability analysis using the Numpress Explore program that was developed at the Institute of Fundamental Technological Research of the Polish Academy of Sciences [9]. The measurement of reliability of structures is the Hasofer-Lind reliability index (β). The reliability analysis was carried out according to approximation (FORM, SORM) and simulation (Importance Sampling, Monte Carlo) methods. As the fire progresses, the value of reliability index decreases. The analysis conducted for the study made it possible to evaluate the impact of node types on those changes. In real structures, it is often difficult to define correctly types of nodes, so some simplifications are made. The presented analysis contributes to the recognition of consequences of such assumptions for the safety of structures, subjected to fire.

State of Panax ginseng Research: A Global Analysis.

PubMed

Xu, Wanqi; Choi, Hyung-Kyoon; Huang, Linfang

2017-09-11

This article aims to understand the global and longitudinal trends of research on Panax ginseng . We used bibliometrics to analyze 3974 papers collected from the Web of Science TM Core Collection database during 1959-2016. The number of publications showed a steady growth before 2000 and exponentially increased in stage III (2000-2016, about 86% of the papers were published). Research on P. ginseng was conducted in 64 countries, mainly in Asia; in particular, 41% and 28% of the publications were from South Korea and China, respectively. The institutions from South Korea and China had high publication output and close cooperation and provided the majority of financial support. All top 10 authors and four of the top 20 journals in terms of number of publications originated from South Korea. The leading research subjects were pharmacology (39%), plant science (26%), and integrative complementary medicine (19%). The hotspot of P. ginseng research transformed from basic science to application, and multidisciplinary sciences will play a substantial role in the future. This study provides a comprehensive analysis to elucidate the global distribution, collaboration patterns, and research trends in the P. ginseng domain.

Authentic Research Experience and “Big Data” Analysis in the Classroom: Maize Response to Abiotic Stress

PubMed Central

Makarevitch, Irina; Frechette, Cameo; Wiatros, Natalia

2015-01-01

Integration of inquiry-based approaches into curriculum is transforming the way science is taught and studied in undergraduate classrooms. Incorporating quantitative reasoning and mathematical skills into authentic biology undergraduate research projects has been shown to benefit students in developing various skills necessary for future scientists and to attract students to science, technology, engineering, and mathematics disciplines. While large-scale data analysis became an essential part of modern biological research, students have few opportunities to engage in analysis of large biological data sets. RNA-seq analysis, a tool that allows precise measurement of the level of gene expression for all genes in a genome, revolutionized molecular biology and provides ample opportunities for engaging students in authentic research. We developed, implemented, and assessed a series of authentic research laboratory exercises incorporating a large data RNA-seq analysis into an introductory undergraduate classroom. Our laboratory series is focused on analyzing gene expression changes in response to abiotic stress in maize seedlings; however, it could be easily adapted to the analysis of any other biological system with available RNA-seq data. Objective and subjective assessment of student learning demonstrated gains in understanding important biological concepts and in skills related to the process of science. PMID:26163561

Drawing as Instrument, Drawings as Evidence: Capturing Mental Processes with Pencil and Paper

PubMed Central

Puglionesi, Alicia

2016-01-01

Researchers in the mind sciences often look to the production and analysis of drawings to reveal the mental processes of their subjects. This essay presents three episodes that trace the emergence of drawing as an instrumental practice in the study of the mind. Between 1880 and 1930, drawings gained currency as a form of scientific evidence – as stable, reproducible signals from a hidden interior. I begin with the use of drawings as data in the child study movement, move to the telepathic transmission of drawings in psychical research and conclude with the development of drawing as an experimental and diagnostic tool for studying neurological impairment. Despite significant shifts in the theoretical and disciplinary organisation of the mind sciences in the early twentieth century, researchers attempted to stabilise the use of subject-generated drawings as evidence by controlling the contexts in which drawings were produced and reproduced, and crafting subjects whose interiority could be effectively circumscribed. While movements such as psychoanalysis and art therapy would embrace the narrative interpretation of patient art, neuropsychology continued to utilise drawings as material traces of cognitive functions. PMID:27292325

Voluntary Field Data Collection for Landscape Phenology and Surface Water Essential Climate Variable Research

NASA Astrophysics Data System (ADS)

Jones, J. W.; Hudson-Dunn, A.; Aquino, K.; Pasa, M.; Paez, F.

2013-12-01

The U.S. Geological Survey is developing techniques to monitor vegetation and surface water condition for improved resource management. Educational materials and data forms that allow volunteer Citizen Scientists to collect information on vegetation and surface water extent to enhance satellite and web camera data analyses (http://egsc.usgs.gov/shenandoah.html) have been developed, tested, and refined. Collection is focused on supplementing landscape phenology and surface water extent (SWE) essential climate variable (ECV) research. Low cost instrumentation, subject education, and measurement calibration techniques all have utility for multiple remote sensing and biophysical studies. Trials have been conducted with subjects ranging from elementary school-aged summer camp children to science major undergraduate and graduate students. Experiments were replicated in several project study areas in Virginia that are also phenology and SWE-ECV research sites. Analysis of volunteer responses and their narrative feedback have improved the ability to request and assess data from volunteers. Children ages 12 and over were able to provide reliable supplemental information for phenology and aquatic research. Finally, trial observation and subject feedback both confirmed that participation furthered volunteer interest in science.

Drawing as Instrument, Drawings as Evidence: Capturing Mental Processes with Pencil and Paper.

PubMed

Puglionesi, Alicia

2016-07-01

Researchers in the mind sciences often look to the production and analysis of drawings to reveal the mental processes of their subjects. This essay presents three episodes that trace the emergence of drawing as an instrumental practice in the study of the mind. Between 1880 and 1930, drawings gained currency as a form of scientific evidence - as stable, reproducible signals from a hidden interior. I begin with the use of drawings as data in the child study movement, move to the telepathic transmission of drawings in psychical research and conclude with the development of drawing as an experimental and diagnostic tool for studying neurological impairment. Despite significant shifts in the theoretical and disciplinary organisation of the mind sciences in the early twentieth century, researchers attempted to stabilise the use of subject-generated drawings as evidence by controlling the contexts in which drawings were produced and reproduced, and crafting subjects whose interiority could be effectively circumscribed. While movements such as psychoanalysis and art therapy would embrace the narrative interpretation of patient art, neuropsychology continued to utilise drawings as material traces of cognitive functions.

An analysis of integrated science and language arts themes in software at the elementary school level

NASA Astrophysics Data System (ADS)

Libidinsky, Lisa Jill

2002-09-01

There are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can enable students to learn real-life connections. In addition, with the onset of technology and the increased usage of technological programs in the schools, teachers can use technology to support an integrated curriculum. When teachers use a combined instructional focus of science, language arts, and technology to produce lessons, students are able to gain knowledge of concepts and skills necessary for appropriate academic growth and development. Given that there are many software programs available to teachers for classroom use, it is imperative that quality software is used for instruction. Using criteria based upon an intensive literature review of integrated instruction in the areas of science and language arts, this study examines science and language arts software programs to determine whether there are science and language arts integrated themes in the software analyzed. Also, this study examines whether more science and language arts integrated themes are present in science or language arts software programs. Overall, this study finds a significant difference between language arts software and science software when looking at integrated themes. This study shows that science software shows integrated themes with language arts more often than does language arts software with science. The findings in this study can serve as a reference point for educators when selecting software that is meaningful and effective in the elementary classroom. Based on this study, it is apparent that there is a need to evaluate software for appropriate use in the classroom in order to promote effective education.

The Role of Feedback in Young People's Academic Choices

ERIC Educational Resources Information Center

Skipper, Yvonne; Leman, Patrick J.

2017-01-01

Women are underrepresented in Science, Technology, Engineering and Mathematics subjects with more girls leaving these subjects at every stage in education. The current research used a scenario methodology to examine the impact of teacher feedback on girls' and boys' choices to study a specific science subject, engineering. British participants…

An Examination of Articles Published on Preschool Education in Turkey

ERIC Educational Resources Information Center

Yilmaz, Kursad; Altinkurt, Yahya

2012-01-01

This study aims to examine articles published in Turkey on Preschool Education both in terms of subject and method. Sample of the study based on document analysis in qualitative method consists of seven Turkey-based journals indexed in SSCI (Social Science Citation Index) and 10 journals indexed in Turkish Academic Network and Information Center…

Thermal Injury in Human Subjects Due to 94-GHz Radio Frequency Radiation Exposures

DTIC Science & Technology

2016-02-24

5 3.1 Histopathology ...and third-degree reactions” (i.e., complete epidermal necrosis ) requires application of fluids at 48 °C for 18 min, 51 °C for 4 min, and 60 °C for 5...Human Effectiveness Directorate, Veterinary Sciences Branch (711 HPW/RHDV) for histopathologic processing and analysis. For each exposure, a

A Directory of Research and Curriculum Development Projects in Social Science Education.

ERIC Educational Resources Information Center

Lester, Sid; And Others

This directory is designed as a reference for the educator on the activities of the new social studies research and curriculum development projects. It is not an analysis or an evaluation; it merely reports the information supplied by the 100 various projects --name, director, address, purpose, grade, subject, and products. These projects cover…

Special Populations At-Risk for Dropping out of School: A Discipline-Based Analysis of STEM Educators

ERIC Educational Resources Information Center

Williams, Thomas O., Jr.; Ernst, Jeremy V.; Kaui, Toni Marie

2015-01-01

This study investigated, from a national perspective, the instructional teaching load of STEM educators specific to students with disabilities and limited English Proficiency (LEP). The most recent School and Staffing Survey results of in-service science, technology, and mathematics teachers were compiled and analyzed to form subject area…

Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores

ERIC Educational Resources Information Center

Shah, Lisa; Hao, Jie; Schneider, Jeremy; Fallin, Rebekah; Cortes, Kimberly Linenberger; Ray, Herman E.; Rushton, Gregory T.

2018-01-01

Teachers play a critical role in the preparation of future science, technology, engineering, and mathematics majors and professionals. What teachers know about their discipline (i.e., content knowledge) has been identified as an important aspect of instructional effectiveness; however, studies have not yet assessed the content knowledge of…

Psychological and Pedagogical Conditions for the Prevention of Deviant Behavior among Adolescents

ERIC Educational Resources Information Center

Vist, Natalya V.

2016-01-01

This article focuses on such a highly relevant subject as the prevention and correction of deviant behavior in the adolescent environment. The study revealed the main vectors for the development of the modern science of deviant behavior, identified the main causes of deviations and carried out a comparative analysis of the work on the prevention…

Effects of Subject-Matter Knowledge in the Teaching of Biology and Physics.

ERIC Educational Resources Information Center

Hashweh, Maher Z.

An analysis of science teacher's knowledge of specific biology and physics topics and the effects of this knowledge on their planning for instruction and on simulated teaching are discussed in this report. Six experienced secondary school teachers participated in the study. Each teacher's knowledge of a biology topic and a physics topic was…

Financial Incentives to Promote Teacher Recruitment and Retention: An Analysis of the Florida Critical Teacher Shortage Program

ERIC Educational Resources Information Center

Feng, Li; Sass, Tim R.

2015-01-01

Staffing problems are pervasive in certain subject areas, such as secondary math and science and special education, where the combination of training requirements and relatively high alternative wages makes it difficult to attract and retain high-quality teachers. This project evaluated the impacts of the Florida Critical Teacher Shortage Program…

A Science Mapping Analysis of 'Communication' WoS Subject Category (1980-2013)

ERIC Educational Resources Information Center

Montero-Díaz, Julio; Cobo, Manuel-Jesús; Gutiérrez-Salcedo, María; Segado-Boj, Francisco; Herrera-Viedma, Enrique

2018-01-01

Communication research field has an extraordinary growth pattern, indeed bigger than other research fields. In order to extract knowledge from such amount, intelligent techniques are needed. In such a way, using bibliometric techniques, the evolution of the conceptual, social and intellectual aspects of this research field could be analysed, and…

Factors Influencing Singapore Students' Choice of Physics as a Tertiary Field of Study: A Rasch Analysis

ERIC Educational Resources Information Center

Oon, Pey-Tee; Subramaniam, R.

2013-01-01

Asian students often perform well in international science and mathematics assessments. Their attitude toward technical subjects, such as physics, remains curious for many. The present study examines Singapore school students' views on various aspects of physics according to whether they intend to choose physics as an advanced field of study. A…

"Metropolis," The Lights Fantastic: Semiotic Analysis of Lighting Codes in Relation to Character and Theme.

ERIC Educational Resources Information Center

Roth, Lane

Fritz Lang's "Metropolis" (1927) is a seminal film because of its concern, now generic, with the profound impact technological progress has on mankind's social and spiritual progress. As in many later science fiction films, the ascendancy of artifact over nature is depicted not as liberating human beings, but as subjecting and corrupting…

Preparing Earth Data Scientists for 'the sexiest job of the 21st century'

NASA Astrophysics Data System (ADS)

Kempler, S. J.

2014-12-01

What Exactly do Earth Data Scientists do, and What do They Need to Know, to do It? There is not one simple answer, but there are many complex answers. Data Science, and data analytics, are new and nebulas, and takes on different characteristics depending on: The subject matter being analyzed, the maturity of the research, and whether the employed subject specific analytics is descriptive, diagnostic, discoveritive, predictive, or prescriptive, in nature. In addition, in a, thus far, business driven paradigm shift, university curriculums teaching data analytics pertaining to Earth science have, as a whole, lagged behind, and/or have varied in approach. This presentation attempts to breakdown and identify the many activities that Earth Data Scientists, as a profession, encounter, as well as provide case studies of specific Earth Data Scientist and data analytics efforts. I will also address the educational preparation, that best equips future Earth Data Scientists, needed to further Earth science heterogeneous data research and applications analysis. The goal of this presentation is to describe the actual need for Earth Data Scientists and the practical skills to perform Earth science data analytics, thus hoping to initiate discussion addressing a baseline set of needed expertise for educating future Earth Data Scientists.

Effects of method and format on subjects' responses to a control of variables reasoning problem

NASA Astrophysics Data System (ADS)

Staver, John R.

Excessive time and training demands have rendered Piaget's clinical method of reasoning assessment impractical for researchers and science teachers who work with large numbers of students. The published literature[Note ][See: Lawson, A. E. Journal of Research in Science Teaching, 1978, 15(1), 11-24; Shayer, M., Adey, P., & Wylam, H. Journal of Research in Science Teaching, 1981, 18(2), 157-168; Staver, J. R., & Gabel, D. L. Journal of Research in Science Teaching, 1979, 16(6), 534-544; Tobin, K. G., & Capie, W. Educational and Psychological Measurement, 1981, 41(2), 413-424.] indicates that reliable, valid alternatives to clinical assessment are feasible. However, the overestimate/underestimate of reasoning for different methods and formats remains unresolved through research. The objective of this study was to determine the effects of various methods and formats on subjects' responses to a Piagetian reasoning problem requiring control of variables. The task chosen for this investigation was the Mealworm problem.[Note ][See: Karplus, R., Lawson, A., Wollman, W., Appel, M., Bernoff, R., Howe, A., Rusch, J., & Sullivan, F. Science teaching and the development of reasoning. Berkeley, CA: University of California, 1977.] The task was presented by three methods: (1) individual clinical interview; (2) group presentation of task followed by paper-and-pencil problem with illustration; and (3) group administration of paper-and-pencil instrument with illustration. Each method included four formats: (1) completion answer with essay justification; (2) completion answer with multiplechoice justification; (3) multiple-choice answer with essay justification; and (4) multiple-choice answer with multiple-choice justification. Two hundred and fifty-three (253) students who were enrolled in a freshman level biological science class participated in the study. The research design was a 3 × 4 factorial design with method and format of assessment as the main effects. The participants were in 12 randomly selected laboratory or discussion sections, and each section was randomly assigned to a cell in the research design. Regression analysis with the individual as the unit of analysis showed that format but not method of assessment accounted for a significant amount of variance in student performance. The overall interaction was nonsignificant. Regression analysis with sections as the unit of analysis revealed nonsignificant findings for both method and format. The interrater agreement in the scoring of the Mealworm task was 82.1%. The principal conclusion is that format but not method of task administration influenced the performance of subjects, and the influence is similar for various combinations of method and format. Discussion is focused on the relative importance of the nonsignificant and significant findings for using alternative methods of Piagetian assessment. The results are also discussed with respect to earlier work, and suggestions for future research as well as implications for teachers are set forth.

Deconstructing science

NASA Astrophysics Data System (ADS)

Trifonas, Peter Pericles

2012-12-01

In this paper I expand on the premises of Jesse Bazzul's thesis in his paper, Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity, exploring the implications of the ideologies within the culturally emerging logic of science exposes the incommensurability of intents and purposes in its methods and epistemology. I argue that science needs to acknowledge the subjectivity at its core to make space for non-absolute agents and new fields of study.

The Divergent Thinking of Basic Skills of Sciences Process Skills of Life Aspects on Natural Sciences Subject in Indonesian Elementary School Students

ERIC Educational Resources Information Center

Subali, Bambang; Paidi; Mariyam, Siti

2016-01-01

This research aims at measuring the divergent thinking of basic skills of science process skills (SPS) of life aspects in Natural Sciences subjects on Elementary School. The test instruments used in this research have been standardized through the development of instruments. In this case, the tests were tried out to 3070 students. The results of…

Teacher perceptions of high school students underachievement in science

NASA Astrophysics Data System (ADS)

Gopalsingh, Bhagyalakshmi

Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom's taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance (ANOVA) and chi-square tests were used to test hypotheses. Results confirmed that teachers perceived that (a) students demonstrated a low rate of proficiency in science because science demands higher cognitive skills, (b) less emphasis was placed on science because it is a non-AYP indicator, and (c) making science an AYP indicator will optimize student science achievement. Based on results, recommendations were made to promote the integration of English, math, and social studies curriculum with science curriculum to enable students to transfer learned skills and information across subjects. The potential benefits of outcome of this study include (a) providing critical insight for policy makers and educational practitioners to understand the impact of science underachievement on graduation rates, and (b) raising student science achievement to improve graduation rates.

Global Research Patterns on Ground Penetrating Radar (GPR)

NASA Astrophysics Data System (ADS)

Gizzi, Fabrizio Terenzio; Leucci, Giovanni

2018-05-01

The article deals with the analysis of worldwide research patterns concerning ground penetrating radar (GPR) during 1995-2014. To do this, the Thomson Reuters' Science Citation Index Expanded (SCI-EXPANDED) and the Social Sciences Citation Index accessed via the Web of Science Core Collection were the two bibliographic databases taken as a reference. We pay attention to the document typology and language, the publication trend and citations, the subject categories and journals, the collaborations between authors, the productivity of the authors, the most cited articles, the countries and the institutions involved, and other hot issues. Concerning the main research subfields involving GPR use, there were five, physical-mathematical, sedimentological-stratigraphical, civil engineering/engineering geology/cultural heritage, hydrological (HD), and glaciological (GL), subfields.

Analysis of Scientific Production in Food Science from 2003 to 2013.

PubMed

Guerrero-Bote, Vicente P; Moya-Anegón, Félix

2015-12-01

Food Science is an active discipline in scientific research. The improvements in Food Technology constitute a challenge for society to eradicate hunger, while achieving food safety. This work analyses the scientific production in Food Science of the 25 countries with the greatest output in this subject area in the period 2003 to 2013. The growth of China's production was striking, with the country becoming top-ranked by the end of the period. Some developing countries (such as Nigeria) achieved a major increase in production but reducing their proportion of scientific collaboration and their works' impact. There appear to be 2 international collaboration networks that get good results--one European and the other Pacific. © 2015 Institute of Food Technologists®

Under-Representation of Women in Science: From Educational, Feminist and Scientific Views

ERIC Educational Resources Information Center

Sarseke, Gulnar

2018-01-01

The article aims to explore the main reasons why women are under-represented in science, technology, engineering, and mathematics (STEM) subjects and careers. The article critically analyzes three approaches: educational, feminist, and scientific. This work highlights that the subject "gender and science" has been looked at for at least…

The Impact of Regulating Social Science Research with Biomedical Regulations

ERIC Educational Resources Information Center

Durosinmi, Brenda Braxton

2011-01-01

The Impact of Regulating Social Science Research with Biomedical Regulations Since 1974 Federal regulations have governed the use of human subjects in biomedical and social science research. The regulations are known as the Federal Policy for the Protection of Human Subjects, and often referred to as the "Common Rule" because 18 Federal…

77 FR 17463 - Notice of Submission for OMB Review; Institute of Education Sciences; National Assessment of...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-26

..., 8, and 12 in various subject areas, such as mathematics, reading, writing, science, U.S. history, civics, geography, economics, and the arts. DATES: Interested persons are invited to submit comments on... various subject areas, such as mathematics, reading, writing, science, U.S. history, civics, geography...

76 FR 15349 - National Science Board; Sunshine Act Meetings; Notice

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-21

... National Science Board business and other matters specified, as follows: DATE, TIME AND SUBJECT MATTER..., 2011 8:30 National Science Foundation Perspective 8:45-10:30 Session V: Policy Issues 10:45-11 Public... schedule updates (time, place, subject matter or status of meeting) may be found at http://www.nsf.gov/nsb...

Preparing Middle Level Preservice Teachers to Integrate Mathematics and Science: Problems and Possibilities

ERIC Educational Resources Information Center

Koirala, Hari P.; Bowman, Jacqueline K.

2003-01-01

Many members of the mathematics and science education community believe that the integration of mathematics and science enhances students' understanding of both subjects. Despite this belief, attempts to integrate these subjects have frequently been unsuccessful. This study examines the development and implementation of a team-taught integrated…

Emancipating Subjects in Science Education: Taking a Lesson from Patti Lather and Jacques Ranciere

ERIC Educational Resources Information Center

Bazzul, Jesse

2013-01-01

This paper extends the conversation started by Patti Lather in her forum response to "Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity", in terms of engaging the thought of Jacques Ranciere. Ranciere can offer (science) educators a more definitive example of (possible) emancipatory political…

Making Links between Maths and Science

ERIC Educational Resources Information Center

Hiscock, Naomi

2012-01-01

For some children maths and science are exciting subjects that work side by side, one providing the opportunity to practise and hone skills and knowledge gained from the other. For other children the subjects are disjointed and seem to bear no relationship to each other. Science can provide a wonderful opportunity to practise a variety of math…

Impact of Science-Technology Learning Environment Characteristics on Learning Outcomes: Pupils' Perceptions and Gender Differences

ERIC Educational Resources Information Center

Doppelt, Yaron

2004-01-01

Science and technology are connected to each other and are mutually inspiring. The science-technology curriculum for junior-high school in Israel suggests that teachers integrate these subjects. In addition, this curriculum calls for infusing thinking competencies into the learning subjects and for implementing alternatives in assessment methods…

Subject preferences of first- and second-year medical students for their future specialization at Chitwan Medical College and Teaching Hospital, Chitwan, Nepal - a questionnaire-based study.

PubMed

Jha, Rajesh K; Paudel, Keshab R; Shah, Dev K; Sah, Ajit K; Basnet, Sangharshila; Sah, Phoolgen; Adhikari, Sandeep

2015-01-01

The selection of a discipline for future specialization may be an important factor for the medical students' future career, and it is influenced by multiple factors. The interest of students in the early stages can be improved in subjects related to public health or of academic importance, as per need. A questionnaire-based study was conducted among 265 first- and second-year medical students of Chitwan Medical College, Nepal to find out their subject of preference for postgraduation and the factors affecting their selection along with their interesting basic science subject. Only the responses from 232 completely filled questionnaires were analyzed. The preference of the students for clinical surgical (50.9%), clinical medical (45.3%), and basic medical (3.9%) sciences for postgraduation were in descending order. The most preferred specialty among male students was clinical surgical sciences (56.3%), and among female students, it was clinical medical sciences (53.6%). Although all the students responded to their preferred specialty, only 178 students specified the subject of their interest. General surgery (23.4%), pediatrics (23.4%), and anatomy (2.4%) were the most favored subjects for postgraduation among clinical surgical, clinical medical, and basic medical sciences specialties, respectively. More common reasons for selection of specific subject for future career were found to be: personal interests, good income, intellectual challenge, and others. Many students preferred clinical surgical sciences for their future specialization. Among the reasons for the selection of the specialty for postgraduation, no significant reason could be elicited from the present study.

Evidence that science locus of control orientation can be modified through instruction

NASA Astrophysics Data System (ADS)

Haury, David L.

A desire to foster enduring, positive attitudes toward science teaching among elementary school teachers led to study of self-perceptions. On the basis of evidence for strong links between locus of control orientation and attitudes, an attempt was made to enhance internality through instruction.A quasiexperimental research strategy was employed to compare the effects of two instructional treatments, with pretest measures being used to check the initial equivalence of treatment groups, and analysis of covariance (ANCOVA) being used to test treatment effects. Both treatments incorporated strategies known to have positive effects on attitudes, but the experimental treatment was novel in its emphasis on self-management, goal clarification, and individualized course expectations.There was found by ANCOVA to be a significant (p 0.05) difference in science locus of control (SciLOC) orientation between groups following treatment, with subjects exposed to the experimental treatment exhibiting greater internality. Quantitative comprehension and subject age were employed as covariates of SciLOC orientation, and subject gender was employed as a moderator variable. Though the treatment effect is small, accounting for 3% of the variance in SciLOC orientation, control orientation is shown susceptible to educational intervention. These results encourage attention to teacher attitudes from a rather new perspective, and they raise several interesting research questions regarding instructional methods and the long-term effects of enhancing internality.

[Analysis and prospect of projects funded in discipline of microbiology (NSFC) from 2006 to 2010].

PubMed

Liao, Hai; Wen, Mingzhang; Yang, Haihua

2011-01-01

The overview of projects funded by general programs,key programs and national science fund for distinguished young scholars in discipline of microbiology, National Natural Science Foundation of China (NSFC) from 2006 to 2010 was recommended. Some important characters such as the distribution of projects in different subjects, organizations, regions and research fields were analyzed. Some important research fields which should be supported in "The Twelfth Five-Year Plan" was also put forward. The goal of the paper is to provide information of funding in NSFC for researchers in the field of microbiology.

Against the principle that the individual shall have priority over science.

PubMed

Helgesson, G; Eriksson, S

2008-01-01

This paper highlights a feature common to many ethical guidelines--namely, the idea that the interests of the individual shall always prevail over the interests of science and society. The paper presents how some major ethical guidelines treat the balancing of research interests against those of research subjects and spells out the difficulties in interpreting the principle of the primacy of the individual in a way that can be action-guiding. It suggests various alternative interpretations of the primacy of the individual and argues that they do not hold. Finally, the implications of this analysis for ethical guidelines are discussed.

Copyright information queries in the health sciences: trends and implications from the Ohio State University

PubMed Central

Gilliland, Anne T.; Bradigan, Pamela S.

2014-01-01

Objective: This paper presents the results of data gathered on copyright questions asked at an academic health sciences library. Methods: Collected data include questioner's status or discipline, the subject of the questions, the types of activities that the questioners were engaged in, the communication mode, and the length of time it took to answer the questions. Results: Overall results showed most questions were about permissions. Staff asked the most questions, followed by faculty and students. Conclusions: Copyright education is needed at universities, and further analysis of queries will determine the direction of the education. PMID:24860269

A taste of science: Making the subjective objective in the California wine world.

PubMed

Shapin, Steven

2016-06-01

This article is about the relationship between the categories of the subjective and the objective in the late 20th-century California wine world, about attempts to transform 'soft' subjective judgments into 'hard' objective descriptions and evaluations, and about the role of both sensory science and chemistry in such attempts. It focuses on research done at the University of California, Davis, from about the 1950s to the 1980s by the enologist Maynard Amerine, his co-workers, and successors. It suggests ways in which these materials might prompt attention to the role of subjective judgment and the marketplace in other forms of late modern science.

Pharmacy students' perceptions of natural science and mathematics subjects.

PubMed

Prescott, Julie; Wilson, Sarah Ellen; Wan, Kai-Wai

2014-08-15

To determine the level of importance pharmacy students placed on science and mathematics subjects for pursuing a career in pharmacy. Two hundred fifty-four students completed a survey instrument developed to investigate students' perceptions of the relevance of science and mathematics subjects to a career in pharmacy. Pharmacy students in all 4 years of a master of pharmacy (MPharm) degree program were invited to complete the survey instrument. Students viewed chemistry-based and biology-based subjects as relevant to a pharmacy career, whereas mathematics subjects such as physics, logarithms, statistics, and algebra were not viewed important to a career in pharmacy. Students' experience in pharmacy and year of study influenced their perceptions of subjects relevant to a pharmacy career. Pharmacy educators need to consider how they can help students recognize the importance of scientific knowledge earlier in the pharmacy curriculum.

Modeling the effects of multicontextual physics instruction on learner expectations and understanding of force and motion systems

NASA Astrophysics Data System (ADS)

Deese Becht, Sara-Maria Francis

1999-11-01

The purpose of this study is two-fold involving both practical and theoretical modeling components. The practical component, an experiential-learning phase, investigated a study population for effects that increasing levels of multicontextual physics activities have on student understanding of Newtonian systems of motion. This contextual-learning model measured learner convictions and non-response gaps and analyzed learner response trends on context, technology, challenge, growth, and success. The theoretical component, a model-building phase, designed a dynamic-knowing model for learning along a range of experiential tasks, from low to high context, monitored for indicators of learning in science and mathematics: learner academic performance and ability, learner control and academic attitude, and a learner non- response gap. This knowing model characterized a learner's process-of-knowing on a less to more expert- like learner-response continuum using performance and perspective indices associated with level of contextual- imagery referent system. Data for the contextual-learning model were collected on 180 secondary subjects: 72 middle and 108 high, with 36 physics subjects as local experts. Subjects were randomly assigned to one of three experimental groups differing only on context level of force and motion activities. Three levels of information were presented through context-based tasks: momentum constancy as inertia, momentum change as impulse, and momentum rate of change as force. The statistical analysis used a multi-level factorial design with repeated measures and discriminate analysis of response-conviction items. Subject grouping criteria included school level, ability level in science and mathematics, gender and race. Assessment criteria used pre/post performance scores, confidence level in physics concepts held, and attitude towards science, mathematics, and technology. Learner indices were computed from logit- transforms applied to learner outcomes and to study control and prediction criteria parameters. Findings suggest learner success rates vary with multicontextual experience level. When controlling for context, learner success seems to depend on technology level of assessment tool, learner attitude toward technology learning tools, learner attitude toward science and mathematics, and challenge level of force and motion problems. A learner non-response gap seems important when monitoring learner conviction. Application of the knowing model to the study population pictures learners on a journey towards success referenced to a local expert response.

Beginning science teachers' performances: Assessment in times of reform

NASA Astrophysics Data System (ADS)

Budzinsky, Fie K.

2000-10-01

The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the explanation of variance in the ESTEEM (p > .05), but poverty group and gender were significant predictors of portfolio performances, accounting for 21% of the total variance. Finally, data from interviews, written surveys, and beginning teacher attendance records at state-supported seminars were analyzed qualitatively and quantitatively. This information provided insight about the quality and quantity of support beginning science teachers received in their efforts to document, via the science teaching portfolio, their abilities to implement the Connecticut Professional Science Teaching Standards.

Talking about science: An interpretation of the effects of teacher talk in a high school science classroom

NASA Astrophysics Data System (ADS)

Moje, Elizabeth B.

This paper builds on research in science education, secondary education, and sociolinguistics by arguing that high school classrooms can be considered speech communities in which language may be selectively used and imposed on students as a means of fostering academic speech community identification. To demonstrate the ways in which a high school teacher's language use may encourage subject area identification, the results of an interactionist analysis of data from a 2-year ethnographic study of one high school chemistry classroom are presented. Findings indicate that this teacher's uses of language fell into three related categories. These uses of language served to foster identification with the academic speech community of science. As a result of the teacher's talk about science according to these three patterns, students developed or reinforced particular views of science. In addition, talking about science in ways that fostered identity with the discipline promoted the teacher as expert and built classroom solidarity or community. These results are discussed in light of sociolinguistic research on classroom competence and of the assertions of science educators regarding social and ideologic implications of language use in science instruction.Received: 23 September 1993; Revised: 15 September 1994;

Impact of GDP, spending on R&D, number of universities and scientific journals on research publications among Asian countries.

PubMed

Meo, Sultan Ayoub; Al Masri, Abeer A; Usmani, Adnan Mahmood; Memon, Almas Naeem; Zaidi, Syed Ziauddin

2013-01-01

This study aimed to compare the impact of Gross Domestic Product (GDP) per capita, spending on Research and Development (R&D), number of universities, and Indexed Scientific Journals on total number of research documents (papers), citations per document and Hirsch index (H-index) in various science and social science subjects among Asian countries. In this study, 40 Asian countries were included. The information regarding Asian countries, their GDP per capita, spending on R&D, total number of universities and indexed scientific journals were collected. We recorded the bibliometric indicators, including total number of research documents, citations per document and H-index in various science and social sciences subjects during the period 1996-2011. The main sources for information were World Bank, SCI-mago/Scopus and Web of Science; Thomson Reuters. The mean per capita GDP for all the Asian countries is 14448.31±2854.40 US$, yearly per capita spending on R&D 0.64±0.16 US$, number of universities 72.37±18.32 and mean number of ISI indexed journal per country is 17.97±7.35. The mean of research documents published in various science and social science subjects among all the Asian countries during the period 1996-2011 is 158086.92±69204.09; citations per document 8.67±0.48; and H-index 122.8±19.21. Spending on R&D, number of universities and indexed journals have a positive correlation with number of published documents, citations per document and H-index in various science and social science subjects. However, there was no association between the per capita GDP and research outcomes. The Asian countries who spend more on R&D have a large number of universities and scientific indexed journals produced more in research outcomes including total number of research publication, citations per documents and H-index in various science and social science subjects.

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.

We're PSQM Silver--So What?

ERIC Educational Resources Information Center

Church, David

2017-01-01

Having just completed his newly qualified teacher certification (NQT), David Church was grateful to be given the role of science subject leader at his school. As it was his first subject leader role, he was unsure about how to proceed with improving the teaching and learning of science. Aware of the Primary Science Quality Mark award (PSQM) and…

How a Deweyan Science Education Further Enables Ethics Education

ERIC Educational Resources Information Center

Webster, Scott

2008-01-01

This paper questions the perceived divide between "science" subject matter and "moral" or "ethical" subject matter. A difficulty that this assumed divide produces is that science teachers often feel that there needs to be "special treatment" given to certain issues which are of an ethical or moral nature and which are "brought into" the science…

Design of a Model for a Professional Development Programme for a Multidisciplinary Science Subject in the Netherlands

ERIC Educational Resources Information Center

Visser, Talitha C.; Coenders, Fer G. M.; Terlouw, Cees; Pieters, Jules M.

2012-01-01

Schools are increasingly integrating multidisciplinary education into their programmes. The Minister of Education, Culture and Science has introduced a new, integrated science subject in secondary education in the Netherlands, called Nature, Life and Technology (NLT). This research note describes the design of a generic model for a professional…

Meaningful Statistics in Professional Practices as a Bridge between Mathematics and Science: An Evaluation of a Design Research Project

ERIC Educational Resources Information Center

Dierdorp, Adri; Bakker, Arthur; van Maanen, Jan A.; Eijkelhof, Harrie M. C.

2014-01-01

Background: Creating coherence between school subjects mathematics and science and making these school subjects meaningful are still topical challenges. This study investigates how students make meaningful connections between mathematics, statistics, science and applications when they engage in a specially developed unit that is based on…

Examining school effectiveness at the fourth grade: A hierarchical analysis of the Third International Mathematics and Science Study (TIMSS)

NASA Astrophysics Data System (ADS)

Stemler, Steven Edward

This study explored school effectiveness in mathematics and science at the fourth grade using data from IEA's Third International Mathematics and Science Study (TIMSS). Fourteen of the 26 countries participating in TIMSS at the fourth grade possessed sufficient between-school variability in mathematics achievement to justify the creation of explanatory models of school effectiveness while 13 countries possessed sufficient between-school variability in science achievement. Exploratory models were developed using variables drawn from student, teacher, and school questionnaires. The variables were chosen to represent the domains of student involvement, instructional methods, classroom organization, school climate, and school structure. Six explanatory models for each subject were analyzed using two-level hierarchical linear modeling (HLM) and were compared to models using only school mean SES as an explanatory variable. The amount of variability in student achievement in mathematics attributable to differences between schools ranged from 16% in Cyprus to 56% in Latvia, while the amount of between-school variance in science achievement ranged from 12% in Korea to 59% in Latvia. In general, about one-quarter of the variability in mathematics and science achievement was found to lie between schools. The research findings revealed that after adjusting for differences in student backgrounds across schools, the most effective schools in mathematics and science had students who reported seeing a positive relationship between hard work, belief in their own abilities, and achievement. In addition, more effective schools had students who reported less frequent use of computers and calculators in the classroom. These relationships were found to be stable across explanatory models, cultural contexts, and subject areas. This study has contributed a unique element to the literature by examining school effectiveness at the fourth grade across two subject areas and across 14 different countries. The results indicate that further exploration of the relationship between school effectiveness and student locus of control warrants serious consideration. Future research on school effectiveness is recommended, perhaps using trend data and looking at different grade levels.

Designing Oversight for Nanomedicine Research in Human Subjects: Systematic Analysis of Exceptional Oversight for Emerging Technologies

PubMed Central

Wolf, Susan M.; Jones, Cortney

2012-01-01

The basic procedures and rules for oversight of U.S. human subjects research have been in place since 1981. Certain types of human subjects research, however, have provoked creation of additional mechanisms and rules beyond the Department of Health & Human Services (DHHS) Common Rule and Food and Drug Administration (FDA) equivalent. Now another emerging domain of human subjects research—nanomedicine—is prompting calls for extra oversight. However, in 30 years of overseeing research on human beings, we have yet to specify what makes a domain of scientific research warrant extra oversight. This failure to systematically evaluate the need for extra measures, the type of extra measures appropriate for different challenges, and the usefulness of those measures hampers efforts to respond appropriately to emerging science such as nanomedicine. This article evaluates the history of extra oversight, extracting lessons for oversight of nanomedicine research in human beings. We argue that a confluence of factors supports the need for extra oversight, including heightened uncertainty regarding risks, fast-evolving science yielding complex and increasingly active materials, likelihood of research on vulnerable participants including cancer patients, and potential risks to others beyond the research participant. We suggest the essential elements of the extra oversight needed. PMID:23226969

Designing oversight for nanomedicine research in human subjects: systematic analysis of exceptional oversight for emerging technologies

NASA Astrophysics Data System (ADS)

Wolf, Susan M.; Jones, Cortney M.

2011-04-01

The basic procedures and rules for oversight of U.S. human subjects research have been in place since 1981. Certain types of human subjects research, however, have provoked creation of additional mechanisms and rules beyond the Department of Health & Human Services (DHHS) Common Rule and Food and Drug Administration (FDA) equivalent. Now another emerging domain of human subjects research—nanomedicine—is prompting calls for extra oversight. However, in 30 years of overseeing research on human beings, we have yet to specify what makes a domain of scientific research warrant extra oversight. This failure to systematically evaluate the need for extra measures, the type of extra measures appropriate for different challenges, and the usefulness of those measures hampers efforts to respond appropriately to emerging science such as nanomedicine. This article evaluates the history of extra oversight, extracting lessons for oversight of nanomedicine research in human beings. We argue that a confluence of factors supports the need for extra oversight, including heightened uncertainty regarding risks, fast-evolving science yielding complex and increasingly active materials, likelihood of research on vulnerable participants including cancer patients, and potential risks to others beyond the research participant. We suggest the essential elements of the extra oversight needed.

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Monet, Julie A.; Etkina, Eugenia

2008-10-01

This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.

A profile of sports science research (1983-2003).

PubMed

Williams, Stephen John; Kendall, Lawrence R

2007-08-01

A majority of sports science research is undertaken in universities and dedicated research centres, such as institutes of sport. Reviews of literature analysing and categorising research have been carried out, but categories identified have been limited to research design and data gathering techniques. Hence there is a need to include categories such as discipline, subjects and targeted sport. A study was conducted using document analysis method to gather data that described and categorised performance-based sports science research projects in Australian universities and institutes of sport. An instrument was designed that could be used by researchers to analyse and profile research in the area of sports science. The instrument contained six categories: targeted sport, primary study area, participant type, research setting, methodology and data gathering techniques. Research documents analysed consisted of 725 original unpublished research reports/theses. Results showed that over two-thirds of research projects were targeted to specific sports and, of this group, nearly half involved four sports: cycling, rowing, athletics and swimming. Overall, physiology was the most researched scientific discipline. The most frequently used research method was experimental design, and the most frequently used data gathering technique was physiological (performance) measures. Two-thirds of research was conducted in laboratory settings, and nearly half of the research was conducted with elite or sub-elite athletes as participants/subjects. The findings of this study provide an overall synopsis of performance-based sports science research conducted in Australia over the last 20 years, and should be of considerable importance in the ongoing development of sports science research policy in Australia.

Effect of Marine-Derived n-3 Polyunsaturated Fatty Acids on C-Reactive Protein, Interleukin 6 and Tumor Necrosis Factor α: A Meta-Analysis

PubMed Central

Li, Kelei; Huang, Tao; Zheng, Jusheng; Wu, Kejian; Li, Duo

2014-01-01

Background Previous studies did not draw a consistent conclusion about the effects of marine-derived n-3 polyunsaturated fatty acids (PUFAs) on fasting blood level of C-reactive protein (CRP), interleukin 6 (IL-6) and tumor necrosis factor α (TNF-α). Methods and Findings A comprehensive search of Web of Science, PubMed, Embase and Medline (from 1950 to 2013) and bibliographies of relevant articles was undertaken. Sixty-eight RCTs with a total of 4601 subjects were included in the meta-analysis. Marine-derived n-3 PUFAs supplementation showed a lowering effect on Marine-derived n-3 PUFAs supplementation had a significant lowering effect on TNF-α, IL-6 and CRP in three groups of subjects (subjects with chronic non-autoimmune disease, subjects with chronic autoimmune disease and healthy subjects). A significant negative linear relationship between duration and effect size of marine-derived n-3 PUFAs supplementation on fasting blood levels of TNF-α and IL-6 in subjects with chronic non-autoimmune disease was observed, indicating that longer duration of supplementation could lead to a greater lowering effect. A similar linear relationship was also observed for IL-6 levels in healthy subjects. Restricted cubic spline analysis and subgroup analysis showed that the lowering effect of marine-derived n-3 PUFAs on CRP, IL-6 and TNF-α in subjects with chronic non-autoimmune disease became weakened when body mass index was greater than 30 kg/m2. The effect of marine-derived n-3 PUFAs from dietary intake was only assessed in subjects with chronic non-autoimmune disease, and a significant lowering effect was observed on IL-6, but not on CRP and TNF-α. Conclusions Marine-derived n-3 PUFAs supplementation had a significant lowering effect on CRP, IL-6 and TNF-α level. The lowering effect was most effective in non-obese subjects and consecutive long-term supplementation was recommended. PMID:24505395

Teacher understanding of the nature of science and its impact on student learning about the nature of science in STS/Constructivist classrooms

NASA Astrophysics Data System (ADS)

Lieu, Sang-Chong

In the National Science Education Standards both STS/Constructivist teaching strategies and student understanding of the nature of science are stressed. If certain teaching practices can achieve both goals at one time, many problems will be solved. Such relationships were investigated in this study. Teacher subjects were selected based on two extremes of scores on the Testing on Understanding Science. The Secondary Teacher Analysis Matrix - Science Version was used to categorize teachers into their use of STS/Constructivist or more traditional strategies based on their teaching behaviors observed from video tapes. After the teacher subjects were selected, a non-equivalent control group design was adapted for the administration of items from the Views on Science-Technology-Society (VOSTS) to the students of these teachers. Pre- and post-test data were collected using 20 VOSTS items. VOSTS options were categorized into a Congruent/Partially Congruent/Naive format by a panel of six science educators. A special scoring procedure was devised for the VOSTS items to allow the use of inferential statistics. When performance on 17 VOSTS items were studied, more understanding of the nature of science by teachers, the presence of an STS/Constructivist learning environment in the classroom, or a combination of both factors was not found to help students learn more about the nature of science. Explanations for such results are offered. A McNemar test was performed to take a closer look at the 17 VOSTS items individually. The results indicated that students who were taught by STS/Constructivist teachers with high TOUS scores moved toward "congruent" views concerning the nature of science on a number of VOSTS items. Also, students who were taught by more traditional teachers with low TOUS scores moved toward "naive" views on other VOSTS items. The findings support the fact that teachers who know more about the nature of science and who practice many of the STS/Constructivist teaching strategies assist students in learning more about the nature of science.

Teacher Qualification and Students' Academic Performance in Science Mathematics and Technology Subjects in Kenya

ERIC Educational Resources Information Center

Musau, Lydia M.; Abere, Migosi Joash

2015-01-01

Performance in Science, Mathematics and Technology (SMT) subjects among students in Kitui County, Kenya has perpetually been unsatisfactory. The aim of this study was to look into the extent to which teacher qualification influenced students' academic performance in SMT subjects. The study applied ex-post-facto survey research design. Random…

The Ruins of Neo-Liberalism and the Construction of a New (Scientific) Subjectivity

ERIC Educational Resources Information Center

Lather, Patti

2012-01-01

Given my long-time interests in neoliberalism and questions of subjectivity, I am pleased to respond to Jesse Bazzul's paper, "Neoliberal Ideology, global capitalism, and science education: Engaging the question of subjectivity." In what follows, I first summarize what I see as Bazzul's contributions to pushing science education in "post"…

Subject preferences of first- and second-year medical students for their future specialization at Chitwan Medical College and Teaching Hospital, Chitwan, Nepal – a questionnaire-based study

PubMed Central

Jha, Rajesh K; Paudel, Keshab R; Shah, Dev K; Sah, Ajit K; Basnet, Sangharshila; Sah, Phoolgen; Adhikari, Sandeep

2015-01-01

Introduction The selection of a discipline for future specialization may be an important factor for the medical students’ future career, and it is influenced by multiple factors. The interest of students in the early stages can be improved in subjects related to public health or of academic importance, as per need. Methods A questionnaire-based study was conducted among 265 first- and second-year medical students of Chitwan Medical College, Nepal to find out their subject of preference for postgraduation and the factors affecting their selection along with their interesting basic science subject. Only the responses from 232 completely filled questionnaires were analyzed. Results The preference of the students for clinical surgical (50.9%), clinical medical (45.3%), and basic medical (3.9%) sciences for postgraduation were in descending order. The most preferred specialty among male students was clinical surgical sciences (56.3%), and among female students, it was clinical medical sciences (53.6%). Although all the students responded to their preferred specialty, only 178 students specified the subject of their interest. General surgery (23.4%), pediatrics (23.4%), and anatomy (2.4%) were the most favored subjects for postgraduation among clinical surgical, clinical medical, and basic medical sciences specialties, respectively. More common reasons for selection of specific subject for future career were found to be: personal interests, good income, intellectual challenge, and others. Conclusion Many students preferred clinical surgical sciences for their future specialization. Among the reasons for the selection of the specialty for postgraduation, no significant reason could be elicited from the present study. PMID:26635491

An Analysis of the Usefulness of Simulation Games in Affecting Attitudinal Changes and Skill-Type Learning. Final Report.

ERIC Educational Resources Information Center

Hart, William K.

This study determines whether a simulation game affects attitudes, and increases motivation and cognitive learning. Seventy-six college students in four sections of a political science course were the subjects. Random selection placed them in two treatment groups and two control groups. Both groups received the game, and one treatment group and…

Management of Teacher Scientific-Methodical Work in Vocational Educational Institutions on the Basis of Project-Target Approach

ERIC Educational Resources Information Center

Shakuto, Elena A.; Dorozhkin, Evgenij M.; Kozlova, Anastasia A.

2016-01-01

The relevance of the subject under analysis is determined by the lack of theoretical development of the problem of management of teacher scientific-methodical work in vocational educational institutions based upon innovative approaches in the framework of project paradigm. The purpose of the article is to develop and test a science-based…

Time Based Subjective Evaluations of Seated Cushion Comfort

DTIC Science & Technology

2007-04-01

Protection Division Biomechanics Branch Hilary L. Gallagher, MS Oak Ridge Institute for Science and Education (ORISE) 1299 Bethel Valley Road...MONITOR’S REPORT NUMBER(S) Biosciences and Protection Division AFRL-HE-WP-TR-2007-0062 Biomechanics Branch Wright-Patterson AFB OH 45433-7947 12...13 iv PREFACE The cushion comfort tests and data analysis described in this report were accomplished by the Biomechanics

Identifying Liaison Opportunities through Content Analysis: Academic Library Trends in the Ecological Society of America's Conference Program

ERIC Educational Resources Information Center

Conklin, Jamie L.

2013-01-01

Science and technology librarians need to continually invest time into professional development activities to gain new skills relevant to the faculty and students they serve. Many academic libraries face diminishing budgets and have few travel dollars available for attendance at library and subject-specific conferences. This study determined that…

"Becoming Molecular Girl": Transforming Subjectivities in Collaborative Doctoral Research Studies as Micro-Politics in the Academy

ERIC Educational Resources Information Center

Lenz Taguchi, Hillevi

2013-01-01

In the context of Swedish reforms of postgraduate and doctoral education in a global knowledge economy, this article aims to theorise on the documented processes of doing collaborative analysis during elective graduate course-work on deconstructive methodologies in the social sciences, with 10 doctoral students over a period of seven months. I…

NASA payload data book: Payload analysis for space shuttle applications, volume 2

NASA Technical Reports Server (NTRS)

1972-01-01

Data describing the individual NASA payloads for the space shuttle are presented. The document represents a complete issue of the original payload data book. The subjects discussed are: (1) astronomy, (2) space physics, (3) planetary exploration, (4) earth observations (earth and ocean physics), (5) communications and navigation, (6) life sciences, (7) international rendezvous and docking, and (8) lunar exploration.

Where Are the Women? An Analysis of Gender Mainstreaming in Introductory Political Science Textbooks

ERIC Educational Resources Information Center

Atchison, Amy L.

2017-01-01

Textbook content is a powerful indicator of what is and is not considered important in a given discipline. Textbooks shape both curriculum and students' thinking about a subject. The extant literature indicates that gender is not well represented in American government textbooks, thus signaling to students that women and gender are not part of the…

Making predictions skill level analysis

NASA Astrophysics Data System (ADS)

Katarína, Krišková; Marián, Kireš

2017-01-01

The current trend in the education is focused on skills that are cross-subject and have a great importance for the pupil future life. Pupils should acquire different types of skills during their education to be prepared for future careers and life in the 21st century. Physics as a subject offers many opportunities for pupils' skills development. One of the skills that are expected to be developed in physics and also in other sciences is making predictions. The prediction, in the meaning of the argument about what may happen in the future, is an integral part of the empirical cognition, in which students confront existing knowledge and experience with new, hitherto unknown and surprising phenomena. The extent of the skill is the formulation of hypotheses, which is required in the upper secondary physics education. In the contribution, the prediction skill is specified and its eventual levels are classified. Authors focus on the tools for skill level determination based on the analysis of pupils` worksheets. Worksheets are the part of the educational activities conducted within the Inquiry Science Laboratory Steelpark. Based on the formulation of pupils' prediction the pupils thinking can be seen and their understanding of the topic, as well as preconceptions and misconceptions.

Authentic Research Experience and "Big Data" Analysis in the Classroom: Maize Response to Abiotic Stress.

PubMed

Makarevitch, Irina; Frechette, Cameo; Wiatros, Natalia

2015-01-01

Integration of inquiry-based approaches into curriculum is transforming the way science is taught and studied in undergraduate classrooms. Incorporating quantitative reasoning and mathematical skills into authentic biology undergraduate research projects has been shown to benefit students in developing various skills necessary for future scientists and to attract students to science, technology, engineering, and mathematics disciplines. While large-scale data analysis became an essential part of modern biological research, students have few opportunities to engage in analysis of large biological data sets. RNA-seq analysis, a tool that allows precise measurement of the level of gene expression for all genes in a genome, revolutionized molecular biology and provides ample opportunities for engaging students in authentic research. We developed, implemented, and assessed a series of authentic research laboratory exercises incorporating a large data RNA-seq analysis into an introductory undergraduate classroom. Our laboratory series is focused on analyzing gene expression changes in response to abiotic stress in maize seedlings; however, it could be easily adapted to the analysis of any other biological system with available RNA-seq data. Objective and subjective assessment of student learning demonstrated gains in understanding important biological concepts and in skills related to the process of science. © 2015 I. Makarevitch et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Pharmacy Students’ Perceptions of Natural Science and Mathematics Subjects

PubMed Central

Wilson, Sarah Ellen; Wan, Kai-Wai

2014-01-01

Objective. To determine the level of importance pharmacy students placed on science and mathematics subjects for pursuing a career in pharmacy. Method. Two hundred fifty-four students completed a survey instrument developed to investigate students’ perceptions of the relevance of science and mathematics subjects to a career in pharmacy. Pharmacy students in all 4 years of a master of pharmacy (MPharm) degree program were invited to complete the survey instrument. Results. Students viewed chemistry-based and biology-based subjects as relevant to a pharmacy career, whereas mathematics subjects such as physics, logarithms, statistics, and algebra were not viewed important to a career in pharmacy. Conclusion. Students’ experience in pharmacy and year of study influenced their perceptions of subjects relevant to a pharmacy career. Pharmacy educators need to consider how they can help students recognize the importance of scientific knowledge earlier in the pharmacy curriculum. PMID:25147390

A readability analysis of elementary-level science textbooks

NASA Astrophysics Data System (ADS)

Trainer, Robyn

Given both the unprecedented attention to the importance of providing children with the best possible science textbooks and the overwhelming evidence that students in the United States are severely lacking the most basic science knowledge, the decline in the number of students pursuing science degrees is alarming. In spite of all the efforts being made, a disparity still exists between (1) the wealth of science information available, (2) the apparent ease of access to scientific information, and (3) the lack of scientific academic progress being made in classrooms across the United States. A literature review was conducted which included the areas of textbook analysis and textbook readability levels, the fields of textbook analysis and readability, and findings from recently published books about textbook readability. The majority of the literature reflected an urgent need for science textbooks to be revised. Based on the information gathered during the literature review, the study examined the readability levels of elementary level science textbooks that were published by six textbook publishers. Results from the study revealed that when used properly, readability formulas provide an objective look at textbooks. After applying these formulas to the selected elementary level science textbooks, it became clear that very few changes were implemented between the most recent previous editions and the current editions. The textbooks remain too difficult for the students using them. The findings from this study will help science textbook publishers and textbook writers see that some changes need to be made in the way their textbooks are written. In order to maintain a competitive edge in the global marketplace, more students need to pursue science. In order for more students to do that, they need to pursue science degrees, but in order for them to pursue science degrees, they need to have a certain degree of confidence and level of interest in the subject matter. For that to happen, science textbooks need to be more inviting, more user-friendly, and more interesting to the readers. This study concludes with recommendations for further research.

Advice and Frequently Asked Questions (FAQs) for Citizen-Science Environmental Health Assessments

PubMed Central

Barzyk, Timothy M.; Huang, Hongtai; Williams, Ronald; Kaufman, Amanda; Essoka, Jonathan

2018-01-01

Citizen science provides quantitative results to support environmental health assessments (EHAs), but standardized approaches do not currently exist to translate findings into actionable solutions. The emergence of low-cost portable sensor technologies and proliferation of publicly available datasets provides unparalleled access to supporting evidence; yet data collection, analysis, interpretation, visualization, and communication are subjective approaches that must be tailored to a decision-making audience capable of improving environmental health. A decade of collaborative efforts and two citizen science projects contributed to three lessons learned and a set of frequently asked questions (FAQs) that address the complexities of environmental health and interpersonal relations often encountered in citizen science EHAs. Each project followed a structured step-by-step process in order to compare and contrast methods and approaches. These lessons and FAQs provide advice to translate citizen science research into actionable solutions in the context of a diverse range of environmental health issues and local stakeholders. PMID:29751612

The `Nature of Science' and the Perils of Epistemic Relativism

NASA Astrophysics Data System (ADS)

Romero-Maltrana, Diego; Benitez, Federico; Vera, Francisco; Rivera, Rodrigo

2017-11-01

There is an increasing demand in the field of science education for the incorporation of philosophical and sociological aspects that are related to the scientific enterprise in school curricula, to the extent that the incorporation of these aspects is now considered a necessity. Several of these aspects can be categorised within the framework of the nature of science, or NOS. We warn that a possible misinterpretation of the common view of NOS tenets can lead to epistemic relativism. We pay special attention to the empirical and objective nature of science because these important features, properly understood, can help eliminate subjective flaws and protect against relativism. Some of the epistemological concepts that are relevant to this discussion are disambiguated in an attempt to prevent the temptation to take views to an extreme, as has occurred in some cases. We expect this analysis to contribute to the extant literature by improving how science is presented in the classroom without oversimplifying scientific practice.

Students’ Conception on Heat and Temperature toward Science Process Skill

NASA Astrophysics Data System (ADS)

Ratnasari, D.; Sukarmin, S.; Suparmi, S.; Aminah, N. S.

2017-09-01

This research is aimed to analyze the effect of students’ conception toward science process skill. This is a descriptive research with subjects of the research were 10th-grade students in Surakarta from high, medium and low categorized school. The sample selection uses purposive sampling technique based on physics score in national examination four latest years. Data in this research collecting from essay test, two-tier multiple choice test, and interview. Two-tier multiple choice test consists of 30 question that contains an indicator of science process skill. Based on the result of the research and analysis, it shows that students’ conception of heat and temperature affect science process skill of students. The students’ conception that still contains the wrong concept can emerge misconception. For the future research, it is suggested to improve students’ conceptual understanding and students’ science process skill with appropriate learning method and assessment instrument because heat and temperature is one of physics material that closely related with students’ daily life.

Sources of self-efficacy in an undergraduate introductory astronomy course for non-science majors

NASA Astrophysics Data System (ADS)

Carter, Brooke L.

The role of the astronomy laboratory on non-science major student self-efficacy is investigated through combining quantitative and qualitative methodologies. The Astronomy Diagnostic Test 2.0 is distributed to an introductory astronomy laboratory for non-science major class in the Spring of 2005. The ADT 2.0 is used to draw comparisons between interview subjects and the remaining class. Eight subjects were interviewed three times throughout the semester in order to determine the important contributing factors to the subjects' self-efficacy beliefs. Results of the quantitative data suggest that the interview participants' general science self-efficacy did not significantly increase over the course of the semester. Results of the quantitative data suggest the most important contributor to the subjects' self-efficacy in the laboratory is verbal persuasion. The results of this limited study suggest that the astronomy laboratory experience is a strong contributor to student self-efficacy beliefs.

Is Science Me? Exploring Middle School Students' STE-M Career Aspirations

NASA Astrophysics Data System (ADS)

Aschbacher, Pamela R.; Ing, Marsha; Tsai, Sherry M.

2014-12-01

This study explores middle school students' aspirations in science, technology, engineering, and medical (STE-M) careers by analyzing survey data during their eighth and ninth grade years from an ethnically and economically diverse sample of Southern California urban and suburban public school students ( n = 493). Students were classified based on their responses to questions about their science ability beliefs and subjective task values using latent class analysis (LCA). Four distinct groups of students were identified: Science is Me; I Value Science But Don't Do It Well; I Can Do Science but I Don't Value It Highly; and Science is Not Me. Few students (22 %) were classified as having strong science ability beliefs, and only a third as strongly valuing learning/doing science; a majority (57 %) were in the Science is Not Me category, underscoring the scope of the challenge to invite more young people to want to learn science. As predicted, students who believed they could do science and valued science were more likely than others to indicate interest in STE-M careers. This relationship between perceptions and aspirations was true regardless of gender, ethnicity, and type of STE-M field, but varied depending on socioeconomic status. Using LCA to organize information about students' science self-perceptions may help target specific interventions to student interests and aspirations and better support and encourage their persistence in STE-M careers.

A Sociocognitive Perspective on Assessing EL Students in the Age of Common Core and Next Generation Science Standards

ERIC Educational Resources Information Center

Mislevy, Robert J.; Durán, Richard P.

2014-01-01

Subject-area standards such as Common Core State Standards for Language Arts and Mathematics and Next Generation Science Standards offer deeper, richer views of subject-area proficiency. In science, they underscore doing things with facts and concepts, such as explaining, planning, and investigating--activities that are intertwined with language,…

Human Science for Human Freedom? Piaget's Developmental Research and Foucault's Ethical Truth Games

ERIC Educational Resources Information Center

Zhao, Guoping

2012-01-01

The construction of the modern subject and the pursuit of human freedom and autonomy, as well as the practice of human science has been pivotal in the development of modern education. But for Foucault, the subject is only the effect of discourses and power-knowledge arrangements, and modern human science is part of the very arrangement that has…

The epistemic culture in an online citizen science project: Programs, antiprograms and epistemic subjects.

PubMed

Kasperowski, Dick; Hillman, Thomas

2018-05-01

In the past decade, some areas of science have begun turning to masses of online volunteers through open calls for generating and classifying very large sets of data. The purpose of this study is to investigate the epistemic culture of a large-scale online citizen science project, the Galaxy Zoo, that turns to volunteers for the classification of images of galaxies. For this task, we chose to apply the concepts of programs and antiprograms to examine the 'essential tensions' that arise in relation to the mobilizing values of a citizen science project and the epistemic subjects and cultures that are enacted by its volunteers. Our premise is that these tensions reveal central features of the epistemic subjects and distributed cognition of epistemic cultures in these large-scale citizen science projects.

A 100-Year Review: Sensory analysis of milk.

PubMed

Schiano, A N; Harwood, W S; Drake, M A

2017-12-01

Evaluation of the sensory characteristics of food products has been, and will continue to be, the ultimate method for evaluating product quality. Sensory quality is a parameter that can be evaluated only by humans and consists of a series of tests or tools that can be applied objectively or subjectively within the constructs of carefully selected testing procedures and parameters. Depending on the chosen test, evaluators are able to probe areas of interest that are intrinsic product attributes (e.g., flavor profiles and off-flavors) as well as extrinsic measures (e.g., market penetration and consumer perception). This review outlines the literature pertaining to relevant testing procedures and studies of the history of sensory analysis of fluid milk. In addition, evaluation methods outside of traditional sensory techniques and future outlooks on the subject of sensory analysis of fluid milk are explored and presented. Copyright © 2017 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

STEM education and Fermi problems

NASA Astrophysics Data System (ADS)

Holubova, Renata

2017-01-01

One of the research areas of Physics education is the study of the educational process. Investigations in this area are aimed for example on the teaching and learning process and its results. The conception of STEM education (Science, Technology, Engineering, and Mathematics) is discussed - it is one possible approach to the preparation of the curriculum and the focus on the educational process at basic and secondary schools. At schools in the Czech Republic STEM is much more realized by the application of interdisciplinary relations between subjects Physics-Nature-Technique. In both conceptions the aim is to support pupils' creativity, critical thinking, cross-curricular links. In this context the possibility of using Fermi problems in teaching Physics was discussed (as an interdisciplinary and constructivist activity). The aim of our research was the analysis of Fermi problems solving strategies, the ability of pupils to solve Fermi problems. The outcome of our analysis was to find out methods and teaching strategies which are important to use in teaching - how to solve qualitative and interdisciplinary tasks in physics. In this paper the theoretical basis of STEM education and Fermi problems will be presented. The outcome of our findings based on the research activities will be discussed so as our experiences from 10 years of Fermi problems competition that takes place at the Science Faculty, Palacky University in Olomouc. Changes in competencies of solving tasks by our students (from the point of view in terms of modern, activating teaching methods recommended by theory of Physics education and other science subjects) will be identified.

Comparison of curricula in radiation technology in the field of radiotherapy in selected European Union countries.

PubMed

Janaszczyk, Agnieszka; Bogusz-Czerniewicz, Marta

2011-01-01

Radiation technology is a discipline of medical science which deals with diagnostics, imaging and radiotherapy, that is treatment by ionizing radiation. To present and compare the existing curricula of radiation technology in selected EU countries. The research work done for the purpose of the comparative analysis was based on the methods of diagnostic test and document analysis. The comparison of curricula in selected countries, namely Austria, France, the Netherlands and Poland, showed that admission criteria to radiation technology courses are varied and depend on regulations of respective Ministries of Health. The most restrictive conditions, including written tests in biology, chemistry and physics, and psychometric test, are those in France. Contents of basic and specialist subject groups are very similar in all the countries. The difference is in the number of ECT points assigned to particular subjects and the number of course hours offered. The longest practical training is provided in the Netherlands and the shortest one in Poland. The duration of studies in the Netherlands is 4 years, while in Poland it is 3 years. Austria is the only country to offer extra practical training in quality management. Graduates in the compared EU countries have similar level of qualifications in the fields of operation of radiological equipment, radiotherapy, nuclear medicine, foreign language and specialist terminology in the field of medical and physical sciences, general knowledge of medical and physical sciences, and detailed knowledge of radiation technology.

Programs of the Office of the Science Advisor (OSA)

EPA Pesticide Factsheets

Office of the Science Advisor provides leadership in cross-Agency science and science policy. Program areas: Risk Assessment, Science and Technology Policy, Human Subjects Research, Environmental Measurement and Modeling, Scientific Integrity.

Pakistan Journal of Medical Sciences: A bibliometric assessment 2001-2010

PubMed Central

Baladi, Zameer Hussain; Umedani, Loung V.

2017-01-01

Objective: The aim of this study was to measure the growth of scientific research, authors’ productivity, affiliation with the institute and geographic locations published in the Pakistan Journal of Medical Sciences during the period of 2001 – 2010. Methods: This numerical analysis was conducted during mid-August 2016 to mid-October, 2016. The data for the study was downloaded from websites of e-journal of Pakistan Journal of Medical Sciences (PJMS) and Pak Medi-Net Com. Results: A total number of 1199 articled were covered by PJMS in 10 volumes and 40 issues with contribution of 3798 (3%) authors during 2001 – 2010. The average number of papers per issue is 30%. A gender wise contribution of males was higher 3050 (80%) than the females 748 (20%). A majority of articles were multi-authored 1052 (87%) as opposed to single author contribution 147 (13%). All 1199 articles were covered under four major disciplines i.e Basic medical sciences, medicine & allied, surgery & allied and radiological sciences and 39 sub-specialties according to medical subject headings (MeSH). It observed that 467 (39%) articles were published in Pakistan and 732 (61%) articles produced by other 32 countries. The Karachi city of Pakistan has produced 199 (16%) articles as highest as its national level and followed by Tehran (Iran) 77 (6%) as followed internationally. Conclusion: This study reveals that the participation of 32 countries in the PJMS publications proves it to be an internationally circulated journal to support research with the constant approach of publishing articles to each volume in basic medical sciences, biomedical, clinical and public health sciences. Abbreviations: DOAJ: Directory of Open Access Journals IMEMR: Index Medicus Eastern Mediterranean Region HEC: Higher Education Commission (Pakistan) PJMS: Pakistan Journal of Medical Sciences MeSH: Medical Subject Headings PMDC: Pakistan Medical & Dental Council SCIE: Science Citation Index Expanded PMID:28811801

Statistical model selection for better prediction and discovering science mechanisms that affect reliability

DOE PAGES

Anderson-Cook, Christine M.; Morzinski, Jerome; Blecker, Kenneth D.

2015-08-19

Understanding the impact of production, environmental exposure and age characteristics on the reliability of a population is frequently based on underlying science and empirical assessment. When there is incomplete science to prescribe which inputs should be included in a model of reliability to predict future trends, statistical model/variable selection techniques can be leveraged on a stockpile or population of units to improve reliability predictions as well as suggest new mechanisms affecting reliability to explore. We describe a five-step process for exploring relationships between available summaries of age, usage and environmental exposure and reliability. The process involves first identifying potential candidatemore » inputs, then second organizing data for the analysis. Third, a variety of models with different combinations of the inputs are estimated, and fourth, flexible metrics are used to compare them. As a result, plots of the predicted relationships are examined to distill leading model contenders into a prioritized list for subject matter experts to understand and compare. The complexity of the model, quality of prediction and cost of future data collection are all factors to be considered by the subject matter experts when selecting a final model.« less

The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes

NASA Astrophysics Data System (ADS)

den Brok, Perry; Fisher, Darrell; Scott, Rowena

2005-07-01

This study investigated relationships between students' perceptions of their teachers' interpersonal behaviour and their subject-related attitude in primary science classes in Brunei. Teacher student interpersonal behaviour was mapped with the Questionnaire on Teacher Interaction (QTI) and reported in terms of two independent dimensions called Influence (teacher dominance vs submission) and Proximity (teacher cooperation vs opposition). While prior research using the QTI mainly focused on secondary education, the present study was one of the first in Brunei and in primary education and one of few studies to use multilevel analysis. Data from 1305 students from 64 classes were used in this study. Results indicated strong and positive effects of Influence and Proximity on students' enjoyment of their science class and supported findings of earlier work with the QTI.

Turning Participatory Microbiome Research into Usable Data: Lessons from the American Gut Project

PubMed Central

Debelius, Justine W.; Vázquez-Baeza, Yoshiki; McDonald, Daniel; Xu, Zhenjiang; Wolfe, Elaine; Knight, Rob

2016-01-01

The role of the human microbiome is the subject of continued investigation resulting in increased understanding. However, current microbiome research has only scratched the surface of the variety of healthy microbiomes. Public participation in science through crowdsourcing and crowdfunding microbiome research provides a novel opportunity for both participants and investigators. However, turning participatory science into publishable data can be challenging. Clear communication with the participant base and among researchers can ameliorate some challenges. Three major aspects need to be considered: recruitment and ongoing interaction, sample collection, and data analysis. Usable data can be maximized through diligent participant interaction, careful survey design, and maintaining an open source pipeline. While participatory science will complement rather than replace traditional avenues, it presents new opportunities for studies in the microbiome and beyond. PMID:27047589

Turning Participatory Microbiome Research into Usable Data: Lessons from the American Gut Project.

PubMed

Debelius, Justine W; Vázquez-Baeza, Yoshiki; McDonald, Daniel; Xu, Zhenjiang; Wolfe, Elaine; Knight, Rob

2016-03-01

The role of the human microbiome is the subject of continued investigation resulting in increased understanding. However, current microbiome research has only scratched the surface of the variety of healthy microbiomes. Public participation in science through crowdsourcing and crowdfunding microbiome research provides a novel opportunity for both participants and investigators. However, turning participatory science into publishable data can be challenging. Clear communication with the participant base and among researchers can ameliorate some challenges. Three major aspects need to be considered: recruitment and ongoing interaction, sample collection, and data analysis. Usable data can be maximized through diligent participant interaction, careful survey design, and maintaining an open source pipeline. While participatory science will complement rather than replace traditional avenues, it presents new opportunities for studies in the microbiome and beyond.

B. F. Skinner's Science and Human Behavior: its antecedents and its consequences.

PubMed

Catania, A Charles

2003-11-01

Skinner's Science and Human Behavior marked a transition from a treatment of behavior that took physics as its reference science to one that emphasized behavior as a fundamental part of the subject matter of biology. The book includes what may be Skinner's earliest statement about the similarity of operant selection to Darwinian natural selection in phylogeny. Other major topics discussed in the book included multiple causation, private events, the self, and social contingencies. Among the important antecedents were Skinner's own Behavior of Organisms and Keller & Schoenfeld's Pincinples of Psychology. Current developments in education, behavioral economics, and some behavior therapies can be attributed at least in part to Skinner's seminal work. The effective behavioral analysis of governmental and religious systems will probably depend on elaborations of our understanding of verbal behavior.

Jacques Loeb, B. F. Skinner, and the legacy of prediction and control

PubMed Central

Hackenberg, Timothy D.

1995-01-01

The biologist Jacques Loeb is an important figure in the history of behavior analysis. Between 1890 and 1915, Loeb championed an approach to experimental biology that would later exert substantial influence on the work of B. F. Skinner and behavior analysis. This paper examines some of these sources of influence, with a particular emphasis on Loeb's firm commitment to prediction and control as fundamental goals of an experimental life science, and how these goals were extended and broadened by Skinner. Both Loeb and Skinner adopted a pragmatic approach to science that put practical control of their subject matter above formal theory testing, both based their research programs on analyses of reproducible units involving the intact organism, and both strongly endorsed technological applications of basic laboratory science. For Loeb, but especially for Skinner, control came to mean something more than mere experimental or technological control for its own sake; it became synonomous with scientific understanding. This view follows from (a) the successful working model of science Loeb and Skinner inherited from Ernst Mach, in which science is viewed as human social activity, and effective practical action is taken as the basis of scientific knowledge, and (b) Skinner's analysis of scientific activity, situated in the world of direct experience and related to practices arranged by scientific verbal communities. From this perspective, prediction and control are human acts that arise from and are maintained by social circumstances in which such acts meet with effective consequences. PMID:22478220

E-Health literacy of medical and health sciences university students in Mashhad, Iran in 2016: a pilot study

PubMed Central

Dashti, Sareh; Peyman, Nooshin; Tajfard, Mohammad; Esmaeeli, Habibollah

2017-01-01

Background In order to provide a better healthcare education to the society, health care students should have an acceptable electronic health (E-Health) literacy. Objective The aim of this study was to assess the level of E-Health literacy of Medicine and Health Sciences university students in Mashhad, Iran. Methods This cross-sectional study was performed on 192 students of Mashhad University of Medical Sciences using a validated Persian translate of the E-Health literacy scale (P-EHEALS) questionnaire in 2016. Demographic data including age, monthly income, level of education, preference of website for obtaining health related information and minutes of Internet use per day were obtained from the subjects. Independent-samples t-test and analysis of variance (ANOVA) were used for comparison between groups, and Pearson correlation coefficient and linear regression were used to assess the correlation between study parameters and EHEALS score using SPSS version 21. Results A total of 192 (67.2% female and 32.8% male) subjects with mean age of 24.71±5.30 years participated in the study. Mean P-EHEALS score of the subjects was 28.21±6.95. There was a significant difference in P-EHEALS score between genders (p<0.001), department (p=0.001), education level (p<0.001) and health status (p=0.003) as well as monthly income (p=0.03), website preference categories (p=0.02). Male students were significantly more likely to gain higher P-EHEALS scores. Conclusion The level of E-Health literacy was low in Medical and Health Sciences university students in Mashhad. More studies are needed to assess the contributors to E-Health literacy. PMID:28461871

Determinants of Girls' Performance in Science, Mathematics and Technology Subjects in Public Secondary Schools in Kenya

ERIC Educational Resources Information Center

Musau, Lydia Mbaki; Migosi, Joash; Muola, James Matee

2013-01-01

There has been incessant low academic performance in Science, Mathematics and Technology (SMT) subjects especially among girls at form four level in Kitui Central District over the years. The aim of this study was to investigate the determinants of girls' performance in SMT subjects in public secondary schools. Using ex-post-facto survey research…

Computer Science Education in Secondary Schools--The Introduction of a New Compulsory Subject

ERIC Educational Resources Information Center

Hubwieser, Peter

2012-01-01

In 2004 the German state of Bavaria introduced a new compulsory subject of computer science (CS) in its grammar schools ("Gymnasium"). The subject is based on a comprehensive teaching concept that was developed by the author and his colleagues during the years 1995-2000. It comprises mandatory courses in grades 6/7 for all students of…

Politics of prevention: The emergence of prevention science.

PubMed

Roumeliotis, Filip

2015-08-01

This article critically examines the political dimension of prevention science by asking how it constructs the problems for which prevention is seen as the solution and how it enables the monitoring and control of these problems. It also seeks to examine how prevention science has established a sphere for legitimate political deliberation and which kinds of statements are accepted as legitimate within this sphere. The material consists of 14 publications describing and discussing the goals, concepts, promises and problems of prevention science. The analysis covers the period from 1993 to 2012. The analysis shows that prevention science has established a narrow definition of "prevention", including only interventions aimed at the reduction of risks for clinical disorders. In publications from the U.S. National Institute of Drug Abuse, the principles of prevention science have enabled a commitment to a zero-tolerance policy on drugs. The drug using subject has been constructed as a rational choice actor lacking in skills in exerting self-control in regard to drug use. Prevention science has also enabled the monitoring and control of expertise, risk groups and individuals through specific forms of data gathering. Through the juxtaposition of the concepts of "objectivity" and "morality", prevention science has constituted a principle of delineation, disqualifying statements not adhering to the principles of prevention science from the political field, rendering ethical and conflictual dimensions of problem representations invisible. The valorisation of scientific accounts of drugs has acted to naturalise specific political ideals. It simultaneously marginalises the public from the public policy process, giving precedence to experts who are able to provide information that policy-makers are demanding. Alternative accounts, such as those based on marginalisation, poverty or discrimination are silenced within prevention science. Copyright © 2015 Elsevier B.V. All rights reserved.

Botany in children's literature: A content analysis of plant-centered children's picture books that have a plot and characters

NASA Astrophysics Data System (ADS)

Goins, Sheila Lewis

This content analysis study examined 36 plant-centered children's science picture books that have a plot and characters published from 1950 to present. Botanical subject matter and learning opportunities offered by these books were analyzed, along with the range and frequency of the National Science Education Standards-consistent and age-appropriate plant science concepts and principles. The science graphics, artistic innovations, and story plot of these books were also examined. Rubrics and research-based recommendations were developed to offer parents, teachers, and librarians assistance in identifying, evaluating, and using such books to help children of ages 4--8 learn about plants and enjoy plant science. This genre of children's literature was identified and selected primarily through extensive research at four major, nationally recognized children's literature collections: The Kerlan Collection, The de Grummond Collection, The Center for Children's Books, and The Central Children's Room at the Donnell Library. This study determined that there was a substantial increase in the number of books written in this genre of children's literature from 1990 to 2000. Botanical subject-matter knowledge and learning opportunities offered by these books include biodiversity of plants; characteristics of plants; life cycles of plants; economic botany, ecology, and ethnobotany. The range and frequency of National Standards-consistent and age-appropriate plant science concepts and principles identified within these books, in part, though not exclusively, included the emergent categories of the process of photosynthesis; basic needs of plants; plant structures; external signals affecting plant growth; environmental stress to plants; biodiversity of plants; plants as animal habitats; and common uses of plants. With regard to plant science graphics, 13 books were identified as presenting some type of science graphic, beyond simple illustrations. The most frequently used graphics were cutaways, sequence diagrams, and zoom graphics. The findings relative to story plot and characters revealed that the majority of story plots involved a problem followed by a solution, rather than merely a series of events. The main character(s) of these stories were most often Caucasians (44%), followed by plants (28%), Hispanics (11%), animals personified (8%), African Americans (6%), and indigenous peoples (3%). Most often the stories took place in rural settings.

Global body posture and plantar pressure distribution in individuals with and without temporomandibular disorder: a preliminary study.

PubMed

Souza, Juliana A; Pasinato, Fernanda; Corrêa, Eliane C R; da Silva, Ana Maria T

2014-01-01

The aim of this study was to evaluate body posture and the distribution of plantar pressure at physiologic rest of the mandible and during maximal intercuspal positions in subjects with and without temporomandibular disorder (TMD). Fifty-one subjects were assessed by the Diagnostic Criteria for Research on Temporomandibular Disorders and divided into a symptomatic group (21) and an asymptomatic group (30). Postural analysis for both groups was conducted using photogrammetry (SAPo version 0.68; University of São Paulo, São Paulo, Brazil). The distribution of plantar pressures was evaluated by means of baropodometry (Footwork software), at physiologic rest and maximal intercuspal positions. Of 18 angular measurements, 3 (17%) were statistically different between the groups in photogrammetric evaluation. The symptomatic group showed more pronounced cervical distance (P = .0002), valgus of the right calcaneus (P = .0122), and lower pelvic tilt (P = .0124). The baropodometry results showed the TMD subjects presented significantly higher rearfoot and lower forefoot distribution than those in the asymptomatic group. No differences were verified in maximal intercuspal position in the between-group analysis and between the 2 mandibular positions in the within-group analysis. Subjects with and without TMD presented with global body posture misalignment. Postural changes were more pronounced in the subjects with TMD. In addition, symptomatic subjects presented with abnormal plantar pressure distribution, suggesting that TMD may have an influence on the postural system. Copyright © 2014 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.

Using Situational Interest to Enhance Individual Interest and Science-Related Behaviours

NASA Astrophysics Data System (ADS)

Palmer, David; Dixon, Jeanette; Archer, Jennifer

2017-08-01

Situational interest is a relatively transient reaction to highly stimulating factors in the immediate environment, whereas individual interest is a relatively long-term preference for a particular subject or activity. It has been proposed that regular experiences of situational interest in a subject may eventually lead to the development of individual interest in that subject. Importantly, this should also result in an increase in behaviours related to that domain. For example, a student who develops an individual interest in science would be expected to spend more time on science-related activities such as reading about science, talking with other people about science, or watching science shows on TV. However, the extent to which this does happen has not yet been established. The purposes of this study were to find out whether regular experiences of situational interest in science classes can enhance individual interest in science and whether there is an associated increase in science-related activities. The participants were primary teacher education students who were enrolled in a semester-length science course. Data were collected using a survey, an interest inventory, open-ended questionnaires and interviews. It was found that regular experiences of situational interest during the course were associated with positive changes in individual interest in science and increased participation in science-related activities. These changes remained relatively stable over a delay period of 10 months after the end of the course.

The academic and nonacademic characteristics of science and nonscience majors in Yemeni high schools

NASA Astrophysics Data System (ADS)

Anaam, Mahyoub Ali

The purposes of this study were: (a) to identify the variables associated with selection of majors; (b) to determine the differences between science and nonscience majors in general, and high and low achievers in particular, with respect to attitudes toward science, integrated science process skills, and logical thinking abilities; and (c) to determine if a significant relationship exists between students' majors and their personality types and learning styles. Data were gathered from 188 twelfth grade male and female high school students in Yemen, who enrolled in science (45 males and 47 females) and art and literature (47 males and 49 females) tracks. Data were collected by the following instruments: Past math and science achievement (data source taken from school records), Kolb's Learning Styles Inventory (1985), Integrated Science Process Skills Test, Myers-Briggs Type Indicator, Attitude Toward Science in School Assessment, Group Assessment of Logical Thinking, Yemeni High School Students Questionnaire. The Logistic Regression Model and the Linear Discriminant Analysis identified several variables that are associated with selection of majors. Moreover, some of the characteristics of science and nonscience majors that were revealed by these models include the following: Science majors seem to have higher degrees of curiosity in science, high interest in science at high school level, high tendency to believe that their majors will help them to find a potential job in the future, and have had higher achievement in science subjects, and have rated their math teachers higher than did nonscience majors. In contrast, nonscience majors seem to have higher degrees of curiosity in nonscience subjects, higher interest in science at elementary school, higher anxiety during science lessons than did science majors. In addition, General Linear Models allow that science majors generally demonstrate more positive attitudes towards science than do nonscience majors and they outperform nonscience majors on integrated science process skills and logical thinking abilities. High achievers in science majors have a significantly higher attitude toward science, higher integrated science process skills, and higher logical thinking abilities than high and low achievers in nonscience majors. No gender differences were found on these variables. Chi-Square tests indicate that no significant relationships exist between students' majors and their personality types and learning styles. However, it was found that majority of students prefer extroversion over introversion, sensing over intuition, thinking over feeling, and judging over perceiving. Moreover, the most common learning styles among science and nonscience majors were the divergent and the assimilative learning styles. Finally, the educational implication of these findings were discussed and future research that need to be conducted were proposed.

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

NASA Astrophysics Data System (ADS)

Cavalli-Sforza, Violetta Laura Maria

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

Stability and performance analysis of a jump linear control system subject to digital upsets

NASA Astrophysics Data System (ADS)

Wang, Rui; Sun, Hui; Ma, Zhen-Yang

2015-04-01

This paper focuses on the methodology analysis for the stability and the corresponding tracking performance of a closed-loop digital jump linear control system with a stochastic switching signal. The method is applied to a flight control system. A distributed recoverable platform is implemented on the flight control system and subject to independent digital upsets. The upset processes are used to stimulate electromagnetic environments. Specifically, the paper presents the scenarios that the upset process is directly injected into the distributed flight control system, which is modeled by independent Markov upset processes and independent and identically distributed (IID) processes. A theoretical performance analysis and simulation modelling are both presented in detail for a more complete independent digital upset injection. The specific examples are proposed to verify the methodology of tracking performance analysis. The general analyses for different configurations are also proposed. Comparisons among different configurations are conducted to demonstrate the availability and the characteristics of the design. Project supported by the Young Scientists Fund of the National Natural Science Foundation of China (Grant No. 61403395), the Natural Science Foundation of Tianjin, China (Grant No. 13JCYBJC39000), the Scientific Research Foundation for the Returned Overseas Chinese Scholars, State Education Ministry, China, the Tianjin Key Laboratory of Civil Aircraft Airworthiness and Maintenance in Civil Aviation of China (Grant No. 104003020106), and the Fund for Scholars of Civil Aviation University of China (Grant No. 2012QD21x).

"Back to the Future" in a Ukrainian Manner: Examining the Impact of the Contradictory 2001 and 2010 Education Reforms on Ukrainian Schools and Science Subjects

ERIC Educational Resources Information Center

Fomichova, Kseniya; Kazama, Futaba; Misonou, Taku

2014-01-01

This study analyses and evaluates the impact of two recent (2001 and 2010) education reforms on Ukrainian secondary schools, and, in particular, on science subjects (physics, chemistry, biology and Earth science), in terms of the structural, quantitative and qualitative characteristics of the reformed disciplines. It also examines societal…

Why School Students Choose and Reject Science: A Study of the Factors That Students Consider When Selecting Subjects

ERIC Educational Resources Information Center

Palmer, Tracey-Ann; Burke, Paul F.; Aubusson, Peter

2017-01-01

Student study of science at school has been linked to the need to provide a scientifically capable workforce and a scientifically literate society. Educators, scientists, and policymakers are concerned that too few students are choosing science for study in their final years of school. How and why students choose and reject certain subjects,…

From Black and White to Shades of Grey: A Longitudinal Study of Teachers' Perspectives on Teaching Sociocultural and Subjective Aspects of Science

ERIC Educational Resources Information Center

Leden, Lotta; Hansson, Lena; Redfors, Andreas

2017-01-01

Traditional school science has been described as focused on indisputable facts where scientific processes and factors affecting these processes become obscured or left undiscussed. In this article, we report on teachers' perspectives on the teaching of sociocultural and subjective aspects of the nature of science (NOS) as a way to accomplish a…

Staying in the Science Stream: Patterns of Participation in A-Level Science Subjects in the UK

ERIC Educational Resources Information Center

Smith, Emma

2011-01-01

This paper describes patterns of participation and attainment in A-level physics, chemistry and biology from 1961 to 2009. The A level has long been seen as an important gateway qualification for higher level study, particularly in the sciences. This long-term overview examines how recruitment to these three subjects has changed in the context of…

Performance in grade 12 mathematics and science predicts student nurses' performance in first year science modules at a university in the Western Cape.

PubMed

Mthimunye, Katlego D T; Daniels, Felicity M

2017-10-26

The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence. The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules. A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman's rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules. The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions. Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

Occupational injury and fatality investigations: the application of forensic nursing science.

PubMed

Harris, Colin

2013-01-01

The forensic evaluation of trauma in occupational injuries and fatalities can provide the benefit of a more thorough analysis of incident causation. Forensic nursing science applied during workplace investigations can assist investigators to determine otherwise unknown crucial aspects of the incident circumstances that are important to event reconstruction, the enforcement of occupational health and safety requirements, and the direction of workplace prevention initiatives. Currently, a medical and forensic medical knowledge gap exists in the subject-matter expertise associated with occupational accident investigations. This gap can be bridged with the integration of forensic nursing in the investigation of workplace fatalities and serious injuries.

Conservation in Physics Teaching, History of Science and in Child Development

NASA Astrophysics Data System (ADS)

Speltini, Cristina; Dibar Ure, María Celia

The current work is an exploratory study on the ideas thatstudents in their fourth semester of engineering have about ``conservation''. Wereview the Piagetian position on the importance of conservations in logical operational structures inchild development and we comment upon other current trends in cognitive psychology. We discussbriefly the development of conservations in science during the 17th, 18th and 19th centuries and we pointout the contrast between this and how most textbooks introduce this subject. We have also carried out afirst, tentative analysis of the answers given by a sample of these students to a brief questionnaire about``conservation'' and ``non-conservation''.

The preservice microteaching course and science teachers' instructional decisions: A qualitative analysis

NASA Astrophysics Data System (ADS)

Gess-Newsome, Julie; Lederman, Norman G.

The purpose of this investigation was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional decisions, and changes in beliefs which occur throughout the course. A total of 17 preservice teachers constituted the sample for this investigation. In addition to viewing and self-critiquing the videotapes of their lessons, students received both oral and written feedback from peers and instructors. Subjects were also required to complete a reaction questionnaire concerning their beliefs/perceptions prior to the first presentation as well as following each of the four required presentations. Systematic comparisons among students' self-critiques and reaction questionnaires yielded a total of 12 categories of concerns/beliefs about teaching. These categories pertained to either Concerns for Self or Concerns for Students. Although the subjects appeared to proceed through a developmental process beginning with concerns for self and moving toward concerns for students, analyses of subjects' comments about students revealed that such remarks were actually egocentric. Additionally, the data indicated that preservice teachers view planning as a complex, two-component process (i.e., the physical act of writing a plan and the subsequent mental rehearsal of that plan.).

Axiology, the Subject and the Chair

NASA Astrophysics Data System (ADS)

Melville, Wayne; Campbell, Todd; Jones, Doug

2017-08-01

This article addresses two gaps in the literature related to science department chairs: the axiological relationship between the chair and science, the subject, and the perceptions of the chair with respect to teaching and learning within their departments. In this work, axiology is used to understand how the chair's values toward the subject influenced his own perceived capacity to lead learning within his department in a reformed discourse. A narrative inquiry methodology was used to consider the chair's experiences in the development of his identify over his life span in the form of two stories: (1) the relationship between the chair and science, the subject, and (2) the perceptions of the chair with regards to teacher learning within the department. The findings revealed that the work and career of the chair in this study were authored by strong elements of personal continuity and points of stability around the valuing of science, the subject, even as this valuing evolved from being more focused on epistemic values early in his career, to being more concerned with universal values connected to his legacy and his department later in his career.

The Need for More Scientific Approaches to Science Communication

NASA Astrophysics Data System (ADS)

Sadri, S.

2015-12-01

Two possible goals for public science communication are: a) improving the public's in-depth understanding of the scientific subject; and b) fostering the public's belief that scientific efforts make a better world. Although (a) is often a natural target when scientists try to communicate their subject, the importance of (b) is underscored by the NSF, who investigated the "cultural authority of science" to understand science's role in policymaking. Surveys consistently find that there is a huge divergence between "knowledge" and "admiration" of science in society because science literacy has very little to do with public perception of science. However, even if both goals could be achieved, it doesn't necessarily mean that the general public will act on scientific advice. Different parts of society have different criteria for reaching judgments about how to act in their best interests. This makes the study of science communication important when controversies arise requiring public engagement. Climate change, sustainability, and water crises are only a few examples of such controversial subjects. Science communication can be designed carefully to sponsor dialogue and participation, to overcome perceptual obstacles, and to engage with stakeholders and the wider public. This study reviews work in social science that tries to answer: When is science communication necessary? What is involved in science communication? What is the role of media in effective science communication? It also reviews common recommendations for improved public engagement by scientists and science organizations. As part of this effort, I will present some portions of my science films. I will conclude with suggestions on what scientific institutions can focus on to build trust, relationships, and participation across segments of the public. Keywords: informal learning, popular science, climate change, water crisis, science communication, science films, science policy.

Behavior analysis and mechanism: One is not the other

PubMed Central

Morris, Edward K.

1993-01-01

Behavior analysts have been called mechanists, and behavior analysis is said to be mechanistic; that is, they are claimed to be aligned with the philosophy of mechanism. What this means is analyzed by (a) examining standard and specialized dictionary and encyclopedia definitions and descriptions of mechanism and its cognates and (b) reviewing contemporary representations of the mechanistic worldview in the literature on the philosophy of psychology. Although the term mechanism and its cognates are sometimes an honorific (e.g., “natural science”), their standard meanings, usages, and functions in society, science, psychology, and philosophy do not aptly characterize the discipline. These terms mischaracterize how behavior analysts conceptualize (a) the behavior of their subjects and the individuals with whom they work and (b) their own behavior as scientists. Discussion is interwoven throughout about the nature of terms and definitions in science. PMID:22478129

The Unhappy Marriage between Marxism and Race Critique: Political Economy and the Production of Racialized Knowledge

ERIC Educational Resources Information Center

Leonardo, Zeus

2004-01-01

In educational policy theory orthodox Marxism is known for its commitment to objectivism or the science of history. Race analysis is developed in its ability to explain the subjective dimension of racial oppression. The two theories are often at odds with each other. This article is an attempt to create a theory by integrating Marxist objectivism…

Awhina Revolution: A Bayesian Analysis of Undergraduate and Postgraduate Completion Rates from a Program for Maori and Pacific Success in STEM Disciplines

ERIC Educational Resources Information Center

Richardson, Ken; Clark, Zaramasina; Gaines, Michael; Kingi, Hautahi; Miller, Sonja; Pearson, Willie, Jr.; Richardson, Liz

2018-01-01

Maori and Pacific students generally do not attain the same levels of tertiary success as New Zealanders of European descent, particularly in science, technology, engineering, and mathematics (STEM) subjects. Te Ropu Awhina (Awhina), an equity initiative at Victoria University of Wellington in New Zealand between 1999 and 2015, aimed to produce…

A Review of the Capability Options Development and Analysis System and the Role of Risk Management

DTIC Science & Technology

2006-08-01

Development Plan OF Objective Force SME Subject Matter Expertise S&T Science & Technology SWOT strengths, weaknesses, opportunities and threats...aircraft, or armoured vehicles. Rather it is the combination of people, organisation, equipment, systems and facilities to achieve a desired...Defence policy or Joint Service implications. They include ships, tanks, missile systems, armoured personnel carriers, major electronic systems, and

An Analysis of Subject Matter Content of High School Physics Courses in Selected Schools of Nebraska.

ERIC Educational Resources Information Center

Kallemeyn, LeRoy Willard

Determined were the kinds of physics study items used, and the emphasis placed per item, by both the Physical Science Study Committee (PSSC) teachers and the teachers of traditional physics materials in the state of Nebraska. A questionnaire was sent to teachers from the largest 100 schools, ranked by total enrollment, and to fifty other teachers…

Teaching Enzymes to Pre-Service Science Teachers through POE (Predict, Observe, Explain) Method: The Case of Catalase

ERIC Educational Resources Information Center

Güngör, Sema Nur; Özkan, Muhlis

2016-01-01

The aim of this study is to teach enzymes, which are one of the biology subjects in understanding which students have a big difficulty, to pre-service teachers through POE method in the case of catalase, which is an oxidoreductase. Descriptive analysis method was employed in this study in which 38 second grade pre-service teachers attending Uludag…

The Paradoxical Relationship between Student Achievement and Self-Perception: A Cross-National Analysis Based on Three Waves of TIMSS Data

ERIC Educational Resources Information Center

Shen, C.; Tam, H. P.

2008-01-01

Using 3 waves of the TIMSS data, this study investigates the relationship between 8th-graders' mathematics and science achievement and their self-perceptions on these 2 subjects. For within-country data, there is generally a positive relationship between students' achievement and the following 3 measures of their self-perception: how much they…

Digital science games' impact on sixth and eighth graders' perceptions of science

NASA Astrophysics Data System (ADS)

Peng, Li-Wei

2009-12-01

The quasi-experimental study investigated sixth and eighth graders' perceptions of science with gender, grade levels, and educational experiences as the variables. The Theory of Planned Behavior (Ajzen, 1985) claims that attitude toward the behavior, subjective norm, and perceived behavioral control play a major role in people's intentions, and these intentions ultimately impact their behavior. The study adopted a quantitative research approach by conducting a science perceptions survey for examining students' self-efficacy in learning science (i.e., perceived behavioral control), value of science (i.e., attitude toward the behavior), motivation in science (i.e., attitude toward the behavior), and perceptions of digital science games in science classes (i.e., perceived behavioral control). A total of 255 participants' responses from four rural Appalachian middle school science classrooms in southeastern Ohio were analyzed through a three-way ANCOVA factorial pre-test and post-test data analysis with experimental and comparison groups. Additionally, the study applied a semi-structured, in-depth interview as a qualitative research approach to further examine STEAM digital science games' and Fellows' impact on students' perceptions of science. Eight students in the experimental group were interviewed. Interview data were analyzed with an inductive method. The results found in the three-way ANCOVA data analysis indicated that the diversity of educational experiences was a significant factor that impacted sixth and eighth graders' perceptions of science. Additionally, the interaction of gender and educational experiences was another significant factor that impacted sixth and eighth graders' perceptions of science. The findings of the two short-answer questions identified the reasons why the participants liked or disliked science, as well as why the participants would or would not choose a career in science. The conclusions of the semi-structured, in-depth interview supported that the interviewees' perceptions of the STEAM digital science games and Fellows ranged from neutral to positive. Seven out of eight of the interviewees commented that the STEAM digital science games and Fellows enhanced the interviewees' perceptions of science and their choice of careers. Five out of eight of the interviewees intended to have careers in science.

Engaging Scientists with the CosmoQuest Citizen Science Virtual Research Facility

NASA Astrophysics Data System (ADS)

Grier, Jennifer A.; Gay, Pamela L.; Buxner, Sanlyn; Noel-Storr, Jacob; CosmoQuest Team

2016-10-01

NASA Science Mission Directorate missions and research return more data than subject matter experts (SMEs - scientists and engineers) can effectively utilize. Citizen scientist volunteers represent a robust pool of energy and talent that SMEs can draw upon to advance projects that require the processing of large quantities of images, and other data. The CosmoQuest Virtual Research Facility has developed roles and pathways to engage SMEs in ways that advance the education of the general public while producing science results publishable in peer-reviewed journals, including through the CosmoQuest Facility Small Grants Program and CosmoAcademy. Our Facility Small Grants Program is open to SMEs to fund them to work with CosmoQuest and engage the public in analysis. Ideal projects have a specific and well-defined need for additional eyes and minds to conduct basic analysis and data collection (such as crater counting, identifying lineaments, etc.) Projects selected will undergo design and implementation as Citizen Science Portals, and citizen scientists will be recruited and trained to complete the project. Users regularly receive feedback on the quality of their data. Data returned will be analyzed by the SME and the CQ Science Team for joint publication in a peer-reviewed journal. SMEs are also invited to consider presenting virtual learning courses in the subjects of their choice in CosmoAcademy. The audience for CosmoAcademy are lifelong-learners and education professionals. Classes are capped at 10, 15, or 20 students. CosmoAcademy can also produce video material to archive seminars long-term. SMEs function as advisors in many other areas of CosmoQuest, including the Educator's Zone (curricular materials for K-12 teachers), Science Fair Projects, and programs that partner to produce material for podcasts and planetaria. Visit the CosmoQuest website at cosmoquest.org to learn more, and to investigate current opportunities to engage with us. CosmoQuest is funded through individual donations, through NASA Cooperative Agreement NNX16AC68A, and through additional grants and contracts that are listed on the About page of our website, cosmoquest.org.

Impact of GDP, Spending on R&D, Number of Universities and Scientific Journals on Research Publications among Asian Countries

PubMed Central

Meo, Sultan Ayoub; Al Masri, Abeer A.; Usmani, Adnan Mahmood; Memon, Almas Naeem; Zaidi, Syed Ziauddin

2013-01-01

Objectives This study aimed to compare the impact of Gross Domestic Product (GDP) per capita, spending on Research and Development (R&D), number of universities, and Indexed Scientific Journals on total number of research documents (papers), citations per document and Hirsch index (H-index) in various science and social science subjects among Asian countries. Materials and Methods In this study, 40 Asian countries were included. The information regarding Asian countries, their GDP per capita, spending on R&D, total number of universities and indexed scientific journals were collected. We recorded the bibliometric indicators, including total number of research documents, citations per document and H-index in various science and social sciences subjects during the period 1996–2011. The main sources for information were World Bank, SCI-mago/Scopus and Web of Science; Thomson Reuters. Results The mean per capita GDP for all the Asian countries is 14448.31±2854.40 US$, yearly per capita spending on R&D 0.64±0.16 US$, number of universities 72.37±18.32 and mean number of ISI indexed journal per country is 17.97±7.35. The mean of research documents published in various science and social science subjects among all the Asian countries during the period 1996–2011 is 158086.92±69204.09; citations per document 8.67±0.48; and H-index 122.8±19.21. Spending on R&D, number of universities and indexed journals have a positive correlation with number of published documents, citations per document and H-index in various science and social science subjects. However, there was no association between the per capita GDP and research outcomes. Conclusion The Asian countries who spend more on R&D have a large number of universities and scientific indexed journals produced more in research outcomes including total number of research publication, citations per documents and H-index in various science and social science subjects. PMID:23840471

Computer science security research and human subjects: emerging considerations for research ethics boards.

PubMed

Buchanan, Elizabeth; Aycock, John; Dexter, Scott; Dittrich, David; Hvizdak, Erin

2011-06-01

This paper explores the growing concerns with computer science research, and in particular, computer security research and its relationship with the committees that review human subjects research. It offers cases that review boards are likely to confront, and provides a context for appropriate consideration of such research, as issues of bots, clouds, and worms enter the discourse of human subjects review.

75 FR 36414 - American Indians Into Psychology; Notice of Competitive Grant Applications for American Indians...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-25

... subjects of math and science in order to pursue training in the health professions. f. Provide budget... enrichment in the subjects of math and science in order to pursue training in the health professions. f...

Engaging Parents and Pupils in Astronomy

NASA Astrophysics Data System (ADS)

Stevenson, Rod

2016-04-01

"The British National Space Centre partnership has recognised for some time that Space and Astronomy are particularly attractive subjects for school students and that including these in the science curriculum can have a positive effect on student interest in science. Drivers are that the number of young people studying science and engineering subjects at A-level and beyond is declining; young people should have an understanding of the importance of science and technology to the world around them; and that UK space industry (including technology, engineering, space science, Earth observation science) must renew itself." BRINGING SPACE INTO SCHOOL Professor Martin Barstow, University of Leicester Published by PPARC on behalf of the British National Space Centre Partnership October 2005 "It has become more and more difficult to persuade young people to follow a career in STEM (Science, Technology, Engineering & Mathematics) subjects. Across the EU, the number of graduates in STEM subjects has dropped from 24.3% in 2002 to 22.6% in 2011" (Source EUSTAT) It was Martin Barstow's report in 2005 that started my attempt to interest people in Science and Technology, At Ormiston Victory Academy (OVA) for the past two years, we have embarked on a program to enthuse pupils to study science related subject through the medium of Astronomy. We teach Edexcel GCSE Astronomy to a joint parent and pupil group. They study together and at the end of the course, both take the GCSE examination. The idea is that the pupils see that science is important to their parents and that a very practical facet of science is also fun. Astronomy is a multidisciplinary course bringing together elements of Science, Maths, Technology, Geography and History. It is hoped that the enthusiasm shown by the pupils will spill over into the mainstream subjects including maths. The parents get an idea of the work and level of knowledge required by their children to complete a GCSE level subject. They also report back that they find it a confidence raising activity that they can still learn new information. It is also an opportunity to take Science out into the community as an outreach event. Spaceschool.org.uk is a company that takes space and rocket themed activities out to primary and secondary schools in East Anglia along with youth and adult groups such as Rainbow, Brownies, Guides, Cubs, Scouts and Aeronautical and Engineering interest groups. It also provides advice to TV, film and museums in the area. Future plans include launching a mobile digital planetarium scheme to interested parties in East Anglia to replace the current holes in a dome system available for only three months of the year at present. East Anglia is often viewed as behind the times in terms of infrastructure and outlook by the rest of the UK. I want to show that we can have cutting edge resources along with all of the UK.

An ontology of scientific experiments

PubMed Central

Soldatova, Larisa N; King, Ross D

2006-01-01

The formal description of experiments for efficient analysis, annotation and sharing of results is a fundamental part of the practice of science. Ontologies are required to achieve this objective. A few subject-specific ontologies of experiments currently exist. However, despite the unity of scientific experimentation, no general ontology of experiments exists. We propose the ontology EXPO to meet this need. EXPO links the SUMO (the Suggested Upper Merged Ontology) with subject-specific ontologies of experiments by formalizing the generic concepts of experimental design, methodology and results representation. EXPO is expressed in the W3C standard ontology language OWL-DL. We demonstrate the utility of EXPO and its ability to describe different experimental domains, by applying it to two experiments: one in high-energy physics and the other in phylogenetics. The use of EXPO made the goals and structure of these experiments more explicit, revealed ambiguities, and highlighted an unexpected similarity. We conclude that, EXPO is of general value in describing experiments and a step towards the formalization of science. PMID:17015305

Celebrity over science? An analysis of Lyme disease video content on YouTube.

PubMed

Yiannakoulias, N; Tooby, R; Sturrock, S L

2017-10-01

Lyme disease has been a subject of medical controversy for several decades. In this study we looked at the availability and type of content represented in a (n = 700) selection of YouTube videos on the subject of Lyme disease. We classified video content into a small number of content areas, and studied the relationship between these content areas and 1) video views and 2) video likeability. We found very little content uploaded by government or academic institutions; the vast majority of content was uploaded by independent users. The most viewed videos tend to contain celebrity content and personal stories; videos with prevention information tend to be of less interest, and videos with science and medical information tend to be less liked. Our results suggest that important public health information on YouTube is very likely to be ignored unless it is made more appealing to modern consumers of online video content. Copyright © 2017 Elsevier Ltd. All rights reserved.

Should applicants to Nottingham University Medical School study a non-science A-level? A cohort study.

PubMed

Yates, Janet; Smith, Jennifer; James, David; Ferguson, Eamonn

2009-01-21

It has been suggested that studying non-science subjects at A-level should be compulsory for medical students. Our admissions criteria specify only Biology, Chemistry and one or more additional subjects. This study aimed to determine whether studying a non-science subject for A-level is an independent predictor of achievement on the undergraduate medical course. The subjects of this retrospective cohort study were 164 students from one entry-year group (October 2000), who progressed normally on the 5-year undergraduate medical course at Nottingham. Pre-admission academic and socio-demographic data and undergraduate course marks were obtained. T-test and hierarchical multiple linear regression analyses were undertaken to identify independent predictors of five course outcomes at different stages throughout the course. There was no evidence that the choice of science or non-science as the third or fourth A-level subject had any influence on course performance. Demographic variables (age group, sex, and fee status) had some predictive value but ethnicity did not. Pre-clinical course performance was the strongest predictor in the clinical phases (pre-clinical Themes A&B (knowledge) predicted Clinical Knowledge, p < 0.001, and pre-clinical Themes C&D (skills) predicted Clinical Skills, p = or< 0.01). This study of one year group at Nottingham Medical School provided no evidence that the admissions policy on A-level requirements should specify the choice of third or fourth subject.

Should applicants to Nottingham University Medical School study a non-science A-level? A cohort study

PubMed Central

Yates, Janet; Smith, Jennifer; James, David; Ferguson, Eamonn

2009-01-01

Background It has been suggested that studying non-science subjects at A-level should be compulsory for medical students. Our admissions criteria specify only Biology, Chemistry and one or more additional subjects. This study aimed to determine whether studying a non-science subject for A-level is an independent predictor of achievement on the undergraduate medical course. Methods The subjects of this retrospective cohort study were 164 students from one entry-year group (October 2000), who progressed normally on the 5-year undergraduate medical course at Nottingham. Pre-admission academic and socio-demographic data and undergraduate course marks were obtained. T-test and hierarchical multiple linear regression analyses were undertaken to identify independent predictors of five course outcomes at different stages throughout the course. Results There was no evidence that the choice of science or non-science as the third or fourth A-level subject had any influence on course performance. Demographic variables (age group, sex, and fee status) had some predictive value but ethnicity did not. Pre-clinical course performance was the strongest predictor in the clinical phases (pre-clinical Themes A&B (knowledge) predicted Clinical Knowledge, p < 0.001, and pre-clinical Themes C&D (skills) predicted Clinical Skills, p = < 0.01). Conclusion This study of one year group at Nottingham Medical School provided no evidence that the admissions policy on A-level requirements should specify the choice of third or fourth subject. PMID:19159444

Nursing home staff members' subjective frames of reference on residents' achievement of ego integrity: A Q-methodology study.

PubMed

Lim, Sun-Young; Chang, Sung-Ok

2018-01-01

To discover the structure of the frames of reference for nursing home staff members' subjective judgment of residents' achievement of ego integrity. Q-methodology was applied. Twenty-eight staff members who were working in a nursing home sorted 34 Q-statements into the shape of a normal distribution. A centroid factor analysis and varimax rotation, using the PQ-method program, revealed four factors: identifying clues to residents' positive acceptance of their whole life span, identifying residents' ways of enjoying their current life, referencing residents' attitudes and competencies toward harmonious relationships, and identifying residents' integrated efforts to establish self-esteem. These subjective frames of reference need to be investigated in order to improve the relationships with nursing home residents and their quality of life. Consequently, the fundamental monitoring tools to help staff members make subjective judgments can be formed. © 2017 Japan Academy of Nursing Science.

Religiousness, social support and subjective well-being: An exploratory study among adolescents in an Asian atheist country.

PubMed

Ju, Chengting; Zhang, Baoshan; You, Xuqun; Alterman, Valeria; Li, Yongkang

2018-04-01

Few studies have focused on the relationships among religiousness, social support and subjective well-being in Chinese adolescent populations. This study tries to fill this gap. Using cluster sampling, we selected two groups: Group A, which included 738 Tibetan adolescents with a formal religious affiliation and represented adolescents from a religious culture, and Group B, which included 720 Han adolescents without a religious affiliation and represented adolescents from an irreligious culture. Structural equation modelling showed that only in Group A did social support mediate (partially) the relationship between religious experience and subjective well-being; furthermore, the results of a hierarchical regression analysis showed that only in Group A did social support moderate the relationship between religious ideology and subjective well-being. Possible explanations for the discrepancies between the findings obtained in this study and those obtained in previous studies are discussed. © 2016 International Union of Psychological Science.

Clothing damage analysis in alleged sexual assaults--the need for a systematic approach.

PubMed

Boland, C A; McDermott, S D; Ryan, J

2007-04-11

Clothing damage analysis is an integral part of the examinations carried out in sexual assault type cases. This analysis can be used to corroborate different versions of events and is at its most powerful in elucidating false allegation cases and consent cases. The purpose of this study was to determine to what extent people with varying levels of forensic awareness, experience and training could correctly carry out damage analysis. Two participant groups were asked to take part in this study. Group A ('forensic group') comprised participants at a forensic science conference, and Group B ('student group') comprised students undertaking a degree course in Forensic Science. Each group was given a practical workshop consisting of a lecture outlining common fabric types and general features observed in different damage types. Each participant was subsequently shown 25 pieces of 'damage' and asked to identify both the type of fabric construction (knit or weave) and the type of damage (cut, tear, rip, wear and tear). The ability to identify fabric construction and damage types varied within the two groups studied and across the groups. The forensic group performed better both in fabric and damage assessment than the student group. This paper suggests a systematic approach to clothing damage analysis to maximise the benefits that can be obtained from this area of forensic science and to minimise the subjectivity within the field.

The Challenge of the Humanities and Social Science Education Through the Basic Seminar (Science of Snow Sports)

NASA Astrophysics Data System (ADS)

Taniai, Tetsuyuki; Sugimoto, Taku; Sato, Ken-Ichi; Ikota, Masaru

The Education Center of Chiba Institute of Technology is taking a new approach to the introduction of liberal arts subjects commonly included in the curriculum of all departments through a newly established basic seminar, the Science of Snow Sports. Each faculty member has been working on setting up classes that cross the conventional boundaries of fields and disciplines and which are targeted at students of all faculties and departments. This paper describes the potential for teaching liberal arts and social science subjects to engineering students through the medium of sports science, based on actual experience gained via this new approach.

Can economics be a physical science?

NASA Astrophysics Data System (ADS)

Foley, Duncan K.

2016-12-01

Economics and other social sciences stem from the same methodological scientific revolution that gave birth to the natural sciences. The natural and social sciences share a commitment to the dialectical process of theory formation on the basis of empirical findings and theory revision to incorporate empirical anomalies. Claims that the subject matter of social and natural sciences differ qualitatively in terms of mathematical formalism, statistical modeling, or reductionism are unconvincing. The notion of a "value-free" character to natural sciences fails historical and critical tests. Natural and social sciences share an ideological component in their representation of the relation between the subject and the external natural and social world. Natural sciences arise from the struggles of human beings with nature in the process of social reproduction, while social sciences arise from the struggles of human beings with each other and with the class divisions social reproduction imposes.

Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

ERIC Educational Resources Information Center

Lederman, Norman G.; Gess-Newsome, Julie

1992-01-01

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

Conservation Science Fair Projects.

ERIC Educational Resources Information Center

Soil Conservation Society of America, Ankeny, IA.

Included are ideas, suggestions, and examples for selecting and designing conservation science projects. Over 70 possible conservation subject areas are presented with suggested projects. References are cited with each of these subject areas, and a separate list of annotated references is included. The references pertain to general subject…

Dimensionality and predictive validity of the HAM-Nat, a test of natural sciences for medical school admission

PubMed Central

2011-01-01

Background Knowledge in natural sciences generally predicts study performance in the first two years of the medical curriculum. In order to reduce delay and dropout in the preclinical years, Hamburg Medical School decided to develop a natural science test (HAM-Nat) for student selection. In the present study, two different approaches to scale construction are presented: a unidimensional scale and a scale composed of three subject specific dimensions. Their psychometric properties and relations to academic success are compared. Methods 334 first year medical students of the 2006 cohort responded to 52 multiple choice items from biology, physics, and chemistry. For the construction of scales we generated two random subsamples, one for development and one for validation. In the development sample, unidimensional item sets were extracted from the item pool by means of weighted least squares (WLS) factor analysis, and subsequently fitted to the Rasch model. In the validation sample, the scales were subjected to confirmatory factor analysis and, again, Rasch modelling. The outcome measure was academic success after two years. Results Although the correlational structure within the item set is weak, a unidimensional scale could be fitted to the Rasch model. However, psychometric properties of this scale deteriorated in the validation sample. A model with three highly correlated subject specific factors performed better. All summary scales predicted academic success with an odds ratio of about 2.0. Prediction was independent of high school grades and there was a slight tendency for prediction to be better in females than in males. Conclusions A model separating biology, physics, and chemistry into different Rasch scales seems to be more suitable for item bank development than a unidimensional model, even when these scales are highly correlated and enter into a global score. When such a combination scale is used to select the upper quartile of applicants, the proportion of successful completion of the curriculum after two years is expected to rise substantially. PMID:21999767

Dimensionality and predictive validity of the HAM-Nat, a test of natural sciences for medical school admission.

PubMed

Hissbach, Johanna C; Klusmann, Dietrich; Hampe, Wolfgang

2011-10-14

Knowledge in natural sciences generally predicts study performance in the first two years of the medical curriculum. In order to reduce delay and dropout in the preclinical years, Hamburg Medical School decided to develop a natural science test (HAM-Nat) for student selection. In the present study, two different approaches to scale construction are presented: a unidimensional scale and a scale composed of three subject specific dimensions. Their psychometric properties and relations to academic success are compared. 334 first year medical students of the 2006 cohort responded to 52 multiple choice items from biology, physics, and chemistry. For the construction of scales we generated two random subsamples, one for development and one for validation. In the development sample, unidimensional item sets were extracted from the item pool by means of weighted least squares (WLS) factor analysis, and subsequently fitted to the Rasch model. In the validation sample, the scales were subjected to confirmatory factor analysis and, again, Rasch modelling. The outcome measure was academic success after two years. Although the correlational structure within the item set is weak, a unidimensional scale could be fitted to the Rasch model. However, psychometric properties of this scale deteriorated in the validation sample. A model with three highly correlated subject specific factors performed better. All summary scales predicted academic success with an odds ratio of about 2.0. Prediction was independent of high school grades and there was a slight tendency for prediction to be better in females than in males. A model separating biology, physics, and chemistry into different Rasch scales seems to be more suitable for item bank development than a unidimensional model, even when these scales are highly correlated and enter into a global score. When such a combination scale is used to select the upper quartile of applicants, the proportion of successful completion of the curriculum after two years is expected to rise substantially.

The Relationship of Discipline Background to Upper Secondary Students' Argumentation on Socioscientific Issues

NASA Astrophysics Data System (ADS)

Christenson, Nina; Chang Rundgren, Shu-Nu; Zeidler, Dana L.

2014-08-01

In the present STEM (Science, Technology, Engineering, and Mathematics)-driven society, socioscientific issues (SSI) have become a focus globally and SSI research has grown into an important area of study in science education. Since students attending the social and science programs have a different focus in their studies and research has shown that students attending a science program are less familiar with argumentation practice, we make a comparison of the supporting reasons social science and science majors use in arguing different SSI with the goal to provide important information for pedagogical decisions about curriculum and instruction. As an analytical framework, a model termed SEE-SEP covering three aspects (of knowledge, value, and experiences) and six subject areas (of sociology/culture, economy, environment/ecology, science, ethics/morality, and policy) was adopted to analyze students' justifications. A total of 208 upper secondary students (105 social science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSI including global warming, genetically modified organisms (GMO), nuclear power, and consumer consumption. The results showed that the social science majors generated more justifications than the science majors, the aspect of value was used most in students' argumentation regardless of students' discipline background, and justifications from the subject area of science were most often presented in nuclear power and GMO issues. We conclude by arguing that engaging teachers from different subjects to cooperate when teaching argumentation on SSI could be of great value and provide students from both social science and science programs the best possible conditions in which to develop argumentation skills.

Structure & Coupling of Semiotic Sets

NASA Astrophysics Data System (ADS)

Orsucci, Franco; Giuliani, Alessandro; Zbilut, Joseph

2004-12-01

We investigated the informational structure of written texts (also in the form of speech transcriptions) using Recurrence Quantification Analysis (RQA). RQA technique provides a quantitative description of text sequences at the orthographic level in terms of structuring, and may be useful for a variety of linguistics-related studies. We used RQA to measure differences in linguistic samples from different subjects. They were divided in subgroups based on personality and culture differences. We used RQA and KRQA (Cross Recurrence) to measure the coupling and synchronization during the conversation (semiotic interaction) of different subjects. We discuss results both for the improvement of methodology and some general implications for neurocognitive science.

[Individual responses of arterial pressure to geomagnetic activity in practically healthy subjects].

PubMed

Zenchenko, T A; Dimitrova, S; Stoilova, I; Breus, T K

2009-01-01

Dynamic analysis of arterial blood pressure in relation to the Earth's magnetic field perturbations was performed in 77 practically healthy volunteers (staff of Bulgarian Academy of Sciences). Almost half of them proved magneto-sensitive, i.e. experienced AP elevation with increased geomagnetic activity. The probability of development of magnetic sensitivity was independent of age and gender but increased in volunteers having even mild cardiovascular pathology. These subjects complained of worsened health condition upon a rise in geomagnetic activity. However, some volunteers reported deteriorated well-being without AD elevation. It means that AD measurement may be insufficient for reliable monitoring magnetic sensitivity.

Analysis of aggregate impact factor inflation in ophthalmology.

PubMed

Caramoy, Albert; Korwitz, Ulrich; Eppelin, Anita; Kirchhof, Bernd; Fauser, Sascha

2013-01-01

To analyze the aggregate impact factor (AIF) in ophthalmology, its inflation rate, and its relation to other subject fields. A retrospective, database review of all subject fields in the Journal Citation Reports (JCR), Science edition. Citation data, AIF, number of journals and citations from the years 2003-2011 were analyzed. Data were retrieved from JCR. Future trends were calculated using a linear regression method. The AIF varies considerably between subjects. It shows also an inflation rate, which varies annually. The AIF inflation rate in ophthalmology was not as high as the background AIF inflation rate. The AIF inflation rate caused the AIF to increase annually. Not considering these variations in the AIF between years and between fields will make the AIF as a bibliometric tool inappropriate. Copyright © 2012 S. Karger AG, Basel.

The effectiveness of an American science camp for Taiwanese high school students

NASA Astrophysics Data System (ADS)

Kuo, Pi-Chu

The purposes of this study were: (1) to evaluate the effectiveness of an American science camp for Taiwanese high school students in terms of student attitudes toward science; (2) to understand the factors that affect student attitudes toward science in the American science camp. Qualitative and quantitative data were collected and analyzed to answer my research questions: (1) How did the influence of the abroad science camp differ from the local one in terms of student attitudes toward science? (2) How did gender, grade level, and personality affect student attitudes toward science in the abroad science camp? An Attitudes toward Science Inventory was used in this study to measure student attitudes. The results of factor analysis suggested that the attitudes measured in this study include five common factors: science as school subjects (SC), science in society (SS), value of science (VS), science in laboratory (SL), and nature of science (NS). Significant improvements were found in SS, VS, and NS after the experiences of the abroad science camp. In the local science camp, only NS was non-significant comparing before and after the camp. The results from the comparisons between the two science camps show that different program designs have different impacts on student attitudes toward science. Furthermore, whether the science camps are designed based on learning theory or not, and regardless of how much time the campers spend in science-related activities during science camps, science camps can motivate students' interests in learning science. The results of mixed-design ANOVA for gender, grade level, and personality suggest that most of these personal factors did not significantly affect student attitudes. However, extraversion/introversion and sensing/intuition had impacts on the persuasibility of the abroad science camp.

Frontiers in Ecosystem Science: Energizing the Research Agenda

NASA Astrophysics Data System (ADS)

Weathers, K. C.; Groffman, P. M.; VanDolah, E.

2014-12-01

Ecosystem science has a long history as a core component of the discipline of Ecology, and although topics of research have fluctuated over the years, it retains a clear identity and continues to be a vital field. As science is becoming more interdisciplinary, particularly the science of global environmental change, ecosystem scientists are addressing new and important questions at the interface of multiple disciplines. Over the last two years, we organized a series of workshops and discussion groups at multiple scientific-society meetings, including AGU to identify frontiers in ecosystem research. The workshops featured short "soapbox" presentations where speakers highlighted key questions in ecosystem science. The presentations were recorded (video and audio) and subjected to qualitative text analysis for identification of frontier themes, attendees completed surveys, and a dozen additional "key informants" were interviewed about their views about frontiers of the discipline. Our effort produced 253 survey participants; the two largest groups of participants were full professors (24%) and graduate students (24%); no other specific group was > 10%. Formal text analysis of the soapbox presentations produced three major themes; "frontiers," "capacity building," and "barriers to implementation" with four or five sub-themes within each major theme. Key "frontiers" included; 1) better understanding of the drivers of ecosystem change, 2) better understanding of ecosystem process and function, 3) human dimensions of ecosystem science, and 4) problem-solving/applied research. Under "capacity building," key topics included: holistic approaches, cross-disciplinary collaboration, public support for research, data, training, and technology investment. Under "barriers" key topics included: limitations in theoretical thinking, insufficient funding/support, fragmentation across discipline, data access and data synthesis. In-depth interviews with 13 experts validated findings from analysis of soapbox presentations and surveys and also resulted in a conceptual model for understanding disciplinary frontiers.

Compassion and Vigilance: Investigators' Strategies To Manage Ethical Concerns in Palliative and End-of-Life Research

PubMed Central

Cartwright, Juliana C.; Nelson, Christine A.; Knafl, Kathleen

2012-01-01

Abstract Background Ethical concerns were identified as a potential barrier to advancing palliative and end-of-life science at the 2004 National Institutes of Health State of the Science Meeting. However, data are lacking about the nature of ethical concerns and strategies for balancing the need to advance science with human subjects protections. Methods A qualitative case-study design was used to follow 43 end-of-life studies from proposal development through the review process and implementation. Investigators participated in semi-structured telephone interviews and provided document data regarding their experiences with grant and IRB reviews. Using constant comparative analysis within and across cases, the investigators identified commonly encountered and unique concerns and strategies for managing these concerns. Findings Investigator strategies fell into two broad categories: 1) Recruitment and consent strategies related to subject identification and enrollment; and 2) Protocol-related strategies related to the process of data collection. These strategies shared the overarching meta-themes of compassion, as evidenced by a heightened sensitivity to the needs of the population, coupled with vigilance, as evidenced by close attention to the possible effects of study participation on the participants' well-being, clinical care, and the needs of research staff. Conclusions Ethical concerns have led to the development of compassionate and vigilant strategies designed to balance the potential for risk of harm with the need to advance the science of palliative and end-of-life care. These strategies can be used by investigators to address ethical concerns and minimize barriers to the development of palliative and end-of-life care science. PMID:22731516

Compassion and vigilance: investigators' strategies to manage ethical concerns in palliative and end-of-life research.

PubMed

Hickman, Susan E; Cartwright, Juliana C; Nelson, Christine A; Knafl, Kathleen

2012-08-01

Ethical concerns were identified as a potential barrier to advancing palliative and end-of-life science at the 2004 National Institutes of Health State of the Science Meeting. However, data are lacking about the nature of ethical concerns and strategies for balancing the need to advance science with human subjects protections. A qualitative case-study design was used to follow 43 end-of-life studies from proposal development through the review process and implementation. Investigators participated in semi-structured telephone interviews and provided document data regarding their experiences with grant and IRB reviews. Using constant comparative analysis within and across cases, the investigators identified commonly encountered and unique concerns and strategies for managing these concerns. Investigator strategies fell into two broad categories: 1) Recruitment and consent strategies related to subject identification and enrollment; and 2) Protocol-related strategies related to the process of data collection. These strategies shared the overarching meta-themes of compassion, as evidenced by a heightened sensitivity to the needs of the population, coupled with vigilance, as evidenced by close attention to the possible effects of study participation on the participants' well-being, clinical care, and the needs of research staff. Ethical concerns have led to the development of compassionate and vigilant strategies designed to balance the potential for risk of harm with the need to advance the science of palliative and end-of-life care. These strategies can be used by investigators to address ethical concerns and minimize barriers to the development of palliative and end-of-life care science.

B. F. Skinner's Science and Human Behavior: its antecedents and its consequences.

PubMed Central

Catania, A Charles

2003-01-01

Skinner's Science and Human Behavior marked a transition from a treatment of behavior that took physics as its reference science to one that emphasized behavior as a fundamental part of the subject matter of biology. The book includes what may be Skinner's earliest statement about the similarity of operant selection to Darwinian natural selection in phylogeny. Other major topics discussed in the book included multiple causation, private events, the self, and social contingencies. Among the important antecedents were Skinner's own Behavior of Organisms and Keller & Schoenfeld's Pincinples of Psychology. Current developments in education, behavioral economics, and some behavior therapies can be attributed at least in part to Skinner's seminal work. The effective behavioral analysis of governmental and religious systems will probably depend on elaborations of our understanding of verbal behavior. PMID:14964711

The Dynamics of Visual Experience, an EEG Study of Subjective Pattern Formation

PubMed Central

Elliott, Mark A.; Twomey, Deirdre; Glennon, Mark

2012-01-01

Background Since the origin of psychological science a number of studies have reported visual pattern formation in the absence of either physiological stimulation or direct visual-spatial references. Subjective patterns range from simple phosphenes to complex patterns but are highly specific and reported reliably across studies. Methodology/Principal Findings Using independent-component analysis (ICA) we report a reduction in amplitude variance consistent with subjective-pattern formation in ventral posterior areas of the electroencephalogram (EEG). The EEG exhibits significantly increased power at delta/theta and gamma-frequencies (point and circle patterns) or a series of high-frequency harmonics of a delta oscillation (spiral patterns). Conclusions/Significance Subjective-pattern formation may be described in a way entirely consistent with identical pattern formation in fluids or granular flows. In this manner, we propose subjective-pattern structure to be represented within a spatio-temporal lattice of harmonic oscillations which bind topographically organized visual-neuronal assemblies by virtue of low frequency modulation. PMID:22292053

An experimental study of a museum-based, science PD programme's impact on teachers and their students

NASA Astrophysics Data System (ADS)

Aaron Price, C.; Chiu, A.

2018-06-01

We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards science, along with teacher classroom behaviour. Subject content questions were mostly taken from standardised state tests and literature, with an 'Explain:' prompt added to some items. Teachers in the treatment group showed a 7% gain in subject content knowledge over the control group. Students of teachers in the treatment group showed a 4% gain in subject content knowledge over the control group on multiple-choice items and an 11% gain on the constructed response items. There was no overall change in science attitudes of teachers or students over the control groups but we did find differences in teachers' reported self-efficacy and teaching anxiety levels, plus PD teachers reported doing more student-centered science teaching activities than the control group. All teachers came into the PD with high initial excitement, perhaps reflecting its context within an informal learning environment.

Seeing things through science eyes: A case study of an exemplary elementary teacher

NASA Astrophysics Data System (ADS)

Foster, Andrea Susan

Science-eyed elementary teachers exhibit relentless passions for replacing traditional teaching with realistic, integrated, responsible instruction with science at its core. The purpose of this study was to explore an exemplary elementary teacher's thinking about science and how it serves as a vehicle for the learning that occurs in her primary classroom. Two research questions were investigated in this study. First, what does it mean for an exemplary elementary teacher to view all learning with science eyes? Second, in what ways does the science-oriented elementary teacher use her knowledge of science content, pedagogy, and practical experience to structure her students' learning and her classroom teaching? A naturalistic methodology was employed in this research effort. Classroom observations, teacher interviews, documents, and selected artifacts were analyzed using a constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985) and the analysis tools of HyperRESEARCH (1994) in an effort to unravel the complex, intuitive knowledge of a nationally recognized first grade teacher. Data analyses provided insightful information about this exceptional teacher and how she organizes, plans, and implements effective lessons that integrate science with all subject areas. Four direct observation themes, Best Practice, Just Like a Scientist, Integrating Curriculum - A Balancing Act, and Expert Pedagogy, and six interview themes, Curriculum - What to Teach?, Instruction - How to Teach, Knowing Students, Getting Stuff, Professionalism, and Reflective Practitioner, emerged from independent analyses of two data sets. Three overall themes, Head, Heart, and Hands of an Exemplary Science Elementary Teacher, emerged from a convergent content analysis. The themes provide the foundation for a proposed model of an expert science pedagogue. Ten portrait-like, impressionistic, vignettes are included in this unique study to capture the spirit of the science-eyed elementary teacher's outstanding work in her first-grade classroom. Conclusions indicate that an in-depth knowledge and genuine passion for science, students, and teaching drives science-eyed teachers. The science-eyed elementary teacher organizes curriculum and instruction with scientific principles and skills of inquiry in mind. She improvises lessons to meet students' needs and interests in science. The science-eyed elementary teacher seeks out other science-eyed teachers. She is unique, inventive, and self aware.

The Presentation of Science in Everyday Life: The Science Show

ERIC Educational Resources Information Center

Watermeyer, Richard

2013-01-01

This paper constitutes a case-study of the "science show" model of public engagement employed by a company of science communicators focused on the popularization of science, technology, engineering and mathematics (STEM) subject disciplines with learner constituencies. It examines the potential of the science show to foster the interest…

Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction

NASA Astrophysics Data System (ADS)

Steele, Astrid; Brew, Christine; Rees, Carol; Ibrahim-Khan, Sheliza

2013-02-01

Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs' attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.

"It's Funny that We Don't See the Similarities when that's what We're Aiming for"—Visualizing and Challenging Teachers' Stereotypes of Gender and Science

NASA Astrophysics Data System (ADS)

Andersson, Kristina

2012-04-01

This study illuminates teachers' conceptions of gender and science and possibilities to challenge these conceptions. Since 2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman's and Beauvoir's theories of gender. The results show that the teachers' ideas about gender/equity and science exist on several levels, within which various conceptions are represented. On the one hand, "reasoning around similarity", where teachers consider that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls are also observed. The girls' ways of working with science are not as highly valued as the boys', and this outlook on children can ultimately have consequences for girls' attitudes towards the subject. When teachers are allowed to read their own statements about the girls, they get "a glimpse of themselves", and their condescending ideas about girls are made visible. In this way, the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students.

Reflexivity and the "Acting Subject": Conceptualizing the Unit of Analysis in Qualitative Health Research.

PubMed

Shaw, James A

2016-07-06

The ways in which social scientists conceptualize the "reflexive" human subject have important consequences for how we go about our research. Whether and how we understand human subjects to be the authors of our own actions helps to structure what we say about health, health care, and the many other topics addressed in qualitative health research. In this article, I critically discuss assumptions of human reflexivity that are built into qualitative social science of health and medicine. I describe three alternative ways of understanding reflexive thought and human action derived from the theoretical works of Pierre Bourdieu, Bruno Latour, and George Lakoff and Mark Johnson, respectively. I then apply these three different ways of thinking about reflexivity and the acting subject to the analysis of an excerpt of participant observation data from a health services research study of transitions from hospital to home, illuminating the different kinds of analyses that arise from each perspective. I conclude with a call for social scientists to commit to the search for better ways of understanding the human subject, resisting the temptation to "settle" on theoretical statements that close down the path to more sophisticated conceptualizations of human thought and action. © The Author(s) 2016.

Approaches for Improving Earth System Science Education in Middle Schools and High Schools in the United States (Invited)

NASA Astrophysics Data System (ADS)

Adams, P. E.

2009-12-01

Earth system science is an often neglected subject in the US science curriculum. The state of Kansas State Department of Education, for example, has provided teachers with a curriculum guide for incorporating earth system science as an ancillary topic within the subjects of physics, chemistry, and the biological sciences. While this does provide a means to have earth system science within the curriculum, it relegates earth system science topics to a secondary status. In practice, earth system science topics are considered optional or only taught if there is time within an already an overly crowded curriculum. Given the importance of developing an educated citizenry that is capable of understanding, coping, and deciding how to live in a world where climate change is a reality requires a deeper understanding of earth system science. The de-emphasis of earth system science in favor of other science disciplines makes it imperative to seek opportunities to provide teachers, whose primary subject is not earth system science, with professional development opportunities to develop content knowledge understanding of earth system science, and pedagogical content knowledge (i.e. effective strategies for teaching earth system science). This is a noble goal, but there is no single method. At Fort Hays State University we have developed multiple strategies from face-to-face workshops, on-line coursework, and academic year virtual and face-to-face consultations with in-service and pre-service teachers. A review of the techniques and measures of effectiveness (based on teacher and student performance), and strengths and limitations of each method will be presented as an aid to other institutions and programs seeking to improve the teaching and learning of earth system science in their region.

Gendered education in a gendered world: looking beyond cosmetic solutions to the gender gap in science

NASA Astrophysics Data System (ADS)

Sinnes, Astrid T.; Løken, Marianne

2014-06-01

Young people in countries considered to be at the forefront of gender equity still tend to choose very traditional science subjects and careers. This is particularly the case in science, technology, engineering and mathematics subjects (STEM), which are largely male dominated. This article uses feminist critiques of science and science education to explore the underlying gendered assumptions of a research project aiming to contribute to improving recruitment, retention and gender equity patterns in STEM educations and careers. Much research has been carried out to understand this gender gap phenomenon as well as to suggest measures to reduce its occurrence. A significant portion of this research has focused on detecting the typical "female" and "male" interest in science and has consequently suggested that adjustments be made to science education to cater for these interests. This article argues that adjusting science subjects to match perceived typical girls' and boys' interests risks being ineffective, as it contributes to the imposition of stereotyped gender identity formation thereby also imposing the gender differences that these adjustments were intended to overcome. This article also argues that different ways of addressing gender issues in science education themselves reflects different notions of gender and science. Thus in order to reduce gender inequities in science these implicit notions of gender and science have to be made explicit. The article begins with an overview of the current situation regarding gender equity in some so- called gender equal countries. We then present three perspectives from feminist critiques of science on how gender can be seen to impact on science and science education. Thereafter we analyze recommendations from a contemporary research project to explore which of these perspectives is most prevalent.

A Multidisciplined Teaching Reform of Biomaterials Course for Undergraduate Students

NASA Astrophysics Data System (ADS)

Li, Xiaoming; Zhao, Feng; Pu, Fang; Liu, Haifeng; Niu, Xufeng; Zhou, Gang; Li, Deyu; Fan, Yubo; Feng, Qingling; Cui, Fu-zhai; Watari, Fumio

2015-12-01

The biomaterials science has advanced in a high speed with global science and technology development during the recent decades, which experts predict to be more obvious in the near future with a more significant position for medicine and health care. Although the three traditional subjects, such as medical science, materials science and biology that act as a scaffold to support the structure of biomaterials science, are still essential for the research and education of biomaterials, other subjects, such as mechanical engineering, mechanics, computer science, automatic science, nanotechnology, and Bio-MEMS, are playing more and more important roles in the modern biomaterials science development. Thus, the research and education of modern biomaterials science should require a logical integration of the interdisciplinary science and technology, which not only concerns medical science, materials science and biology, but also includes other subjects that have been stated above. This article focuses on multidisciplinary nature of biomaterials, the awareness of which is currently lacking in the education at undergraduate stage. In order to meet this educational challenge, we presented a multidisciplinary course that referred to not only traditional sciences, but also frontier sciences and lasted for a whole academic year for senior biomaterials undergraduate students with principles of a better understanding of the modern biomaterials science and meeting the requirements of the future development in this area. The course has been shown to gain the recognition of the participants by questionaries and specific "before and after" comments and has also gained high recognition and persistent supports from our university. The idea of this course might be also fit for the education and construction of some other disciplines.

Exposures Associated With Minority High Schoolers’ Predisposition for Health Science

PubMed Central

Boekeloo, Bradley; Brooks, Alyssa Todaro; Wang, Min Qi

2016-01-01

Objective To identify modifiable facilitation strategies (exposures) during high school that are associated with motivation for minority youth pursuit of health science. Methods A sample (N = 116) of minority (73% African American/Black, 21% Hispanic/Latino) 12th graders from 6 high schools in a lower socioeconomic area bordering Washington, DC completed a self-administered survey. Path modeling was used to examine whether: 1) exposures: high school science courses, extra-curricular science activities, personal health experiences, and adult encouragement predict Theory of Planned Behavior (TPB) constructs including Attitude, Subjective Norm, and Perceived Behavioral Control, and 2) TPB constructs predict the outcome of Intent to pursue college health science. Results The path model indicated that adult encouragement was associated with Attitude (p < .001), Subjective Norm (p < .001), and Perceived Behavioral Control (p < .001); and personal health experiences were associated with Attitude (p < .001). Attitude and Subjective Norm were associated with Intent (p < .001). Conclusion Motivating minority high schoolers from low socioeconomic areas through adult encouragement and personal health experiences to value health scientists and to perceive that others support their pursuit of health science may be pathways for facilitating their intention to pursue college health science. PMID:28452687

Exposures Associated with Minority High Schoolers' Predisposition for Health Science.

PubMed

Boekeloo, Bradley O; Todaro Brooks, Alyssa; Qi Wang, Min

2017-03-01

We examined modifiable facilitation strategies (exposures) during high school that are associated with motiva- tion for minority youth pursuit of health science. A sample (N = 116) of minority (73% African-American/Black, 21% Hispanic/Latino) 12th graders from 6 high schools in a lower socioeconomic area bordering Washington, DC completed a self-administered survey. Path modeling was used to examine whether: (1) exposures: high school science courses, extra-curricular science activities, personal health experiences, and adult encouragement predict Theory of Planned Behavior (TPB) constructs including attitude, subjective norm, and perceived behavioral control, and (2) TPB constructs predict the outcome of intent to pursue college health science. The path model indicated that adult encouragement was associated with attitude (p < .01), subjective norm (p < .01), and perceived behavioral control (p < .01); and personal health experiences were associated with attitude (p < .01). Attitude and subjective norm were associated with intent (p < .01). Motivating minority high schoolers from low socioeconomic areas through adult encouragement and personal health experiences to value health scientists and to perceive that others support their pursuit of health science may be pathways for facilitating their intention to pursue college health science.

[Foucault's concept of gouvernmentality: an instrument to analyse nursing science].

PubMed

Friesacher, Heiner

2004-12-01

The following article will present the concept of gouvernmentality by the French philosopher Michel Foucault (1926-1984). I will point out in which way his idea could be applied to nursing science. The notion gouvernmentality goes back to the late works of Michel Foucault. The idea of gouvernmentality continues, broadens and shifts the stress of his influential work on the analysis of power. The strategic concept of power is not sufficient to investigate from a consistent analytical perspective into the complex problems of the state and subjectivity. Only Foucault's findings of the notion and the concept of gouvernmentality has come up to an adequate analytical method. Relations of power are investigated from the point of view and hereby social technologies and self-technologies can be analysed in relation to each other The analysis of neo-liberal gouvernmentality finally succeeds by using this broadening of perspective. A new definition of state and economy can be revealed: the market turns into a regulating principle and economics grasps all kinds of human actions and proceedings. Apart from a few exceptions the hitherto Foucault-reception in nursing science does not follow the late works of Foucault and limits its research possibilities. In this article I will analyse examples of the quality discourse and the problems of an interpretation of needs. It will be shown how both areas might shape patients as well as nurses in the sense of neo-liberal subject formation and how finally the act and art of nursing will be transformed into an act of economics.

Advances in Classification Research. Volume 10. Proceedings of the ASIS SIG/CR Classification Research Workshop (10th, Washington, DC, November 1-5, 1999). ASIST Monograph Series.

ERIC Educational Resources Information Center

Albrechtsen, Hanne, Ed.; Mai, Jens-Erik, Ed.

This volume is a compilation of the papers presented at the 10th ASIS (American Society for Information Science) workshop on classification research. Major themes include the social and cultural informatics of classification and coding systems, subject access and indexing theory, genre analysis and the agency of documents in the ordering of…

The effects of teacher anxiety and modeling on the acquisition of a science teaching skill and concomitant student performance

NASA Astrophysics Data System (ADS)

Koran, John J., Jr.; Koran, Mary Lou

In a study designed to explore the effects of teacher anxiety and modeling on acquisition of a science teaching skill and concomitant student performance, 69 preservice secondary teachers and 295 eighth grade students were randomly assigned to microteaching sessions. Prior to microteaching, teachers were given an anxiety test, then randomly assigned to one of three treatments; a transcript model, a protocol model, or a control condition. Subsequently both teacher and student performance was assessed using written and behavioral measures. Analysis of variance indicated that subjects in the two modeling treatments significantly exceeded performance of control group subjects on all measures of the dependent variable, with the protocol model being generally superior to the transcript model. The differential effects of the modeling treatments were further reflected in student performance. Regression analysis of aptitude-treatment interactions indicated that teacher anxiety scores interacted significantly with instructional treatments, with high anxiety teachers performing best in the protocol modeling treatment. Again, this interaction was reflected in student performance, where students taught by highly anxious teachers performed significantly better when their teachers had received the protocol model. These results were discussed in terms of teacher concerns and a memory model of the effects of anxiety on performance.

A comparison of personality attributes of science teachers and medical technologists

NASA Astrophysics Data System (ADS)

Kazi, M. U.; Piper, Martha K.

Undergraduate students who major in science make diverse career choices. Two such career choices are medical technologists and science teachers. One possible reason for science majors selecting different career choices might be attributed to varied personality dimensions. The purpose of this study was to identify a set of personality attributes that distinguish practicing medical technologists from practicing science teachers. The subjects of this study consisted of 83 medical technologists and 57 science teachers. Eysenck Personality (EPI) was utilized to investigate the personality attributes of subjects in terms of Eysenck's personality variable of Extroversion-Introversion and Neuroticism-Stability. Vocational Preference Inventory was utilized to investigate the vocational personality profile of subjects in terms of Holland's classification of occupations and work environment. Data with EPI revealed that there was no significant difference between medical technologists and science teachers with respect to Eysenck's personality variable of extroversion. However, there was found a significant difference between the two groups with respect to Eysenck's personality variable of neuroticism. Data with VPI revealed that there was no significant difference between medical technologists and science teachers with respect to Eysenck's personality variable of extroversion. Both the groups were characterized by the personality profile of IAS (Intellectual-Artistic-Social). This profile was different from that required earlier in literature.

A hybrid model of mathematics support for science students emphasizing basic skills and discipline relevance

NASA Astrophysics Data System (ADS)

Jackson, Deborah C.; Johnson, Elizabeth D.

2013-09-01

The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support centre. The programme was delivered through first-year science and statistics subjects with large enrolments and focused on basic mathematical skills relevant to each science discipline. The programme offered a new approach to the traditional mathematical support centre or class. It was designed through close collaboration between science subject coordinators and the project leader, a mathematician, and includes resources relevant to science and mathematics questions written in context. Evaluation of the programme showed it improved the confidence of the participating students who found it helpful and relevant. The programme was delivered through three learning modes to allow students to select activities most suitable for them, which was appreciated by students. Mathematics skills appeared to increase following completion of the programme and student participation in the programme correlated positively and highly with academic grades in their relevant science subjects. This programme offers an alternative model for mathematics support tailored to science disciplines.

The Status of Science and Technology Relative to Other School Subjects. Results of a Study Conducted on Primary and Secondary School Students in Quebec

ERIC Educational Resources Information Center

Hasni, Abdelkrim; Potvin, Patrice; Belletête, Vincent

2017-01-01

In recent decades, many studies have examined students' interest in science and technology (S&T) at school. However, few investigations have studied this interest in a manner that accounts for the status that students assign to this subject relative to other subjects in the curriculum. The main objective of this article is to conduct such an…

The Effectiveness of SMASSE Teacher Training Programme on KCSE Performance in Mathematics and Chemistry Subjects in Kikuyu District, Kenya

ERIC Educational Resources Information Center

Kiige, Mwangi James; Atina, James Onywoki

2016-01-01

The changeover of the Kenyan system of education from the 7-4-2-3 to the current 8-4-4 in 1984 made science subjects (Biology, Chemistry and Physics) compulsory to all students up to form two at the secondary school level. This meant increased numbers of students in one class at a time attending the science subjects, which may compromise quality.…

The Internet Compendium: Subject Guides to Health and Science Resources.

ERIC Educational Resources Information Center

Rosenfeld, Louis; And Others

This guide describes and evaluates the Internet's health and science resources by subject. It offers information on a multitude of listservs; Usenet newsgroups; forums; electronic journals; topical mailing lists; text archives; Freenets; bulletin boards; FAQs; newsletters; real-time chats; databases; and library catalogs. From alternative medicine…

[Secondary Career Education Activities: Science.

ERIC Educational Resources Information Center

Radford City Schools, VA.

The guide is one of a series developed in a pilot project to integrate career education concepts with subject matter in secondary grades. The units are designed to reveal career orientation aspects of traditional topics within five major subject areas: English, social studies, mathematics, science, and health and physical education. The lesson…

A Portfolio of Energy Ideas: Science.

ERIC Educational Resources Information Center

Clark, Richard C., Ed.

Ten units which focus on subject-matter knowledge about energy and on the logic and strategy of problem-solving within science are provided in this user's guide. Each unit includes: a detailed summary of unit problems and activities; recommended grade levels and subject areas; possible learner outcomes and general goals; teacher background…

Scientific Research in British Universities and Colleges 1969-1970. Volume III: Social Sciences.

ERIC Educational Resources Information Center

Department of Education and Science, London (England).

This directory describes social science research in progress at universities, colleges, government departments, and other non-academic institutions in England and Scotland. The basic arrangement of the directory is by broad subject heading, then alphabetically by institution. Subject areas included are: economics, history and philosophy of…

Paths for World-Class Universities in Agricultural Science

ERIC Educational Resources Information Center

Liu, Zhimin; Kipchumba, Simon Kibet; Liu, Lu

2016-01-01

The top-ranking world-class universities in agricultural science denote those universities which are globally popular with agriculture-related subjects. The paper synthesizes the results of three different ranking scales (NTU, QS and ARWU) of top 50 universities in agriculture subject in 2013. The overlapped parts have been synchronized to derive…

Einstein and "Jabberwocky": Through the Quantum Looking Glass.

ERIC Educational Resources Information Center

Maffett, I. Lamar, Jr.

Twentieth century science is producing a wonderland of paradoxes, a new scientific literature of subjective, imaginative writing, a validation of all creative expression in the arts, and interaction with the so-called subjective and pseudo sciences from psychiatry to the paranormal. Cartesian dualism and reductionistic thinking have formed the…

Differences across Academic Subjects in Teachers' Attitudes about Professional Development

ERIC Educational Resources Information Center

Torff, Bruce; Byrnes, Katherine

2011-01-01

A survey study examined how attitudes about professional development (PD) vary among teachers of different subjects. Elementary teachers were more supportive of PD than health and physical education, social studies, and science teachers; special education teachers were more supportive of PD than social studies and science teachers; and five…

Comparison of attitudes of non-science major students toward science and technology

NASA Astrophysics Data System (ADS)

Wick, Donald Gary

This study examines the attitudes of non-science major students who were enrolled in General Education Required (GER) science courses at three diverse Iowa post-secondary educational institutions: The University of Iowa, Cornell College, and Kirkwood Community College. The information was gathered using a survey instrument with the test subjects responding with a five-part Likert-scale to a series of statements regarding: (1) reasons for taking the science course, (2) views and attitudes toward science, and (3) the nature and implications of science and technology. The initial data gathered was analyzed using either chi-squared, analysis of variance (ANOVA), and/or Bonferroni tests. Responses to grouped statements were used to generate population indices related to: (1) experience, (2) attitude, (3) experimentation, and (4) technology. These indices were analyzed for statistically significant differences using Tukey's Studentized (HSD) and Tukey-Krammer tests. Statistically significant differences were found in the response means for some individual statements. When a population index was calculated for each school using the grouped responses related to attitude, experience, science/technology, multiple comparison testing determined significant differences with regards to attitude, experiences, and science/technology. No significant differences were found between the schools for the population index regarding experimentation. Demographic information gathered concerning the nature of the student populations included: (1) declared major, (2) classification, (3) previous number of science courses, (4) gender, and (5) use of computers for the science course. Analysis of demographic data also revealed statistically significant differences. The differences found in this study provide additional quantitative data to characterize the non-science major student. Recommendations based on this data are: (1) The University of Iowa strive for smaller GER class sizes and reevaluate current pedagogy, (2) Kirkwood Community College make class material more relevant and place more emphasis on research, (3) Cornell College utilize full professors in the non-major course and incorporate more technology, and (4) all reevaluate the science GERs course pedagogy, retain the science GERs, maintain the current number of GER science course choices, and, finally, reevaluate any GER science course credit reciprocity.

Development strategies for science learning management to transition in the 21st century of Thailand 4.0

NASA Astrophysics Data System (ADS)

Jedaman, Pornchai; Buraphan, Khajornsak; Yuenyong, Chokchai; Suksup, Charoen; Kraisriwattana, Benchalax

2018-01-01

Science learning management aims to analyze the development strategies for science learning management to transition in the 21st Century of Thailand 4.0. Is qualitative study employed review of documentary, questionnaire both to the participatory action learning with the teachers intwenty-five Secondary education area offices in the basic education of Thailand. The participants were cluster sampling random of each 150 persons. Data analysis includes data reduction, data organization, data interpretation to conclusion. The main of this study were to a creating innovation, links and access to technology as well as to the changes. It is very important for needs to be learning management for effective of science subject in the educational. Led to the plan to driven for the science learning management were a success in the 21st century, spanning strategy were converted of practical the steps throughinstitutional research and development to solve problems in changing identity, reorientation, paradigm shifted, transformation of cultural to propel the country for first world Nation in the elements were "6R12C3E".

76 FR 50759 - National Science Board; Sunshine Act Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-16

... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meeting The National Science Board's Task Force on Merit Review, pursuant to NSF regulations (45 CFR Part 614), the National Science....T. SUBJECT MATTER: Discussion of proposed revisions to the draft principles and review criteria...

Science Choices in Norwegian Upper Secondary School: What Matters?

ERIC Educational Resources Information Center

Boe, Maria Vetleseter

2012-01-01

There is international concern about young people's participation in science. This study investigated the relevant importance of various issues in 1628 Norwegian upper secondary students' choices of postcompulsory subject combinations: natural science and mathematics (henceforth Science) or languages, social science and economics (henceforth…

Confused about Fusion? Weed Your Science Collection with a Pro.

ERIC Educational Resources Information Center

O'Dell, Charli

1998-01-01

Provides guidelines on weeding science collections in junior high/high school libraries. Highlights include checking copyright dates, online sources, 13 science subject areas that deserve special consideration (plate tectonics, fission, fusion, radioactive dating, weather/climate, astronomy/space science, elements, integrated science,…

Moral Values and Science Teaching: A Malaysian School Curriculum Initiative

NASA Astrophysics Data System (ADS)

Tan, Sok Khim

Implicit in teaching science has been the teaching of a set of values. However, its presence has remained unacknowledged because of assumptions made that its products are value-free and that work of science involves positive values. Malaysian schools have introduced a set of noble values to be taught as a subject called moral education while at the same time expecting all subjects, including the sciences to actively inculcate these noble values in their lessons. A search for values related to science included studies from science education curriculums, studies by scientists and philosophers of science, feminist and Indian critics of science. These values could be categorized into four categories representing epistemological values, supporting values, societal and moral values and power-oriented values. While some categories compliment each other, others are in contention. This paper argues for the inclusion of societal and moral values in the science classrooms. A compassionate scientist should be a reality. The task for Malaysian science educators is to find a way to raise awareness of these values.

Student experience of school science

NASA Astrophysics Data System (ADS)

Shirazi, Shaista

2017-09-01

This paper presents the findings of a two-phase mixed methods research study that explores the link between experiences of school science of post-16 students and their decisions to take up science for their higher studies. In the first phase, students aged 16-17 (n = 569) reflected on the past five years of their school science experience in a quasi-longitudinal approach to determine a typology of experiences. The second phase entailed data collection through interviews of a sample of these students (n = 55) to help triangulate and extend findings from the first phase. Students taking up science post-16 reported significantly more positive experiences of school science than students who had decided not to take science further. Of school-related factors influencing experiences of school science curriculum content was the most important followed by being interested and motivated in the subject. There is evidence that interest and motivation in science depend on teacher practice and the perception of science as a difficult subject.

`She Has to Drink Blood of the Snake': Culture and prior knowledge in science|health education

NASA Astrophysics Data System (ADS)

Bricker, Leah A.; Reeve, Suzanne; Bell, Philip

2014-06-01

In this analysis, we argue that science education should attend more deeply to youths' cultural resources and practices (e.g. material, social, and intellectual). Inherent in our argument is a call for revisiting conceptions of 'prior knowledge' to theorize how people make sense of the complex ecologies of experience, ideas, and cultural practices that undergird any learning moment. We illustrate our argument using examples from the domain of personal health, chosen because of its tremendous societal impact and its significant areas of overlap with biology, chemistry, physics, and other scientific disciplines taught as core subjects in schools. Using data from a team ethnography of young people's science and technology learning across settings and over developmental timescales, we highlight two youths' experiences and understandings related to personal health, and how those experiences and understandings influenced the youths' sense-making about the natural world. We then discuss the implications of our argument for science education.

Doing gender/teaching science: A feminist poststructural analysis of middle school science teachers' identity negotiations

NASA Astrophysics Data System (ADS)

Sowell, Scott P.

This research joins the gender equity conversation within science education by providing a feminist poststructural analysis of teachers' doing gender and teaching science. Feminist poststructuralism is used in recognition of the oppressive nature of dualistic modes of thought, which often reduce reality into a limiting either/or fallacy and can be theoretically constraining as research within any particular field becomes more sophisticated. By uprooting the concept of gendered identity from the unproductive grip of essentialism, and conceptualizing it instead as a shifting 'work in progress,' feminist poststructuralism provides an invigorating theoretical framework from which to conduct inquiries. From a this perspective, the identity of a teacher, as any identity, is not a fixed entity, but rather an unfinished project, swarmed upon by a variety of competing discourses. Situated in a rural middle school in the Florida panhandle, this research explores how numerous discourses compete to define what it means to be a female science teacher. More specifically, the aims of this research are to explore: (a) how the participants negotiated successful gendered identities within science and (b) how this taking up of subject positions crystallized into classroom practices which worked to reproduce and/or challenge commonsense notions of the heteropatriarchal gender dualism as well as the enmeshment of masculinity and science. Findings illustrate a wide array of classroom pedagogical practices, ranging from antioppressive emancipatory constructions of both gender and science to more traditional objectivist constructions that validated the patriarchal status quo. Explicating teacher identity as effects of these pedagogical approaches proved insightful in unveiling notions of resistance, frustration, enthusiasm, and agency as the teachers reflected on their practice.

Bayesian Methods and Universal Darwinism

NASA Astrophysics Data System (ADS)

Campbell, John

2009-12-01

Bayesian methods since the time of Laplace have been understood by their practitioners as closely aligned to the scientific method. Indeed a recent Champion of Bayesian methods, E. T. Jaynes, titled his textbook on the subject Probability Theory: the Logic of Science. Many philosophers of science including Karl Popper and Donald Campbell have interpreted the evolution of Science as a Darwinian process consisting of a `copy with selective retention' algorithm abstracted from Darwin's theory of Natural Selection. Arguments are presented for an isomorphism between Bayesian Methods and Darwinian processes. Universal Darwinism, as the term has been developed by Richard Dawkins, Daniel Dennett and Susan Blackmore, is the collection of scientific theories which explain the creation and evolution of their subject matter as due to the Operation of Darwinian processes. These subject matters span the fields of atomic physics, chemistry, biology and the social sciences. The principle of Maximum Entropy states that Systems will evolve to states of highest entropy subject to the constraints of scientific law. This principle may be inverted to provide illumination as to the nature of scientific law. Our best cosmological theories suggest the universe contained much less complexity during the period shortly after the Big Bang than it does at present. The scientific subject matter of atomic physics, chemistry, biology and the social sciences has been created since that time. An explanation is proposed for the existence of this subject matter as due to the evolution of constraints in the form of adaptations imposed on Maximum Entropy. It is argued these adaptations were discovered and instantiated through the Operations of a succession of Darwinian processes.

How primary trainee teachers perceive the development of their own scientific knowledge: links between confidence, content and competence?

NASA Astrophysics Data System (ADS)

Shallcross, Tony; Spink, Elaine; Stephenson, Philip; Warwick, Paul

2002-12-01

The significance of subject knowledge in the education of science teachers is much debated nationally and internationally. Part of this debate is about what the term 'science subject knowledge' means. This paper examines two UK research studies, one from Manchester Metropolitan University (MMU) and one from Homerton College, Cambridge, into initial teacher education (ITE) trainees' confidence with their science knowledge. Both surveys revealed the importance of school experience in developing this knowledge. The MMU survey also identified a disproportionate requirement being placed on trainees to teach particular science topics in schools. The paper discusses the implications of these surveys for the design of ITE primary core science programmes in the UK and raises questions about current approaches to the assessment of trainees' subject knowledge in ITE, which are of generic interest. How do we verify trainees' mastery of content? Does such mastery equate with competent teaching? Answers to both questions are proposed.

Risk Analysis as Regulatory Science: Toward The Establishment of Standards

PubMed Central

Murakami, Michio

2016-01-01

Understanding how to establish standards is essential for risk communication and also provides perspectives for further study. In this paper, the concept of risk analysis as regulatory science for the establishment of standards is demonstrated through examples of standards for evacuation and provisional regulation values in foods and drinking water. Moreover, academic needs for further studies related to standards are extracted. The concepts of the traditional ‘Standard I’, which has a paternalistic orientation, and ‘Standard II’, established through stakeholder consensus, are then systemized by introducing the current status of the new standards-related movement that developed after the Fukushima nuclear power plant accident, and the perspectives of the standards are discussed. Preparation of standards on the basis of stakeholder consensus through intensive risk dialogue before a potential nuclear power plant accident is suggested to be a promising approach to ensure a safe society and enhance subjective well-being. PMID:27475751

Risk Analysis as Regulatory Science: Toward The Establishment of Standards.

PubMed

Murakami, Michio

2016-09-01

Understanding how to establish standards is essential for risk communication and also provides perspectives for further study. In this paper, the concept of risk analysis as regulatory science for the establishment of standards is demonstrated through examples of standards for evacuation and provisional regulation values in foods and drinking water. Moreover, academic needs for further studies related to standards are extracted. The concepts of the traditional 'Standard I', which has a paternalistic orientation, and 'Standard II', established through stakeholder consensus, are then systemized by introducing the current status of the new standards-related movement that developed after the Fukushima nuclear power plant accident, and the perspectives of the standards are discussed. Preparation of standards on the basis of stakeholder consensus through intensive risk dialogue before a potential nuclear power plant accident is suggested to be a promising approach to ensure a safe society and enhance subjective well-being. © The Author 2016. Published by Oxford University Press.

Psychology as a Science of Subject and Comportment, beyond the Mind and Behavior.

PubMed

Pérez-Álvarez, Marino

2018-03-01

The turn of qualitative inquiry suggests a more open, plural conception of psychology than just the science of the mind and behavior as it is most commonly defined. Historical, ontological and epistemological binding of this conception of psychology to the positivist method of natural science may have exhausted its possibilities, and after having contributed to its prestige as a science, has now become an obstacle. It is proposed that psychology be reconceived as a science of subject and comportment in the framework of a contextual hermeneutic, social, human behavioral science. Thus, without rejecting quantitative inquiry, psychology recovers territory left aside like introspection and pre-reflective self-awareness, and reconnects with traditions marginalized from the main stream. From this perspective psychology might also recover its credibility as a human science in view of current skepticism.

A model for the construction of elementary concepts

NASA Astrophysics Data System (ADS)

von Glasersfeld, Ernst

1999-03-01

In his paper Les épistémologies constructivistes: Un nouveau commencement (Sciences de la Société, n°40, 1997), Jean-Louis Le Moigne poses the question: "Le rêve d'une connaissance autoréférentielle se fondant sur elle-même, est sans doute fascinant … Mais est-il scientifiquement raisonnable?". Building on the work of Jean Piaget, I shall try to show through a developmental analysis of elementary, scientifically relevant concepts, such as `change', `object permanence', `space', and `time', that the notion of the thinking subject's construction of knowledge constitutes a more reasonable foundation for science than the traditional belief in the representation of objective reality.

Between Homo Sociologicus and Homo Biologicus: The Reflexive Self in the Age of Social Neuroscience

NASA Astrophysics Data System (ADS)

Pickel, Andreas

2012-10-01

The social sciences rely on assumptions of a unified self for their explanatory logics. Recent work in the new multidisciplinary field of social neuroscience challenges precisely this unproblematic character of the subjective self as basic, well-defined entity. If disciplinary self-insulation is deemed unacceptable, the philosophical challenge arises of systematically bringing together neurological, psychological, sociological, and anthropological dimensions of analysis in one framework such as dynamic systems theory; and of finding bridging concepts such as memory, social cognition, and cultural scripts that can facilitate the cross disciplinary study of the reflexive self. Relying on the systemic philosophy of science developed by Mario Bunge, this paper takes some steps in this direction.

Translational Research for Occupational Therapy: Using SPRE in Hippotherapy for Children with Developmental Disabilities.

PubMed

Weissman-Miller, Deborah; Miller, Rosalie J; Shotwell, Mary P

2017-01-01

Translational research is redefined in this paper using a combination of methods in statistics and data science to enhance the understanding of outcomes and practice in occupational therapy. These new methods are applied, using larger data and smaller single-subject data, to a study in hippotherapy for children with developmental disabilities (DD). The Centers for Disease Control and Prevention estimates DD affects nearly 10 million children, aged 2-19, where diagnoses may be comorbid. Hippotherapy is defined here as a treatment strategy in occupational therapy using equine movement to achieve functional outcomes. Semiparametric ratio estimator (SPRE), a single-subject statistical and small data science model, is used to derive a "change point" indicating where the participant adapts to treatment, from which predictions are made. Data analyzed here is from an institutional review board approved pilot study using the Hippotherapy Evaluation and Assessment Tool measure, where outcomes are given separately for each of four measured domains and the total scores of each participant. Analysis with SPRE, using statistical methods to predict a "change point" and data science graphical interpretations of data, shows the translational comparisons between results from larger mean values and the very different results from smaller values for each HEAT domain in terms of relationships and statistical probabilities.

Culture, Truth, and Science After Lacan.

PubMed

Gillett, Grant

2015-12-01

Truth and knowledge are conceptually related and there is a way of construing both that implies that they cannot be solely derived from a description that restricts itself to a set of scientific facts. In the first section of this essay, I analyse truth as a relation between a praxis, ways of knowing, and the world. In the second section, I invoke the third thing-the objective reality on which we triangulate as knowing subjects for the purpose of complex scientific endeavours like medical science and clinical care. Such praxes develop robust methods of "keeping in touch" with disease and illness (like biomarkers). An analysis drawing on philosophical semantics motivates the needed (anti-scientistic) account of meaning and truth (and therefore knowledge) and underpins the following argument: (i) the formulation and dissemination of knowledge rests on language; (ii) language is selective in what it represents in any given situation; (iii) the praxes of a given (sub)culture are based on this selectivity; but (iv) human health and illness involve whole human beings in a human life-world; therefore, (v) medical knowledge should reflectively transcend, where required, biomedical science towards a more inclusive view. Parts three and four argue that a post-structuralist (Lacanian) account of the human subject can avoid both scientism and idealism or unconstrained relativism.

An Analysis of High School Students' Performance on Five Integrated Science Process Skills

NASA Astrophysics Data System (ADS)

Beaumont-Walters, Yvonne; Soyibo, Kola

2001-02-01

This study determined Jamaican high school students' level of performance on five integrated science process skills and if there were statistically significant differences in their performance linked to their gender, grade level, school location, school type, student type and socio-economic background (SEB). The 305 subjects comprised 133 males, 172 females, 146 ninth graders, 159 10th graders, 150 traditional and 155 comprehensive high school students, 164 students from the Reform of Secondary Education (ROSE) project and 141 non-ROSE students, 166 urban and 139 rural students and 110 students from a high SEB and 195 from a low SEB. Data were collected with the authors' constructed integrated science process skills test the results indicated that the subjects' mean score was low and unsatisfactory; their performance in decreasing order was: interpreting data, recording data, generalising, formulating hypotheses and identifying variables; there were statistically significant differences in their performance based on their grade level, school type, student type, and SEB in favour of the 10th graders, traditional high school students, ROSE students and students from a high SEB. There was a positive, statistically significant and fairly strong relationship between their performance and school type, but weak relationships among their student type, grade level and SEB and performance.

Translational Research for Occupational Therapy: Using SPRE in Hippotherapy for Children with Developmental Disabilities

PubMed Central

Miller, Rosalie J.; Shotwell, Mary P.

2017-01-01

Translational research is redefined in this paper using a combination of methods in statistics and data science to enhance the understanding of outcomes and practice in occupational therapy. These new methods are applied, using larger data and smaller single-subject data, to a study in hippotherapy for children with developmental disabilities (DD). The Centers for Disease Control and Prevention estimates DD affects nearly 10 million children, aged 2–19, where diagnoses may be comorbid. Hippotherapy is defined here as a treatment strategy in occupational therapy using equine movement to achieve functional outcomes. Semiparametric ratio estimator (SPRE), a single-subject statistical and small data science model, is used to derive a “change point” indicating where the participant adapts to treatment, from which predictions are made. Data analyzed here is from an institutional review board approved pilot study using the Hippotherapy Evaluation and Assessment Tool measure, where outcomes are given separately for each of four measured domains and the total scores of each participant. Analysis with SPRE, using statistical methods to predict a “change point” and data science graphical interpretations of data, shows the translational comparisons between results from larger mean values and the very different results from smaller values for each HEAT domain in terms of relationships and statistical probabilities. PMID:29097962

U.S. Geological Survey Library classification system

USGS Publications Warehouse

Sasscer, R. Scott

1992-01-01

The U.S. Geological Survey library classification system has been designed for an earth science library. It is a tool for assigning classification numbers to earth science and allied pure science library materials in order to collect these materials into related subject groups on the library shelves and arrange them alphabetically by author and title. It can also be used as a retrieval system to access these materials through the subject and visible geographic classification numbers.The classification scheme has been developed over the years since 1904 to meet the ever-changing needs of increased specialization and new areas of study in the earth sciences.This system contains seven schedules:Subject scheduleGeological survey scheduleEarth science periodical scheduleGovernment documents periodical scheduleGeneral science periodical scheduleEarth science maps scheduleGeographic scheduleA geographic number, from the geographic schedule, is distinguished from other numbers in the system in that it is always enclosed in parentheses; for example, (200) is the geographic number for the United States.The geographic number is used in conjunction with the six other previously listed schedules, and it represents slightly different nuances of meanings, in respect to geographic locale, for each schedule.When used with a subject number, the geographic number indicates the country, state, province, or region in which the research was made. The subject number, 203, geology, when combined with the geographic number, (200), for example 203(200), is the classification number for library materials on the geology of the United States.The geographic number, combined with the capital letter G, for example, G(211), is the classification number for an earth science periodical issued by a geological association or university geology department in the State of Maine.When the letter S is combined with a geographic number, for example, S(276), it represents a general science periodical for a university or association in California.When the letter P is combined with a geographic number, for example, P(200), it represents a governmental periodical issued by the United States Federal Government.Geographic numbers standing alone represent classification numbers for the publications of geological surveys; for example, (200) represents publications of the U.S. Geological Survey.Map call numbers have a geographic number preceded by the capital letter M, followed by an abbreviated subject number.For example:M(200)2where:M = Map(200) = Geographic region of the United States2 = Abbreviation for the subject number 203— geology.The introduction, which follows this abstract, provides detailed procedures on the construction of complete call numbers for works falling into the framework of the aforesaid classification schedules.The tables following the introduction can be quickly accessed through the use of the newly expanded subject index.The purpose of this publication is to provide the earth science community with a classification and retrieval system for earth science materials, to provide sufficient explanation of its structure and use, and to enable library staff and clientele to classify or access research materials in a library collection.

Science Scores in Title I Elementary Schools in North Georgia: A Project Study

NASA Astrophysics Data System (ADS)

Frias, Ramon

The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and non-Title I (NTI) students. The research questions focused on the effects of NCLB on Criterion Referenced Competency Test (CRCT) scores in the high-stakes subjects of reading, language arts, mathematics and the low stakes subject of science among TI and NTI 3rd, 4th, and 5th grade students in a north Georgia County during the 2010/2011 school year. This study also compared instructional time TI and NTI teachers dedicated to science. A causal-comparative quantitative methodology was used to analyze Georgia's public domain CRCT scores. Three independent-samples t tests showed that TI schools exhibited significantly lower Science CRCT scores than did NTI students at all grade levels (p < 0.0001). The data also showed CRCT scores in high-stakes subjects between TI and NTI students converging but science CRCT scores between TI and NTI students diverging. The self-report survey indicated no significant differences between TI and NTI teachers' instructional science time (t (107) = 1.49, p = 0.137). A teacher development project was designed to focus on improving teacher science content knowledge and pedagogical content knowledge through a formal introduction to the nature of science. With increasing global science competition, science is more relevant than ever, and communities need students with strong science foundations. Further study is recommended to analyze the factors associated with this science gap between TI and NTI students.

Sex-related Differences in the Determinants and Process of Science and Mathematics Choice in Pre-university Education

NASA Astrophysics Data System (ADS)

van Langen, Annemarie; Rekers-Mombarg, Lyset; Dekkers, Hetty

2006-01-01

The more science and mathematics subjects that pupils in pre-university education include in their final examination package, the more future academic routes are available to them. Equality of educational opportunity is thus threatened when groups of pupils, distinguished by sex and family background but otherwise of equal capacities and achievement, are found to differ in their choices. This proposition is examined using data from a large Dutch cohort. Multilevel analyses show that the choice of science and mathematics subjects by girls is influenced by their family background while the choice by boys is not. The influence of various pupil and family variables on the subject selection process is explored via path analyses. The results confirm the importance of viewing subject choice as a chronological process that progresses differently for boys and girls.

Chinese adolescents with higher social dominance orientation are less prosocial and less happy: A value-environment fit analysis.

PubMed

Yang, Ying; Li, Wenqi; Sheldon, Kennon M; Kou, Yu

2018-01-10

This study aims to investigate the relationship between social dominance orientation (SDO) and subjective well-being among Chinese adolescents (N = 4246), and to examine the mediating role of prosocial behaviour in this relationship. The structural equation model's results showed that SDO was negatively associated with prosocial behaviour and subjective well-being, that prosocial behaviour was positively associated with subjective well-being, and also that (low) prosocial behaviour partially mediated the negative relationship between SDO and subjective well-being. Multi-group analyses showed that the mediation model was generally similar between boys and girls, but that the negative relationship between SDO and prosocial behaviour was somewhat stronger among girls than boys. This study sheds light on how SDO is associated with positive outcomes among Chinese adolescents and highlights the mediating role of prosocial behaviour as an underlying mechanism between SDO and subjective well-being. Future studies are needed to further discover the role of culture values in the association between SDO and subjective well-being. © 2018 International Union of Psychological Science.

Comparison of PubMed, Scopus, Web of Science, and Google Scholar: strengths and weaknesses.

PubMed

Falagas, Matthew E; Pitsouni, Eleni I; Malietzis, George A; Pappas, Georgios

2008-02-01

The evolution of the electronic age has led to the development of numerous medical databases on the World Wide Web, offering search facilities on a particular subject and the ability to perform citation analysis. We compared the content coverage and practical utility of PubMed, Scopus, Web of Science, and Google Scholar. The official Web pages of the databases were used to extract information on the range of journals covered, search facilities and restrictions, and update frequency. We used the example of a keyword search to evaluate the usefulness of these databases in biomedical information retrieval and a specific published article to evaluate their utility in performing citation analysis. All databases were practical in use and offered numerous search facilities. PubMed and Google Scholar are accessed for free. The keyword search with PubMed offers optimal update frequency and includes online early articles; other databases can rate articles by number of citations, as an index of importance. For citation analysis, Scopus offers about 20% more coverage than Web of Science, whereas Google Scholar offers results of inconsistent accuracy. PubMed remains an optimal tool in biomedical electronic research. Scopus covers a wider journal range, of help both in keyword searching and citation analysis, but it is currently limited to recent articles (published after 1995) compared with Web of Science. Google Scholar, as for the Web in general, can help in the retrieval of even the most obscure information but its use is marred by inadequate, less often updated, citation information.

Reaching the Reluctant Science Teacher.

ERIC Educational Resources Information Center

Colburn, Alan; Henriques, Laura

2000-01-01

Discusses a college science course designed for juniors and seniors who are going to be elementary teachers. Focuses on hands-on activities, understanding the nature of science, and conducting scientific research. Explores student misconceptions and conceptual changes on elementary science subjects. (YDS)

First Look--The Aerospace Database.

ERIC Educational Resources Information Center

Kavanagh, Stephen K.; Miller, Jay G.

1986-01-01

Presents overview prepared by producer of database newly available in 1985 that covers 10 subject categories: engineering, geosciences, chemistry and materials, space sciences, aeronautics, astronautics, mathematical and computer sciences, physics, social sciences, and life sciences. Database development, unique features, document delivery, sample…

Book Review: Electrodynamics from Ampère to Einstein. Olivier Darrigol, Oxford University Press, Oxford and New York, 2000, xix+532 pp., UK £75, ISBN 0-19-850594-9

NASA Astrophysics Data System (ADS)

Harman, P. M.

The scope of Olivier Darrigol's impressive treatise arouses both surprise and admiration. Darrigol has already established his credentials and expertise on this subject with a series of very substantial articles published during the past decade. However, writing the history of an individual science, especially of a theme within a scientific discipline, is hardly currently popular practice amongst historians of science. Darrigol's ambitious enterprise follows the pattern set by E. T. Whittaker's still valuable History of the Theories of Aether and Electricity (its first volume originally published in 1910), rather than the local studies favoured by contemporary historians of science. To descend to the jocular, unsympathetic readers might observe Eduard Fraenkel's celebrated request in his Horace to shut the book and never open it again as it could only disappoint and distress them. But let me hasten to add that this is scarcely the recommended option for the serious student of the subject, for Darrigol's achievement matches Whittaker's of nearly a century ago, and does so in a wholly contemporary idiom. In its sophistication of analysis and detail of presentation, this treatise will surely become a standard resource for historians of science in the coming century. Darrigol offers a richly textured narrative, painstaking in its attention to detail and compelling in conceptual thrust, a work which will repay attention by historians and philosophers of physics.

Interacting Science through Web Quests

ERIC Educational Resources Information Center

Unal, Ahmet; Karakus, Melek Altiparmak

2016-01-01

The purpose of this paper is to examine the effects of WebQuests on elementary students' science achievement, attitude towards science and attitude towards web supported education in teaching 7th grade subjects (Ecosystems, Solar System). With regard to this research, "Science Achievement Test," "Attitude towards Science Scale"…

Using Project-Based Data in Physics to Examine Television Viewing in Relation to Student Performance in Science

NASA Astrophysics Data System (ADS)

Espinoza, Fernando

2009-10-01

Mass media, particularly television, influence public conceptions and attitudes toward learning science. The discovery of an original method that does not rely on self-reported viewing habits to measure the impact of television on students' performance in science arose from a study of a unit on electricity in a Physics course. In determining the number of television sets at home and the number of hours of operation, data emerged that allowed an investigation of associations between each of these variables and student performance in physics. A negative impact on performance was found in its consistent decrease as both the number of sets and the time the sets are on increase. These results provide dramatic independent confirmation of the negative impact of television viewing on achievement determined through meta-analysis of many studies, and are also consistent with those in the literature at large, particularly from the Third International Mathematics and Science Study, and the National Assessment of Educational Progress. Furthermore, the totally `blind' participation of the subjects lends a degree of authenticity rarely found in a classically designed study. The findings impact scientific literacy, since performance in science and conceptions of science and scientists, are all inextricably linked.

Characteristics of effective professional development for early career science teachers

NASA Astrophysics Data System (ADS)

Simon, Shirley; Campbell, Sandra; Johnson, Sally; Stylianidou, Fani

2011-04-01

The research reported here set out to investigate the features in schools and science departments that were seen as effective in contributing to the continuing professional development (CPD) of early career science teachers. Ten schools took part in the study, selected on the basis of their reputation for having effective CPD practices. To gain different perspectives from within the organisations we conducted interviews with senior members of staff, heads of science departments and early career teachers. A thematic analysis of the interviews is presented, drawing on findings from across the 10 schools, and exemplified in more detail by a vignette to show specific features of effective CPD practice. The study has revealed a wealth of practice across the 10 schools, which included a focus on broadening experience beyond the classroom, having an open, sharing, non-threatening culture and systemic procedures for mentoring and support that involved ring-fenced budgets. The schools also deployed staff judiciously in critical roles that model practice and motivate early career science teachers. Early career teachers were concerned primarily with their overall development as teachers, though some science specific examples such as observing practical work and sessions to address subject knowledge were seen as important.

The linkage between patterns of daily occupations and occupational balance: Applications within occupational science and occupational therapy practice.

PubMed

Eklund, Mona; Orban, Kristina; Argentzell, Elisabeth; Bejerholm, Ulrika; Tjörnstrand, Carina; Erlandsson, Lena-Karin; Håkansson, Carita

2017-01-01

Patterns of daily occupations (PDO) and occupational balance (OB) are recurring phenomena in the literature. Both are related with health and well-being, which makes them central in occupational therapy practice and occupational science. The aim was to review how PDO and OB are described in the literature, to propose a view of how the two constructs may be linked, and elaborate on how such a view may benefit occupational science and occupational therapy. The literature was analysed by latent and manifest content analysis and comparative analysis. The findings were summarized in a model, framing PDO as the more objective and OB as the more subjective result from an interaction between personal preferences and environmental influences. The proposed model does not assume a cause-effect relationship between the targeted constructs, rather a mutual influence and a joint reaction to influencing factors. Indicators of PDO and OB were identified, as well as tools for assessing PDO and OB. The authors propose that discerning PDO and OB as separate but interacting phenomena may be useful in developing a theoretical discourse in occupational science and enhancing occupational therapy practice. Although the scope of this study was limited, the proposed view may hopefully inspire further scrutiny of constructs.

Evidence-based medicine at the intersection of research interests between academic health sciences librarians and medical educators: a review of the literature.

PubMed

Dorsch, Josephine L; Perry, Gerald Jerry

2012-10-01

In 2008, the Association of Academic Health Sciences Libraries established an Education Research Task Force (ERTF) to plan research addressing research priorities outlined in key Association of American Medical Colleges reports. ERTF members conducted a literature review to describe the state of collaborative research at the intersection of medical education and health sciences librarianship. Analysis of initial results revealed instruction in evidence-based medicine (EBM) was a shared interest and is thus the focus of this review. Searches on EBM teaching programs were conducted, and results were posted to a shared online citation management service. Individual articles were assessed and assigned metadata describing subject matter, scope, and format. Article analysis identified key themes. Most papers were descriptive narratives of curricular development. Evaluation studies were also prominent and often based on student satisfaction or self-reported competency. A smaller number of controlled studies provide evidence of impacts of librarian involvement in EBM instruction. Scholarship of EBM instruction is of common interest between medical educators and health sciences librarians. Coauthorship between the groups and distribution of literature points to a productive collaboration. An emerging literature of controlled studies measuring the impact of cross-disciplinary efforts signals continued progress in the arena of EBM instruction.

Evidence-based medicine at the intersection of research interests between academic health sciences librarians and medical educators: a review of the literature

PubMed Central

Dorsch, Josephine L.; Perry, Gerald (Jerry)

2012-01-01

Objectives: In 2008, the Association of Academic Health Sciences Libraries established an Education Research Task Force (ERTF) to plan research addressing research priorities outlined in key Association of American Medical Colleges reports. ERTF members conducted a literature review to describe the state of collaborative research at the intersection of medical education and health sciences librarianship. Analysis of initial results revealed instruction in evidence-based medicine (EBM) was a shared interest and is thus the focus of this review. Methods: Searches on EBM teaching programs were conducted, and results were posted to a shared online citation management service. Individual articles were assessed and assigned metadata describing subject matter, scope, and format. Results: Article analysis identified key themes. Most papers were descriptive narratives of curricular development. Evaluation studies were also prominent and often based on student satisfaction or self-reported competency. A smaller number of controlled studies provide evidence of impacts of librarian involvement in EBM instruction. Conclusions: Scholarship of EBM instruction is of common interest between medical educators and health sciences librarians. Coauthorship between the groups and distribution of literature points to a productive collaboration. An emerging literature of controlled studies measuring the impact of cross-disciplinary efforts signals continued progress in the arena of EBM instruction. PMID:23133324

Practical Strategy on the Subject of “Science and Ethics” for Overcoming Hybrid Engineering Ethics Education

NASA Astrophysics Data System (ADS)

Yasui, Yoshiaki

The issue of economic globalization and JABEE (Japan Accreditation Board for Engineering Education) mean that education on engineering ethics has now become increasingly important for science-engineering students who will become the next generation of engineers. This is clearly indicated when engineers are made professionally responsible for various unfortunate accidents that happen during daily life in society. Learning hybrid engineering ethics is an essential part of the education of the humanities and sciences. This paper treats the contents for the subject of “Science and Ethics” drawing on several years of practice and the fruits of studying science and engineering ethics at the faculty of science-engineering in university. This paper can be considered to be a practical strategy to the formation of morality.

Exsanguinated blood volume estimation using fractal analysis of digital images.

PubMed

Sant, Sonia P; Fairgrieve, Scott I

2012-05-01

The estimation of bloodstain volume using fractal analysis of digital images of passive blood stains is presented. Binary digital photos of bloodstains of known volumes (ranging from 1 to 7 mL), dispersed in a defined area, were subjected to image analysis using FracLac V. 2.0 for ImageJ. The box-counting method was used to generate a fractal dimension for each trial. A positive correlation between the generated fractal number and the volume of blood was found (R(2) = 0.99). Regression equations were produced to estimate the volume of blood in blind trials. An error rate ranging from 78% for 1 mL to 7% for 6 mL demonstrated that as the volume increases so does the accuracy of the volume estimation. This method used in the preliminary study proved that bloodstain patterns may be deconstructed into mathematical parameters, thus removing the subjective element inherent in other methods of volume estimation. © 2012 American Academy of Forensic Sciences.

The nature and development of preservice science teachers' conceptions of subject matter and pedagogy

NASA Astrophysics Data System (ADS)

Lederman, Norman G.; Gess-Newsome, Julie; Latz, Mark S.

The purpose of this study was to assess the development and changes in preservice science teachers' subject matter and pedagogy knowledge structures as they proceeded through a professional teacher education program. Twelve secondary preservice science teachers were asked to create representations of their subject matter and pedagogy knowledge structures periodically (four times spanning the entirety of their subject-specific teacher education program) and participate in a videotaped interview concerning the eight knowledge structure representations immediately following student teaching. Qualitative analyses of knowledge structure representations and transcribed interviews within and between subjects were performed by one of the researchers and blindly corroborated by the other two researchers. Initial knowledge structure representations were typically linear and lacked coherence. Both types of knowledge structure representations were highly susceptible to change as a consequence of the act of teaching. Although there was some overlap between subject matter and pedagogy knowledge structures, they were reported to exert separate influences on classroom practice, with the pedagogy knowledge structure having primary influence on instructional decisions. Furthermore, the complexity of one's subject matter structure appeared to be a critical factor in determining whether the structure directly influences classroom practice.Received: 5 February 1993; Revised: 28 July 1993;

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

NASA Astrophysics Data System (ADS)

Earle, Sarah

2014-05-01

Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately.