Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change

ERIC Educational Resources Information Center

Taylor, Dale L.; Booth, Shirley

2015-01-01

Pre-service teachers enter initial teacher education programmes with conceptions of teaching gleaned from their own schooling. These conceptions, which include teachers' beliefs, may be resistant to change, which is a challenge in contexts where teacher educators hope that teachers will teach in ways different from their own schooling. Conceptions…

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

PubMed

Brookes, Crittenden E

2007-01-01

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

Mars Science Laboratory Spacecraft During Cruise, Artist Concept

NASA Image and Video Library

2011-10-03

This is an artist concept of NASA Mars Science Laboratory spacecraft during its cruise phase between launch and final approach to Mars. The spacecraft includes a disc-shaped cruise stage on the left attached to the aeroshell.

Science Around the Corner.

ERIC Educational Resources Information Center

Lunetta, Vincent N.; And Others

1984-01-01

Advocates including environmental issues balanced with basic science concepts/processes to provide a sound science foundation. Suggests case studies of regional environmental issues to sensitize/motivate students while reflecting complex nature of science/society issues. Issues considered include: fresh water quality, earthquake predication,…

National Association for Research in Science Teaching (NARST). Annual Meeting (65th, Cambridge, Massachusetts, March 21-25, 1992). Abstracts of Presented Papers.

ERIC Educational Resources Information Center

Govindarajan, Girish, Ed.

This product of an annual meeting presents abstracts of symposia, contributed papers, paper sets, discussion groups, reports, poster sessions, and panel presentations. Topics include: science teaching, gender differences, science education reform, constructivism, biological concepts, concept mapping, attitude/behavior change, conceptual…

Influence of subject matter discipline and science content knowledge on National Board Certified science teachers' conceptions, enactment, and goals for inquiry

NASA Astrophysics Data System (ADS)

Breslyn, Wayne Gene

The present study investigated differences in the continuing development of National Board Certified Science Teachers' (NBCSTs) conceptions of inquiry across the disciplines of biology, chemistry, earth science, and physics. The central research question of the study was, "How does a NBCST's science discipline (biology, chemistry, earth science, or physics) influence their conceptions, enactment, and goals for inquiry-based teaching and learning?" A mixed methods approach was used that included an analysis of the National Board portfolio entry, Active Scientific Inquiry, for participants (n=48) achieving certification in the 2007 cohort. The portfolio entry provided detailed documentation of teachers' goals and enactment of an inquiry lesson taught in their classroom. Based on the results from portfolio analysis, participant interviews were conducted with science teachers (n=12) from the 2008 NBCST cohort who represented the science disciplines of biology, chemistry, earth science, and physics. The interviews provided a broader range of contexts to explore teachers' conceptions, enactment, and goals of inquiry. Other factors studied were disciplinary differences in NBCSTs' views of the nature of science, the relation between their science content knowledge and use of inquiry, and changes in their conceptions of inquiry as result of the NB certification process. Findings, based on a situated cognitive framework, suggested that differences exist between biology, chemistry, and earth science teachers' conceptions, enactment, and goals for inquiry. Further, individuals teaching in more than one discipline often held different conceptions of inquiry depending on the discipline in which they were teaching. Implications for the research community include being aware of disciplinary differences in studies on inquiry and exercising caution in generalizing findings across disciplines. In addition, teachers who teach in more than one discipline can highlight the contextual and culturally based nature of teachers' conceptions of inquiry. For the education community, disciplinary differences should be considered in the development of curriculum and professional development. An understanding of disciplinary trends can allow for more targeted and relevant representations of inquiry.

How Do High School Science Textbooks in Korea, Japan, and the U.S. Explain Bioaccumulation-Related Concepts?

ERIC Educational Resources Information Center

Kim, Heung-Tae; Kim, Jae Geun

2013-01-01

Although bioaccumulation-related concepts are important scientific knowledge, a study on whether high school textbooks include appropriate explanations has not been conducted. The present study investigated science and biology textbooks from Korea, Japan, and the U.S., focusing on how bioaccumulation-related concepts were defined, what types of…

The Positive and Negative Effects of Science Concept Tests on Student Conceptual Understanding

ERIC Educational Resources Information Center

Chang, Chun-Yen; Yeh, Ting-Kuang; Barufaldi, James P.

2010-01-01

This study explored the phenomenon of testing effect during science concept assessments, including the mechanism behind it and its impact upon a learner's conceptual understanding. The participants consisted of 208 high school students, in either the 11th or 12th grade. Three types of tests (traditional multiple-choice test, correct concept test,…

Sciences literacy on nutrition program for improving public wellness

NASA Astrophysics Data System (ADS)

Rochman, C.; Nasrudin, D.; Helsy, I.; Rokayah; Kusbudiah, Y.

2018-05-01

Increased wellness for a person becomes a necessity now and for the future. Various ways people do to get fit include following and understanding nutrition. This review will inventory the concepts of science involved to understand the nutritional program and its impact on fitness levels. The method used is a quantitative and qualitative descriptive mixed method based on treatment to a number of nutrition group participants in a nutrition group in Bandung. The concepts of science that are the subject of study are the concepts of physics, chemistry, and biology. The results showed that the ability of science literacy and respondent's wellness level varies and there is a relationship between science literacy with one's wellness level. The implications of this research are the need for science literacy and wellness studies for community based on educational level and more specific scientific concepts.

Roundhouse Diagrams.

ERIC Educational Resources Information Center

Ward, Robin E.; Wandersee, James

2000-01-01

Students must understand key concepts through reasoning, searching out related concepts, and making connections within multiple systems to learn science. The Roundhouse diagram was developed to be a concise, holistic, graphic representation of a science topic, process, or activity. Includes sample Roundhouse diagrams, a diagram checklist, and…

Social Science Curriculum Guide and Selected Multi-Media, 10-12.

ERIC Educational Resources Information Center

Gaydosh, Ronald

GRADES OR AGES: Grades 10-12. SUBJECT MATTER: Social science. ORGANIZATION AND PHYSICAL APPEARANCE: The extensive introductory material includes rationale, definitions of the social science core disciplines, glossary of terms, and descriptions of concepts. The course material includes political science, history, economics, geography, sociology,…

Two-year study relating adolescents' self-concept and gender role perceptions to achievement and attitudes toward science

NASA Astrophysics Data System (ADS)

Handley, Herbert M.; Morse, Linda W.

To assess the developmental relationship of perceptions of self-concept and gender role identification with adolescents' attitudes and achievement in science, a two-year longitudinal study was conducted. A battery of instruments assessing 16 dimensions of self-concept/gender role identifications was employed to predict students' achievement and attitudes toward science. Specific behaviors studied included self-concept in school and science and mathematics, attitudes toward appropriate gender roles in science activities and careers, and self-perceptions of masculine and feminine traits. One hundred and fifty-five adolescents, enrolled, respectively, in the seventh and eighth grades, participated in the study. Through Fisher z transformations of correlation coefficients, differences in relationships between these two sets of variables were studied for males and females during the two years. Results indicated that students' self-concepts/gender role perceptions were related to both achievement and attitudes toward science, but more related to attitudes than achievement. These relationships became more pronounced for students as they matured from seventh to eighth graders.

On Access to Knowledge in the Social Sciences and Humanities, From the Viewpoint of Cybernetics and Information Science.

ERIC Educational Resources Information Center

Heilprin, Laurence B.

The literature of knowledge is a very large system in the cybernetic sense of intractibility to control. Improving access to it needs some simplifying theory. A step in this direction is a hypothesis constructed from basic concepts. These include cybernetic concepts of variety and requisite variety; a version of the mathematical concept of…

Making the Math/Science Connection.

ERIC Educational Resources Information Center

Sherman, Laurel Galbraith

1989-01-01

Suggestions are made for activities that combine the teaching of math and science. Math concepts include: graphing, estimating, measurement, statistics, geometry, and logic. Science topics include: plant reproduction, solar system, forces, longitude and latitude, Earth's magnetic field, nutrition, and heat. (IAH)

Writing Like a Scientist: Exploring Elementary Teachers' Understandings and Practices of Writing in Science

NASA Astrophysics Data System (ADS)

Glen, Nicole J.; Dotger, Sharon

2013-10-01

This qualitative study examined the connections between elementary teachers’ conceptions of how scientists use writing and how the teachers used writing during science lessons. Data collected included lesson observations, interviews, handouts to students, and curriculum resources. The findings revealed that teachers in this study thought scientists write for several purposes: the presentation of data, observations, experiences, procedures, and facts. The teachers used writing tasks that mirrored this with their students. The teachers also had a limited definition of creativity in writing, and when they had students write creatively in science it was to add in fictional elements. Implications of this study include providing teachers with better models for how and why scientists write, including these models in more inquiry-based science lessons, and directly relating concepts of nature of science to elementary science writing.

An Ungraded Primary Level Science Program, Levels One Through Three (Grades 1-2-3).

ERIC Educational Resources Information Center

Dickinson Public Schools, ND. Instructional Media Center.

This curriculum guide is intended for use in an ungraded science program encompassing grades one, two and three in public elementary schools in southwestern North Dakota. Five major units in the biological, physical and earth sciences and in health education are included. In each unit major concepts to be studied are stated. For each concept,…

Study of airborne science experiment management concepts for application to space shuttle. Volume 1: Executive summary

NASA Technical Reports Server (NTRS)

Mulholland, D. R.; Reller, J. O., Jr.; Neel, C. B.; Haughney, L. C.

1973-01-01

The management concepts and operating procedures are documented as they apply to the planning of shuttle spacelab operations. Areas discussed include: airborne missions; formulation of missions; management procedures; experimenter involvement; experiment development and performance; data handling; safety procedures; and applications to shuttle spacelab planning. Characteristics of the airborne science experience are listed, and references and figures are included.

An Overview of the Jupiter Europa Orbiter Concept's Europa Science Phase Orbit Design

NASA Technical Reports Server (NTRS)

Lock, Robert E.; Ludwinski, Jan M.; Petropoulos, Anastassios E.; Clark, Karla B.; Pappalardo, Robert T.

2009-01-01

Jupiter Europa Orbiter (JEO), the proposed NASA element of the proposed joint NASA-ESA Europa Jupiter System Mission (EJSM), could launch in February 2020 and conceivably arrive at Jupiter in December of 2025. The concept is to perform a multi-year study of Europa and the Jupiter system, including 30 months of Jupiter system science and a comprehensive Europa orbit phase of 9 months. This paper provides an overview of the JEO concept and describes the Europa Science phase orbit design and the related science priorities, model pay-load and operations scenarios needed to conduct the Europa Science phase. This overview is for planning and discussion purposes only.

Creative Concept Mapping.

ERIC Educational Resources Information Center

Brown, David S.

2002-01-01

Recommends the use of concept mapping in science teaching and proposes that it be presented as a creative activity. Includes a sample lesson plan of a potato stamp concept mapping activity for astronomy. (DDR)

Developing Mathematical Concepts through Orientation and Mobility

ERIC Educational Resources Information Center

Smith, Derrick W.

2006-01-01

The National Council for Teachers of Mathematics (NCTM; 2000) encourages students to experience mathematics in multiple contexts, including science, history, physical education, business sciences, and agricultural sciences. All educators, including professionals such as orientation and mobility specialists who work with students who are visually…

Methodology issues in implementation science.

PubMed

Newhouse, Robin; Bobay, Kathleen; Dykes, Patricia C; Stevens, Kathleen R; Titler, Marita

2013-04-01

Putting evidence into practice at the point of care delivery requires an understanding of implementation strategies that work, in what context and how. To identify methodological issues in implementation science using 4 studies as cases and make recommendations for further methods development. Four cases are presented and methodological issues identified. For each issue raised, evidence on the state of the science is described. Issues in implementation science identified include diverse conceptual frameworks, potential weaknesses in pragmatic study designs, and the paucity of standard concepts and measurement. Recommendations to advance methods in implementation include developing a core set of implementation concepts and metrics, generating standards for implementation methods including pragmatic trials, mixed methods designs, complex interventions and measurement, and endorsing reporting standards for implementation studies.

Using Food to Demonstrate Earth Science Concepts

NASA Astrophysics Data System (ADS)

Walter, J.; Francek, M.

2001-12-01

One way to better engage K-16 students with the earth sciences is through classroom demonstrations with food. We summarize references from journals and the world wide web that use food to illustrate earth science concepts. Examples of how edible substances have been used include using candy bars to demonstrate weathering concepts, ice cream to mimic glaciers, and grapes to demonstrate evaporation. We also categorize these demonstrations into geology, weather, space science, and oceanography categories. We further categorize the topics by grade level, web versus traditional print format, amount of time necessary to prepare a lesson plan, and whether the activity is better used as a demonstration or hands on activity.

Science Notes.

ERIC Educational Resources Information Center

School Science Review, 1990

1990-01-01

Included are 30 science activities that include computer monitoring, fieldwork, enzyme activity, pH, drugs, calorimeters, Raoult's Law, food content, solubility, electrochemistry, titration, physical properties of materials, gel filtration, energy, concepts in physics, and electricity. (KR)

Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science

NASA Astrophysics Data System (ADS)

Wang, Ya-Ling; Tsai, Chin-Chung

2017-08-01

Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, memorizing, testing, and calculating and practicing were categorized as reproductive conceptions of learning science, while increase of knowledge, applying, understanding and seeing-in-a-new-way were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed understanding, seeing-in-a-new-way, and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between testing and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and deep motive were tighter with the increase in grade level.

Windowsill Science Centers: Turn Your Classroom Windowsill into the Perfect Lab for Easy-To-Do Science Investigations!

ERIC Educational Resources Information Center

Kepler, Lynne

Favorite science topics like seeds and plants, evaporation, light and shadow, and animal observation are the subjects of the eight windowsill science centers included in this book. Each of the science centers includes a discussion of the process skills that students will use, several hands-on activities, explanation of key concepts and vocabulary,…

A pragmatic conception of science: Implications for science teaching

NASA Astrophysics Data System (ADS)

Sessoms, Deidre Bates

In this dissertation, I examine various philosophical conceptions of the nature of science---its goals, methods and products---and link those views to how science is taught. While the review begins in the 1600s, the focus is primarily on logical positivism. The logical positivist view of science prevailed for much of the twentieth century and has greatly influenced how science is taught. The review section culminates with current conceptions of science from the fields of philosophy, sociology, feminist studies and radical studies of science. These various conceptions of the nature of science are linked to how science is currently taught, at the K--12 level and at the university. In particular, the logical positivist conception has influenced the teaching of science by emphasizing the products of science (factual knowledge and theories) over the processes of science (the social methods of knowledge production). As a result of viewing science as the logical positivists did, teachers primarily focus on science as unchanging factual knowledge, at the expense of examining the social and cultural aspects of scientific practices. I develop a pragmatic conception of the method of science as reflective thinking that we effectively use in our everyday lives. Linking that conception with the aims that John Dewey outlined for schools in a democratic society points the way towards certain goals and methods for teaching science. Therefore, I explore the type of science teaching that might result when viewing science as a pragmatic activity conducted in a democracy. Teaching of this sort would involve students in working together on shared problems that arise in the context of daily life. For science students at the university, this would include participating in and critiquing scientific research in active research laboratories. Implementing this view of science teaching might result in modifications in the practices and goals of science. Lastly, the experiences of a group of under-represented minority students who studied the sciences at the university are used to illustrate both the promises and the pitfalls of attempting to incorporate a pragmatic view of science into science teaching.

Cell Science-02 Payload Overview

NASA Technical Reports Server (NTRS)

Mitchell, Sarah Diane

2014-01-01

The presentation provides an general overview of the Cell Science-02 science and payload operations to the NASA Payload Operations Integrated Working Group. The overview includes a description of the science objectives and specific aims, manifest status, and operations concept.

Titan Science Return Quantification

NASA Technical Reports Server (NTRS)

Weisbin, Charles R.; Lincoln, William

2014-01-01

Each proposal for a NASA mission concept includes a Science Traceability Matrix (STM), intended to show that what is being proposed would contribute to satisfying one or more of the agency's top-level science goals. But the information traditionally provided cannot be used directly to quantitatively compare anticipated science return. We added numerical elements to NASA's STM and developed a software tool to process the data. We then applied this methodology to evaluate a group of competing concepts for a proposed mission to Saturn's moon, Titan.

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

ERIC Educational Resources Information Center

Lahti, Richard Dennis, II.

2012-01-01

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

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

PubMed

Lietz, Natalia

2011-01-01

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

The Puzzle of Inheritance: Genetics and the Methods of Science.

ERIC Educational Resources Information Center

Cutter, Mary Ann G.; Drexler, Edward; Friedman, B. Ellen; McCullough, Laurence B.; McInerney, Joseph D.; Murray, Jeffrey C.; Rossiter, Belinda; Zola, John

This instructional module contains a description of the Human Genome Project (HGP). A discussion of issues in the philosophy of science and some of the ethical, legal, and social implications of research in genetics, and a survey of fundamental genetics concepts and of new, nontraditional concepts of inheritance are also included. Six…

Life Science Teachers' Discourse on Assessment: A Valuable Insight into the Variable Conceptions of Assessment in Higher Education

ERIC Educational Resources Information Center

Halinen, Katrianna; Ruohoniemi, Mirja; Katajavuori, Nina; Virtanen, Viivi

2014-01-01

Teachers' conceptions of teaching, including assessment practices, are substantial in directing student learning. Our article refers to assessment at tertiary level biological education. We studied life science (more specifically microbiology-related) teachers' assessment discourse describing how they understood assessment as part of their…

Basic Curriculum Guide--Science. Grades K-6.

ERIC Educational Resources Information Center

Starr, John W., 3rd., Ed.

GRADES OR AGES: K-6. SUBJECT MATTER: Science. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in two parts--the background, philosophy, and instructional principles of science teaching, including a resource unit model, and the development by grade level of the various basic scientific concepts. The guide also includes information of…

Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study.

PubMed

Eisenbarth, Sophie; Tilling, Thomas; Lueerss, Eva; Meyer, Jelka; Sehner, Susanne; Guse, Andreas H; Guse Nee Kurré, Jennifer

2016-04-29

Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum. The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014. Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization. Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement.

Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course

NASA Astrophysics Data System (ADS)

Matkins, Juanita Jo; Bell, Randy L.

2007-04-01

This investigation assessed the impact of situating explicit nature of science (NOS) instruction within the issues surrounding global climate change and global warming (GCC/GW). Participants in the study were 15 preservice elementary teachers enrolled in a science methods course. The instructional intervention included explicit NOS instruction combined with explicit GCC/GW instruction situated within the normal elementary science methods curriculum. Participants’ conceptions of NOS and GCC/GW were assessed with pre- and postadministrations of open-ended questionnaires and interviews. Results indicated that participants’ conceptions of NOS and GCC/GW improved over the course of the semester. Furthermore, participants were able to apply their conceptions to decision making about socioscientific issues. The results provide support for context-based NOS instruction in an elementary science methods course.

Climate change and health research: has it served rural communities?

PubMed

Bell, Erica J

2013-01-01

If climate change is the 21st Century's biggest public health threat, research faces the major challenge of providing adequate evidence for vulnerable communities to adapt to the health effects of climate change. Available information about best practice in climate adaptation suggests it is inclusive of socio-economic disadvantage and local community factors such as access to health services. Since 1995, at least 19 164 papers have been published on climate change in the health sciences and social sciences. This body of literature has not yet been systematically examined for how well it serves rural communities. The ultimate aim of the study was to contribute to better understandings about what climate adaptation research has been done and is needed for rural communities. The two research questions were: 'What kinds of content define climate change research in disciplines that could potentially contribute to adaptation for health?' and 'How is content about rural and Aboriginal communities and best practice in adaptation related to this content?' A quantitative content analysis was performed using 'computational linguistics' Leximancer software. The analysis included 19 164 health and social sciences abstracts, batched by years, from 1 January 1995 to 31 July 2012. The relative frequency and co-occurrence of 52 concepts in these abstracts were mapped, as well as associations with positive or negative sentiment for selected concepts. Aboriginal' concepts tend to be relatively infrequent (3% and 5% overall likelihood of occurrence, respectively) and are more associated with socio-economic concepts in the social sciences than the health sciences. Multiple concepts in the health sciences literature are typically connected with 'disease' and ultimately 'science' storylines, with a 38% likelihood of paired co-occurrence of 'health' and 'disease' concepts alone. The social sciences appear more focused on the local and particular issues of community in climate change than the health sciences. 'Rural' and 'Aboriginal' concepts have increased by 1% across both discipline areas, since 2011 for the 'rural' concept and since 2004 for the 'Aboriginal' concept. 'Health' concepts in the health sciences and 'economic' concepts in the social sciences, as well as 'urban' concepts, are referred to more positively than either the 'rural' or 'Aboriginal' concepts. While care needs to be taken in interpreting the results of this study too negatively for rural and Aboriginal communities, they suggest that a disease focus dominates climate and health research typically unconnected to wider socio-economic and human system factors. This finding needs to be considered in light of the accumulating evidence of the importance of such contextual systemic factors in understanding climate and health effects and responses. The study adds some support to the view that a key priority is bringing the learnings of applied community-based researchers, from those in rural health to those in the social sciences, to climate research. There is a need to build confidence, including in the rural health sector which has arguably been slow to participate in programs of climate change research, that community-based research could make a difference to rural health in a climate-changing world.

Learner factors associated with radical conceptual change among undergraduates

NASA Astrophysics Data System (ADS)

Olson, Joanne Kay

Students frequently enter learning situations with knowledge inconsistent with scientific views. One goal of science instruction is to enable students to construct scientifically accepted ideas while rejecting inaccurate constructs. This process is called conceptual change. This study examined factors associated with students at three levels of conceptual change to elucidate possible influences on the conceptual change process. Factors studied included motivation (including utility value, interest, attainment value, mood, self efficacy, and task difficulty), prior experiences with science, perceptions of the nature of science, connections to objects or events outside the classroom, and specific activities that helped students learn. Four science classes for undergraduate preservice elementary teachers participated in the study, conducted during a three week unit on electricity. Data sources included concept maps, drawings, reflective journal entries, quizzes, a science autobiography assignment, and interviews. Concept maps, drawings, and quizzes were analyzed, and students were placed into high, moderate, and low conceptual change groups. Of the ninety-eight students in the study, fifty-seven were interviewed. Perhaps the most important finding of this study relates to the assessment of conceptual change. Interviews were conducted two months after the unit, and many items on the concept maps had decayed from students' memories. This indicates that time is an important factor. In addition, interview-derived data demonstrated conceptual change levels; concept maps were insufficient to indicate the depth of students' understanding. Factors associated with conceptual change include self efficacy and interest in topic. In addition, moderate conceptual change students cited specific activities as having helped them learn. Low and high students focused on the method of instruction rather than specific activities. Factors not found to be associated with conceptual change include: utility value, mood, task difficulty, and prior experiences with science, and connections to objects and events outside the classroom. Attainment value, perceptions of the nature of science, and mood cannot be ruled out as possible factors due to the problematic nature of assessing them within the context of this study.

Students' Perceptions of Dynamics Concept Pairs and Correlation with Their Problem-Solving Performance

ERIC Educational Resources Information Center

Fang, Ning

2012-01-01

A concept pair is a pair of concepts that are fundamentally different but closely related. To develop a solid conceptual understanding in dynamics (a foundational engineering science course) and physics, students must understand the fundamental difference and relationship between two concepts that are included in each concept pair. However, all…

Science Squared: Teaching Science Visually.

ERIC Educational Resources Information Center

Paradis, Olga; Savage, Karen; Judice, Michelle

This paper describes a collection of novel ideas for bulletin board displays that would be useful in supplementing science classroom instruction. Information on women and minorities in science; science concepts in everyday activities such as nutrition, baseball, and ice cream-making; and various holidays and celebratory events is included. Each…

The effects of Roundhouse diagram construction and use on meaningful science learning in the middle school classroom

NASA Astrophysics Data System (ADS)

Ward, Robin Eichel

This research explored the effects of Roundhouse diagram construction and use on meaningful learning of science concepts in a 6th-grade science classroom. This investigation examined the transformation of students' science concepts as they became more proficient in constructing Roundhouse diagrams, what problems students encountered while constructing Roundhouse diagrams, and how choices of iconic images affected their progress in meaningfully learning science concepts as they constructed a series of Roundhouse diagrams. The process of constructing a Roundhouse diagram involved recognizing the learner's relevant existing concepts, evaluating the central concepts for a science lesson and breaking them down into their component parts, reconstructing the learner's conceptual framework by reducing the amount of detail efficiently, reviewing the reconstruction process, and linking each key concept to an iconic image. The researcher collected and analyzed qualitative and quantitative data to determine the effectiveness of the Roundhouse diagram. Data included field notes, observations, students' responses to Roundhouse diagram worksheets, students' perceptions from evaluation sheets, students' mastery of technique sheets, tapes and transcripts of students' interviews, student-constructed Roundhouse diagrams, and documentation of science grades both pre- and post-Roundhouse diagramming. This multiple case study focused on six students although the whole class was used for statistical purposes. Stratified purposeful sampling was used to facilitate comparisons as well as week-by-week comparisons of students' science grades and Roundhouse diagram scores to gain additional insight into the effectiveness of the Roundhouse diagramming method. Through participation in constructing a series of Roundhouse diagrams, middle school students gained a greater understanding of science concepts. Roundhouse diagram scores improved over time during the 10-week Roundhouse diagramming session. Students' science scores improved as they became more proficient in constructing the Roundhouse diagrams. The major problems associated with constructing Roundhouse diagrams were extracting the main ideas from the textbook, understanding science concepts in terms of whole/part relationships, paraphrasing sentences effectively, and sequencing events in an accurate order. A positive relationship existed for the case study group based on students' choices and drawings of iconic images and the meaningful learning of science concepts.

Young children's emergent science competencies in family and school contexts: A case study

NASA Astrophysics Data System (ADS)

Andrews, Kathryn Jean

To address the lack of research in early science learning and on young children's informal science experiences, this 6-month long case study investigated an 8-year-old boy's emergent science competencies and his science experiences in family and school contexts. The four research questions used to guide this investigation were: (1) What are Nathan's emergent science competencies? (2) What are Nathan's science experiences in a family context? How does family learning contribute to his emergent science competencies? (3) What are Nathan's science experiences in school? How does school learning contribute to his emergent science competencies? (4) What is the role of parents and teachers in fostering emergent science competencies? My intensive 6-month fieldwork generated multiple data sources including field notes of 12 classroom observations, one parent interview, eight child interviews, one classroom teacher interview, and observation of eight family produced videos. In addition, I collected a parent journal including 38 entries of the child's how and why questions, a child digital photo journal including 15 entries of when Nathan saw or participated in science, and 25 various documents of work completed in the classroom. First, I analyzed data through an on-going and recursive process. Then, I applied several cycles of open coding to compare and contrast science learning between home and school, establish clear links between research questions and data, and form categories. Finally, I applied a cycle of holistic coding to categorized data that eventually culminated into themes. As a method of quality control, I shared my interpretations with the family and classroom teacher throughout the study. Findings revealed, Nathan's pre-scientific views of science were fluid and playful, he saw differences between the science he did at home and that he did in school, but he was able to articulate a relatively complex understanding of scientists' collaborative efforts. Nathan's emergent science competencies were a result of his experiences both in the home and classroom. His science experiences at home often involved engaging in conversation with his parents about the world around him and was driven by the things he was interested in or wondered about. He enjoyed daily family activities like cooking, playing, and building models with his dad. These experiences contributed to his naive conceptions of science. By contrast, his science experiences in school were also collaborative but less facilitated by Mrs. Young. His wide range of experiences at home and in the classroom illustrated that doing, learning, knowing, and demonstrating knowledge are intertwined and not easily distinguished from each other. Nathan's emergent science competencies were fueled by a child-environment loop. The child-environment loop is a concept that captures the reciprocal nature between a child's curiosities and his or her environment. As his curiosities were met, new questions and activity were produced. As a result, Nathan's activity continually influenced the environment in which his emergent science competencies emerged. Likewise, the changing environment contributed to new curiosities, interest, and science competencies. Findings extend current research of informal science learning by illustrating how family learning contributed to a child's naive scientific views through the development of non-spontaneous concepts. Findings also extend current research by illustrating how a child with a solid foundation of spontaneous concepts might be unable to further develop non-spontaneous concepts in a classroom where learning took a similar form (working with others and talking about ideas) as learning in the classroom was less mediated. Main implications of this project include a call for research and practice to more aggressively contribute to a learning progressions approach to provide a map of educational opportunities that neither under- or overestimate children's ability. Curriculum ought to view naive science conceptions developed in family learning as a necessary element in the learning continuum rather than a deficit in science knowledge to contend with during the development of non-spontaneous concepts in classroom learning to achieve this goal. Finally, to extract meaningful experiences from inquiry-based science learning, teachers need to incorporate students' naive science conceptions by explicitly connecting everyday family learning to science through disciplinary engagement where inquiry is mediated.

Hannah's Prior Knowledge about Chemicals: A Case Study of One Fourth-Grade Child

ERIC Educational Resources Information Center

Bretz, Stacey Lowery; Emenike, Mary Elizabeth

2012-01-01

Chemical principles are taught in elementary education across much of the United States because the "National Science Education Standards" include concepts about the nature of matter, states of matter, and changes in matter among other science concepts within the first to fifth grade levels. "Chemicals" is a word related to the nature of matter…

Analyzing the Use of Concept Maps in Computer Science: A Systematic Mapping Study

ERIC Educational Resources Information Center

dos Santos, Vinicius; de Souza, Érica F.; Felizardo, Katia R; Vijaykumar, Nandamudi L.

2017-01-01

Context: concept Maps (CMs) enable the creation of a schematic representation of a domain knowledge. For this reason, CMs have been applied in different research areas, including Computer Science. Objective: the objective of this paper is to present the results of a systematic mapping study conducted to collect and evaluate existing research on…

Reinventing the Science Curriculum

ERIC Educational Resources Information Center

Bybee, Rodger W.; Van Scotter, Pamela

2007-01-01

For many, the dominant model of curriculum development in science includes generating a topic, clarifying science content, identifying activities associated with the topic, and figuring out an assessment. Unfortunately, this approach tends to overemphasize activities and underemphasize mastery of science concepts and the process of scientific…

Investigating inquiry beliefs and nature of science (NOS) conceptions of science teachers as revealed through online learning

NASA Astrophysics Data System (ADS)

Atar, Hakan Yavuz

Creating a scientifically literate society appears to be the major goal of recent science education reform efforts (Abd-El-Khalick, Boujaoude, Dushl, Lederman, Hofstein, Niaz, Tregust, & Tuan, 2004). Recent national reports in the U.S, such as Shaping the Future, New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (NSF,1996), Inquiry in Science and In Classroom, Inquiry and the National Science Education Standards (NRC, 2001), Pursuing excellence: Comparison of international eight-grade mathematics and science achievement from a U.S. perspective (NCES, 2001), and Standards for Science Teacher Preparation (NSTA 2003) appear to agree on one thing: the vision of creating a scientifically literate society. It appears from science education literature that the two important components of being a scientifically literate individual are developing an understanding of nature of science and ability to conduct scientific inquiries. Unfortunately, even though teaching science through inquiry has been recommended in national reports since the 1950's, it has yet to find its way into many science classrooms (Blanchard, 2006; Yerrick, 2000). Science education literature identfies several factors for this including: (1) lack of content knowledge (Anderson, 2002; Lee, Hart Cuevas, & Enders, 2004; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Moscovici, 1999; Smith & Naele, 1989; Smith, 1989); (2) high stake tests (Aydeniz, 2006); (3) teachers' conflicting beliefs with inquiry-based science education reform (Blanchard, 2006; Wallace & Kang, 2004); and, (4) lack of collaboration and forums for communication (Anderson, 2002; Davis, 2003; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Wallace & Kang, 2004). In addition to the factors stated above this study suggest that some of the issues and problems that have impeded inquiry instruction to become the primary approach to teaching science in many science classrooms might be related to teachers NOS conceptions. Developing desired understanding of nature of science conceptions and having an adequate experience with inquiry learning is especially important for science teachers because science education literature suggests that the development of teachers' nature of science conceptions is influenced by their experiences with inquiry science (Akerson et. al. 2000) and implementation of science lessons reflect teachers' NOS conceptions (Abd-EL-Khalick & Boujaoude, 1997; Matson & Parsons, 1998; Rosenthal, 1993; Trowbridge, Bybee & Powell, 2000; Turner & Sullenger, 1999). Furthermore, the impediments to successful integration of inquiry based science instruction from teachers' perspective are particularly important, as they are the implementers of inquiry based science education reform. The purpose of this study is to understand the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices in their classrooms and how this relationship impedes or contributes to the implementation of inquiry based science education reform efforts. The participants of this study were in-service teachers who were accepted into the online Masters Program in science education program at a southern university. Three online courses offered in the summer semester of 2005 constituted the research setting of this study: (1) Special Problems in the Teaching of Secondary School Science: Nature of Science & Science Teaching, (2) Curriculum in Science Education, and (3) Colloquium. Multiple data sources were used for data triangulation (Miles & Huberman, 1984; Yin, 1994) in order to understand the relationship between participants' NOS views and their conceptions and beliefs about inquiry-based science teaching. The study revealed that the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices is far from being simple and linear. Data suggests that the teachers' sophistication of NOS conceptions influence their perception of inquiry science instruction in variety of ways. In a nutshell, these include: (1) The teachers become more confident in their ability to implement inquiry-based science classes; (2) Better understanding of NOS conceptions assists the teachers develop a higher appreciation of inquiry science instruction; (3) The teachers' misconceptions about nature of science appear to be connected to their misconceptions about inquiry science instruction; (4) A better understanding of NOS concepts seems to have stimulate the teachers to put more emphasis on some aspects of inquiry more than others; and (5) Sophistication of teachers' NOS conceptions influences their decisions about the type of inquiry they plan to incorporate in their instruction. This study also suggests that enhancing teachers' NOS conceptions should be among the main objectives of inquiry-based professional development programs and courses that are taught in science education programs. This study reveals that enhancing NOS conceptions helps teachers in their efforts to integrate inquiry into their instruction by boosting their confidence in their abilities to teach science through inquiry. This study reveals that especially teachers who lack strong science backgrounds and prior experience with inquiry science are at risk. Not having a strong background in science and lacking extensive experience with inquiry science negatively influences the teachers' confidence and thus delays their efforts to implement inquiry-based science lessons. (Abstract shortened by UMI.)

Proof of Concept for a Simple Smartphone Sky Monitor

NASA Astrophysics Data System (ADS)

Kantamneni, Abhilash; Nemiroff, R. J.; Brisbois, C.

2013-01-01

We present a novel approach of obtaining a cloud and bright sky monitor by using a standard smartphone with a downloadable app. The addition of an inexpensive fisheye lens can extend the angular range to the entire sky visible above the device. A preliminary proof of concept image shows an optical limit of about visual magnitude 5 for a 70-second exposure. Support science objectives include cloud monitoring in a manner similar to the more expensive cloud monitors in use at most major astronomical observatories, making expensive observing time at these observatories more efficient. Primary science objectives include bright meteor tracking, bright comet tracking, and monitoring the variability of bright stars. Citizen science objectives include crowd sourcing of many networked sky monitoring smartphones typically in broader support of many of the primary science goals. The deployment of a citizen smartphone array in an active science mode could leverage the sky monitoring data infrastructure to track other non-visual science opportunities, including monitoring the Earth's magnetic field for the effects of solar flares and exhaustive surface coverage for strong seismic events.

Addressing Equity within Science Education Courses: Sharing Approaches and Ideas.

ERIC Educational Resources Information Center

Wieseman, Katherine C.; Bryan, Lynn; Hammrich, Penny; Lynch, Sharon; McGinnis, Randy; Pyle, Eric

A discussion session provided opportunities for individuals involved in science teacher education to exchange approaches and ideas on how equity issues in science teaching and learning are being addressed in science teacher education courses. Evaluative questions included: (1) What conceptions of equity in science education underpin individual…

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

NASA Astrophysics Data System (ADS)

Subramaniam, Karthigeyan; Esprivalo Harrell, Pamela

2013-11-01

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

Students’ conceptions of radiation and what to do about them

NASA Astrophysics Data System (ADS)

Plotz, Thomas

2017-01-01

For good science teaching, it is necessary to have knowledge of your students’ preconceptions. Numerous studies have been conducted about typical ideas that students bring to the science classroom in science education research. Unfortunately the domains of which we know preconceptions are not distributed evenly and there is a lack of studies about students’ conceptions of electromagnetic radiation. This literature review focuses on the existing body of studies around those conceptions. All studies focusing on conceptions of radiation, including nuclear radiation, have been considered if they were published in international peer reviewed journals in English and German between 1980 and the present day. Some interesting conceptions mentioned in different studies are pointed out, as well as gaps in the literature that need to be filled. At the end, some ideas to conquer misconceptions are presented.

Venus Atmospheric Maneuverable Platform (VAMP) - A Low Cost Venus Exploration Concept

NASA Astrophysics Data System (ADS)

Lee, G.; Polidan, R. S.; Ross, F.

2015-12-01

The Northrop Grumman Aerospace Systems and L-Garde team has been developing an innovative mission concept: a long-lived, maneuverable platform to explore the Venus upper atmosphere. This capability is an implementation of our Lifting Entry Atmospheric Flight (LEAF) system concept, and the Venus implementation is called the Venus Atmospheric Maneuverable Platform (VAMP). The VAMP concept utilizes an ultra-low ballistic coefficient (< 50 Pa), semi-buoyant aircraft that deploys prior to entering the Venus atmosphere, enters without an aeroshell, and provides a long-lived (months to a year) maneuverable vehicle capable of carrying science instruments to explore the Venus upper atmosphere. In this presentation we provide an update on the air vehicle design and a low cost pathfinder mission concept that can be implemented in the near-term. The presentation also provides an overview of our plans for future trade studies, analyses, and prototyping to advance and refine the concept. We will discuss the air vehicle's entry concepts of operations (CONOPs) and atmospheric science operations. We will present a strawman concept of a VAMP pathfinder, including ballistic coefficient, planform area, percent buoyancy, wing span, vehicle mass, power supply, propulsion, materials considerations, structural elements, and instruments accommodation. In this context, we will discuss the following key factors impacting the design and performance of VAMP: Entry into the Venus atmosphere, including descent profile, heating rate, total heat load, stagnation, and acreage temperatures Impact of maximum altitude on air vehicle design and entry heating Candidate thermal protection system (TPS) requirements We will discuss the interdependencies of the above factors and the manner in which the VAMP pathfinder concept's characteristics affect the CONOPs and the science objectives. We will show how the these factors provide constraints as well as enable opportunities for novel long duration scientific studies of the Venus upper atmosphere that support Venus science goals. We will also discuss how the VAMP platform itself can facilitate some of these science measurements.

Building Websites for Science Literacy.

ERIC Educational Resources Information Center

Welborn, Victoria; Kanar, Bryn

2000-01-01

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

A Mathematical Sciences Program at an Upper-Division Campus.

ERIC Educational Resources Information Center

Swetz, Frank J.

1978-01-01

The conception, objectives, contents, and limitations of a degree program in the mathematical sciences at Pennsylvania State University, Capitol Campus, are discussed. Career goals that may be pursued include: managerial, science, education, actuarial, and computer. (MP)

Imaging Science Panel. Multispectral Imaging Science Working Group joint meeting with Information Science Panel: Introduction

NASA Technical Reports Server (NTRS)

1982-01-01

The state-of-the-art of multispectral sensing is reviewed and recommendations for future research and development are proposed. specifically, two generic sensor concepts were discussed. One is the multispectral pushbroom sensor utilizing linear array technology which operates in six spectral bands including two in the SWIR region and incorporates capabilities for stereo and crosstrack pointing. The second concept is the imaging spectrometer (IS) which incorporates a dispersive element and area arrays to provide both spectral and spatial information simultaneously. Other key technology areas included very large scale integration and the computer aided design of these devices.

Titan Submarines!

NASA Astrophysics Data System (ADS)

Oleson, S. R.; Lorenz, R. D.; Paul, M. V.; Hartwig, J. W.; Walsh, J. M.

2017-02-01

A NIAC Phase II submarine concept, dubbed 'Titan Turtle' for Saturn's moon Titan's northern sea, Ligea Mare. A design concept including science and operations is described for this -180°C liquid methane sea.

Light. Physical Science in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Why does light behave the way it does? How does it travel from its source to the objects it illuminates and then to human eyes? Students will learn about waves, including the concepts of reflection, absorption, refraction and how light is related to the colors that can be seen. With a hands-on activity and real-life examples, these concepts are…

Space Station medical sciences concepts

NASA Technical Reports Server (NTRS)

Mason, J. A.; Johnson, P. C., Jr.

1984-01-01

Current life sciences concepts relating to Space Station are presented including the following: research, extravehicular activity, biobehavioral considerations, medical care, maintenance of dental health, maintaining health through physical conditioning and countermeasures, protection from radiation, atmospheric contamination control, atmospheric composition, noise pollution, food supply and service, clothing and furnishings, and educational program possibilities. Information on the current status of Soviet Space Stations is contained.

Changing High School Students' Conceptions of the Nature of Science: The Partnership for Research and Education in Plants (PREP)

ERIC Educational Resources Information Center

Brooks, Eric Dwayne

2011-01-01

This study investigated whether participation in the Partnership for Research and Education in Plants (PREP), a long-term authentic plant research project, in conjunction with explicit verses implicit instruction can change high school students' conceptions of the nature of science (NOS). The participants included a total of 134 students comprised…

Cognitive Processes and Students' Misconceptions in Science.

ERIC Educational Resources Information Center

Smith, Deborah C.

Several categories of misconceptions which appear to be emerging across studies are discussed. They include: mis-perceptions; stunted conceptions; mis-translations; confused conceptions; lost conceptions; and true misconceptions. True misconceptions are metaphors and analogies which represent truly complete systems of explanation but are…

Get the LED Out.

ERIC Educational Resources Information Center

Jewett, John W., Jr.

1991-01-01

Describes science demonstrations with light-emitting diodes that include electrical concepts of resistance, direct and alternating current, sine wave versus square wave, series and parallel circuits, and Faraday's Law; optics concepts of real and virtual images, photoresistance, and optical communication; and modern physics concepts of spectral…

Taking Science Home: Connecting Schools and Families through Science Activity Packs for Young Children

ERIC Educational Resources Information Center

Reinhart, Meredith; Bloomquist, Debra; Strickler-Eppard, Lacey; Czerniak, Charlene M.; Gilbert, Amanda; Kaderavek, Joan; Molitor, Scott C.

2016-01-01

A Framework for K-12 Science Education indicates that introducing young children to scientific and engineering practices, core disciplinary ideas, and crosscutting concepts during the early years is essential for the development of conceptual understanding in science. Unfortunately, science is infrequently included in preschool and primary…

Inquiry-Based Science Education: A Scenario on Zambia's High School Science Curriculum

ERIC Educational Resources Information Center

Chabalengula, Vivien M.; Mumba, Frackson

2012-01-01

This paper is aimed at elucidating the current state of inquiry-based science education (IBSE) in Zambia's high school science curriculum. Therefore, we investigated Zambian teachers' conceptions of inquiry; determined inquiry levels in the national high school science curriculum materials, which include syllabi, textbooks and practical exams; and…

Detecting changes in student teachers' conceptions of teaching science to adolescent English language learners

NASA Astrophysics Data System (ADS)

Pomeroy, Jonathon Richard

2000-10-01

This research study investigated the changes that occurred in six student teachers' conceptions of teaching science to adolescent English language learners over the duration of their participation in a one-year, graduate level, science teacher education program. Cases were created for each of the student teachers based on their concept maps, writing samples, interviews, lesson plans, informal interviews with cooperating teachers, and observation notes collected on biweekly visitations. The cases were divided into three dyads each consisting of two student teachers with similar preprogram and student teaching experiences. Cross case analysis revealed the existence of seven themes related to teaching science to adolescent English language learners. Further analysis suggested that student teachers that worked with experienced cooperating teachers and who had achieved a sense of autonomy over their student teaching demonstrated broad and sophisticated growth across all seven themes. Student teachers who had not achieved a sense of autonomy, demonstrated growth in two to three themes. Student teachers who demonstrated broad and sophisticated growth were able to clearly articulate their conceptions of teaching science to English language learners where as those who demonstrated limited growth were not. This research establishes the use of concept maps as a tool for detecting changes in student teachers' conceptions of teaching science to adolescent English language learners as well as the sensitivity of concept maps to detect the types of changes historically detected by writing samples and interviews. Recommendations based on the implications from are included.

Nuclear science outreach program for high school girls

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

Foster, D.E.; Stone, C.A.

1996-12-31

The authors have developed a 2-week summer school on nuclear science for high school girls. This summer school is an outgrowth of a recent American Nuclear Society high school teachers workshop held at San Jose State University. Young scientists are introduced to concepts in nuclear science through a combination of lectures, laboratory experiments, literature research, and visits to local national laboratories and nuclear facilities. Lectures cover a range of topics, including radioactivity and radioactive decay, statistics, fission and fusion, nuclear medicine, and food irradiation. A variety of applications of nuclear science concepts are also presented.

Astrophysics science operations - Near-term plans and vision

NASA Technical Reports Server (NTRS)

Riegler, Guenter R.

1991-01-01

Astrophysics science operations planned by the Science Operations branch of NASA Astrophysics Division for the 1990s for the purpose of gathering spaceborne astronomical data are described. The paper describes the near-future plans of the Science Operations in the areas of the preparation of the proposal; the planning and execution of spaceborne observations; the collection, processing, and analysis data; and the dissemination of results. Also presented are concepts planned for introduction at the beginning of the 20th century, including the concepts of open communications, transparent instrument and observatory operations, a spiral requirements development method, and an automated research assistant.

Enhancing the Conceptual Understanding of Science.

ERIC Educational Resources Information Center

Gabel, Dorothy

2003-01-01

Describes three levels of understanding science: the phenomena (macroscopic), the particle (microscopic), and the symbolic. Suggests that the objective of science instruction at all levels is conceptual understanding of scientific inquiry. Discusses effective instructional strategies, including analogy, collaborative learning, concept mapping,…

Seeing Science through Symmetry

NASA Astrophysics Data System (ADS)

Gould, L. I.

Seeing Through Symmetry is a course that introduces non-science majors to the pervasive influence of symmetry in science. The concept of symmetry is usedboth as a link between subjects (such as physics, biology, mathematics, music, poetry, and art) and as a method within a subject. This is done through the development and use of interactive multimedia learning environments to stimulate learning. Computer-based labs enable the student to further explore the concept by being gently led from the arts to science. This talk is an update that includes some of the latest changes to the course. Explanations are given on methodology and how a variety of interactive multimedia tools contribute to both the lecture and lab portion of the course (created in 1991 and taught almost every semester since then, including one in Sweden).

Chemistry of Living Matter, Energy Capture & Growth, Parts Three & Four of an Integrated Science Sequence, Teacher's Guide, 1973 Edition.

ERIC Educational Resources Information Center

Portland Project Committee, OR.

This teacher's guide includes parts three and four of the four-part third year Portland Project, a three-year integrated secondary science curriculum sequence. The underlying intention of the third year is to study energy and its importance to life. Energy-related concepts considered in year one and two, and the concepts related to atomic…

Developing an Achievement Test for the Subject of Sound in Science Education

ERIC Educational Resources Information Center

Sözen, Merve; Bolat, Mualla

2016-01-01

The purpose of this study is to develop an achievement test which includes the basic concepts about the subject of sound and its properties in middle school science lessons and which at the same time aims to reveal the alternative concepts that the students already have. During the process of the development of the test, studies in the field and…

NREL Model Car Competitions | NREL

Science.gov Websites

skills in both math and science. The goals of the competition include: Generating enthusiasm for science , technology, engineering, and math (STEM) Improving students' understanding of scientific concepts and

Computer Analogies: Teaching Molecular Biology and Ecology.

ERIC Educational Resources Information Center

Rice, Stanley; McArthur, John

2002-01-01

Suggests that computer science analogies can aid the understanding of gene expression, including the storage of genetic information on chromosomes. Presents a matrix of biology and computer science concepts. (DDR)

Leonardo da Vinci's foot: historical evidence of concept.

PubMed

Jastifer, James R; Toledo-Pereyra, Luis H

2012-10-01

Leonardo da Vinci (1452-1519), world-renowned Italian renaissance master, is known for his contributions to, and broad interests in science and art. The objective of this work is to demonstrate the extent of his science by applying the use of his concepts to current models of foot and ankle mechanics. The art and science of Leonardo Da Vinci were extensively analyzed by reviewing his original drawings and hand written notebooks as well as their English translation. Current medical journals including the topics of foot, ankle, and biomechanics were reviewed for modern evidence and application of his concepts. The library of Michigan State University and the electronic library of the Royal Library at Windsor Castle were extensively utilized. From the depths of Santa Maria Nuova Hospital in Florence and Santo Spirito Hospital in Rome, through his commentary and anatomical drawings of around 30 cadaver dissections he performed, Leonardo da Vinci expressed his concept of foot and ankle anatomy and mechanics. He laid forth concepts, which vary little from current theories including those of proportion, statics and joint stability, sesamoid biomechanics, and structural support of the foot. Leonardo da Vinci, by combining an interest in anatomy and a gift of genius and artistic ability laid a foundation of foot and ankle anatomy and mechanics that have been applied in modern clinical sciences. Leonardo in this way made important contributions to the practice of foot and ankle orthopedics.

The Nation's Report Card Science 2009 State Snapshot Report. DoDEA. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. DoDEA. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

Analyzing Science Activities in Force and Motion Concepts: A Design of an Immersion Unit

ERIC Educational Resources Information Center

Ayar, Mehmet C.; Aydeniz, Mehmet; Yalvac, Bugrahan

2015-01-01

In this paper, we analyze the science activities offered at 7th grade in the Turkish science and technology curriculum along with addressing the curriculum's original intent. We refer to several science education researchers' ideas, including Chinn & Malhotra's (Science Education, 86:175--218, 2002) theoretical framework and Edelson's (1998)…

Great Explorations in Math and Science[R] (GEMS[R]) Space Science. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Great Explorations in Math and Science[R] (GEMS[R]) Space Science" is an instructional sequence for grades 3-5 that covers fundamental concepts, including planetary sizes and distance, the Earth's shape and movement, gravity, and moon phases and eclipses. Part of the "GEMS"[R] core curriculum, "GEMS[R] Space Science"…

The Nation's Report Card Science 2009 State Snapshot Report. New Hampshire. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

Science Is an Action Word! Grades 1-3.

ERIC Educational Resources Information Center

Perdue, Peggy K.

This book includes 20 science activities in the fields of scientific method, earth science, life science, and physical science. Each activity is composed of two parts--an explanatory section for the teacher and a student lab sheet. The explanatory section begins with a brief introduction designed to give an overview of the activity's main concept.…

The Nation's Report Card Science 2009 State Snapshot Report. New Mexico. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. New Mexico. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Colorado. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Colorado. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter,…

The Nation's Report Card Science 2009 State Snapshot Report. Hawaii. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Wisconsin. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Ohio. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Florida. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Ohio. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Arizona. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Mississippi. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Alabama. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Michigan. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Arkansas. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Georgia. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Oklahoma. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. New Jersey. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Missouri. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Illinois. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Idaho. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. South Dakota. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Louisiana. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. New Jersey. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Maine. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Wisconsin. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Connecticut. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Montana. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Maryland. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Mississippi. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Maryland. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Tennessee. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Hawaii. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Wyoming. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Minnesota. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. New York. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Louisiana. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Illinois. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Indiana. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Oregon. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Connecticut. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Oregon. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Idaho. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Alabama. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Arizona. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. New York. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Iowa. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Delaware. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. West Virginia. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Florida. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter,…

The Nation's Report Card Science 2009 State Snapshot Report. North Dakota. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. California. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Rhode Island. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Minnesota. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. North Carolina. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Utah. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. North Dakota. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. California. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Kentucky. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Pennsylvania. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Oklahoma. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. South Carolina. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Maine. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Tennessee. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Rhode Island. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Texas. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Iowa. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Washington. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. New Hampshire. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Massachusetts. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Washington. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Arkansas. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Georgia. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Indiana. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Missouri. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. West Virginia. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Montana. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Nevada. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Nation's Report Card Science 2009 State Snapshot Report. Massachusetts. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…

The Shapes of Tomorrow.

ERIC Educational Resources Information Center

Vermont Univ., Burlington.

This book, written by classroom teachers, introduces the application of secondary school mathematics to space exploration, and is intended to unify science and mathematics. In early chapters geometric concepts are used with general concepts of space and rough approximations of space measurements. Later, these concepts are refined to include the…

Open Science: A Zealot's View

EPA Science Inventory

Open science encompasses many concepts, but most agree that for science to be truly open four things must be true. First, all components of the scientific project must be freely available including manuscripts, code, and data. Second, others must be able to repeat your work and ...

Undergraduate Students' Perceptions of the Mathematics Courses Included in the Primary School Teacher Education Program

ERIC Educational Resources Information Center

Serin, Mehmet Koray; Incikabi, Semahat

2017-01-01

Mathematics educators have reported on many issues regarding students' mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts.…

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

NASA Astrophysics Data System (ADS)

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

2007-10-01

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

Teaching with Toys.

ERIC Educational Resources Information Center

Stein, Mary; Miller, Dolores

1997-01-01

Discusses the use of toys in teaching science. Describes toys that model concepts including Playful Penguins and Blaster Balls; toys in demonstrations such as the Heat Solution, Rainbow Glasses, and Energy Ball; toys as mnemonic devices including Stackable Rings and Color Racers; and toys illustrating science and technology integration such as…

The Rural Girls in Science Project: from Pipelines to Affirming Science Education

NASA Astrophysics Data System (ADS)

Ginorio, Angela B.; Huston, Michelle; Frevert, Katie; Seibel, Jane Bierman

The Rural Girls in Science (RGS) program was developed to foster the interest in science, engineering, and mathematics among rural high school girls in the state of Washington. Girls served include American Indians, Latinas, and Whites. This article provides an overview of the program and its outcomes not only for the participants (girls, teachers, counselors, and schools) but the researchers. Lessons learned from and about the participants are presented, and lessons learned from the process are discussed to illustrate how RGS moved from a focus on individuals to a focus on the school. The initial guiding concepts (self-esteem and scientific pipeline) were replaced by “possible selves” and our proposed complementary concepts: science-affirming and affirming science education.

FIR/THz Space Interferometry: Science Opportunities, Mission Concepts, and Technical Challenges

NASA Technical Reports Server (NTRS)

Leisawitz, David

2007-01-01

Sensitive far-IR imaging and spectroscopic measurements of astronomical objects on sub-arcsecond angular scales are essential to our understanding of star and planet formation, the formation and evolution of galaxies, and to the detection and characterization of extrasolar planets. Cold single-aperture telescopes in space, such as the Spitzer Space Telescope and the Herschel Space Observatory, are very sensitive, but they lack the necessary angular resolution by two or more orders of magnitude. Far-IR space interferometers will address this need in the coming decades. Several mission concepts have already been studied, including in the US the Space Infrared Interferometric Telescope (SPIRIT) and the more ambitious Submillimeter Probe of the Evolution of Cosmic Structure (SPECS). This talk will describe science goals and summarize alternative concepts for future FIR/THz space interferometry missions. Small arrays of sensitive, fast, direct detectors are a key enabling technology for SPIRIT and SPECS. I will describe the technology requirements for far-IR interferometry, including the detector requirements, and their derivation from the mission science goals and instrument concepts.

Is homeopathy a science?--Continuity and clash of concepts of science within holistic medicine.

PubMed

Schmidt, Josef M

2009-06-01

The question of whether homeopathy is a science is currently discussed almost exclusively against the background of the modern concept of natural science. This approach, however, fails to notice that homeopathy-in terms of history of science-rests on different roots that can essentially be traced back to two most influential traditions of science: on the one hand, principles and notions of Aristotelism which determined 2,000 years of Western history of science and, on the other hand, the modern concept of natural science that has been dominating the history of medicine for less than 200 years. While Aristotle's "science of the living" still included ontologic and teleologic dimensions for the sake of comprehending nature in a uniform way, the interest of modern natural science was reduced to functional and causal explanations of all phenomena for the purpose of commanding nature. In order to prevent further ecological catastrophes as well as to regain lost dimensions of our lives, the one-sidedness and theory-loadedness of our modern natural-scientific view of life should henceforth be counterbalanced by lifeworld-practical Aristotelic categories. In this way, the ground would be ready to conceive the scientific character of homeopathy-in a broader, Aristotelian sense.

A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Nugent, Gwen; Kunz, Gina; Luo, Linlin; Berry, Brandi; Craven, Katherine; Riggs, April

2012-01-01

A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional…

The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

ERIC Educational Resources Information Center

Kulo, Violet; Bodzin, Alec

2013-01-01

Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade…

Proceedings of the Redesign in Science Education Conference (RISE) (Columbus, OH, October 20-21, 2000).

ERIC Educational Resources Information Center

Beeth, Michael E., Ed.; Kwon, Hyeoksoon, Ed.; Lee, Gyoungho, Ed.

This document contains the papers presented at the Redesign in Science Education (RISE) Conference. Papers include: (1) "A Model Development Concept (MDC) for Education: A Framework for Change" (C. K. Barsky, K. G. Wilson, and B. Daviss); (2) "Teaching Science Everyday" (K. L. Scott); (3) "Science Teacher Licensure…

Human Exploration Using Real-Time Robotic Operations (HERRO)- Crew Telerobotic Control Vehicle (CTCV) Design

NASA Technical Reports Server (NTRS)

Oleson, Steven R.; McGuire, Melissa L.; Burke, Laura; Chato, David; Fincannon, James; Landis, Geoff; Sandifer, Carl; Warner, Joe; Williams, Glenn; Colozza, Tony;

Teaching Science. A Weighty Gravity Lesson.

ERIC Educational Resources Information Center

Leyden, Michael B.

1996-01-01

Describes an activity that uses a candle, a scale, and an elevator to demonstrate the concept of weightlessness in space, showing that astronauts are not truly weightless. Activity includes an exploration phase, a concept introduction phase, and a concept application phase. Provides guidelines and safety measures for conducting the activity. (JW)

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

NASA Astrophysics Data System (ADS)

Spilker, T. R.; Senske, D. A.; Prockter, L.; Kwok, J. H.; Tan-Wang, G. H.; Sdt, J.

2007-12-01

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

Historiography and History of Information Science (SIG HFIS)

ERIC Educational Resources Information Center

Breitenstein, Mikel

2000-01-01

Presents abstracts of papers for a planned session dealing with the historiography and history of information science. Highlights include probability distributions underlying the use of library materials, particularly scientific journals; the temporal and historical orientation of the rhetoric of information science; and concepts of information…

Assessing the Genetics Content in the Next Generation Science Standards.

PubMed

Lontok, Katherine S; Zhang, Hubert; Dougherty, Michael J

2015-01-01

Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards.

Ocean Science in a K-12 setting: Promoting Inquiry Based Science though Graduate Student and Teacher Collaboration

NASA Astrophysics Data System (ADS)

Lodico, J. M.; Greely, T.; Lodge, A.; Pyrtle, A.; Ivey, S.; Madeiros, A.; Saleem, S.

2005-12-01

The University of South Florida, College of Marine Science Oceans: GK-12 Teaching Fellowship Program is successfully enriching science learning via the oceans. Funded by the National Science Foundation, the program provides a unique opportunity among scientists and K-12 teachers to interact with the intention of bringing ocean science concepts and research to the classroom environment enhance the experience of learning and doing science, and to promote `citizen scientists' for the 21st century. The success of the program relies heavily on the extensive summer training program where graduate students develop teaching skills, create inquiry based science activities for a summer Oceanography Camp for Girls program and build a relationship with their mentor teacher. For the last year and a half, two graduate students from the College of Marine Science have worked in cooperation with teachers from the Pinellas county School District, Southside Fundamental Middle School. Successful lesson plans brought into a 6th grade Earth Science classroom include Weather and climate: Global warming, The Geologic timescale: It's all about time, Density: Layering liquids, and Erosion processes: What moves water and sediment. The school and students have benefited greatly from the program experiencing hands-on inquiry based science and the establishment of an after school science club providing opportunities for students to work on their science fair projects and pursuit other science interests. Students are provided scoring rubrics and their progress is creatively assessed through KWL worksheets, concept maps, surveys, oral one on one and classroom discussions and writing samples. The year culminated with a series of hands on lessons at the nearby beach, where students demonstrated their mastery of skills through practical application. Benefits to the graduate student include improved communication of current science research to a diverse audience, a better understanding of the perspective of teachers and their content knowledge, and experience working with children and youth. The GK-12 teacher mentor benefits include a resource of inquiry based ocean science activities and increased knowledge of current scientific ocean research. The K-12 students gain an opportunity to be engage with young passionate scientists, learn about current ocean science research, and experience inquiry based science activities relating to concepts already being taught in their classroom. This program benefits all involved including the graduate students, the teachers, the K-12 students and the community.

Building Dynamic Conceptual Physics Understanding

ERIC Educational Resources Information Center

Trout, Charlotte; Sinex, Scott A.; Ragan, Susan

2011-01-01

Models are essential to the learning and doing of science, and systems thinking is key to appreciating many environmental issues. The National Science Education Standards include models and systems in their unifying concepts and processes standard, while the AAAS Benchmarks include them in their common themes chapter. Hyerle and Marzano argue for…

The effect of concept mapping on preservice elementary teachers' knowledge of science inquiry teaching

NASA Astrophysics Data System (ADS)

Jackson, Diann Carol

This study examined the effect of concept mapping as a method of stimulating reflection on preservice elementary teachers' knowledge of science inquiry instruction methods. Three intact classes of science education preservice teachers participated in a non-randomized comparison group with a pretest and posttest design to measure the influence of mapping on participants' knowledge of inquiry science instruction. All groups followed the same course syllabus, in class activities, readings, assignments and assessment tasks. The manner in which they presented their ideas about inquiry science teaching varied. Groups constructed pre-lesson, post-lesson, and homework lists or maps across three inquiry based instruction modules (ecosystems, food chains, and electricity). Equivalent forms of the Teaching Science Inventory (TSI) were used to investigate changes in preservice teachers' propositional knowledge about how to teach using inquiry science instruction methods. Equivalent forms of the Science Lesson Planning (SLP) test were used to investigate changes in preservice teachers' application knowledge about how to teach using inquiry science instruction methods. Data analysis included intrarater reliability, ANOVAs, ANCOVAs, and correlations between lists and maps and examination responses. SLP and TSI scores improved from the pretest to the posttest in each of the three study groups. The results indicate that, in general, there were basically no relationships between the treatment and outcome measures. In addition, there were no significant differences between the three groups in their knowledge about how to teach science. Conclusions drawn from this study include, first, the learners did learn how to teach science using inquiry. Second, in this study there is little evidence to support that concept mapping was more successful than the listing strategy in improving preservice elementary teachers' knowledge of teaching science using inquiry science instruction methods.

Assessing Teachers' Science Content Knowledge: A Strategy for Assessing Depth of Understanding

NASA Astrophysics Data System (ADS)

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan

2013-06-01

One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades, many professional development programs attempt to strengthen teachers' content knowledge. Assessing this content knowledge is challenging. Concept inventories are reliable and efficient, but do not reveal depth of knowledge. Interviews and observations are time-consuming. The Problem Based Learning Project for Teachers implemented a strategy that includes pre-post instruments in eight content strands that permits blind coding of responses and comparison across teachers and groups of teachers. The instruments include two types of open-ended questions that assess both general knowledge and the ability to apply Big Ideas related to specific science topics. The coding scheme is useful in revealing patterns in prior knowledge and learning, and identifying ideas that are challenging or not addressed by learning activities. The strengths and limitations of the scoring scheme are identified through comparison of the findings to case studies of four participating teachers from middle and elementary schools. The cases include examples of coded pre- and post-test responses to illustrate some of the themes seen in teacher learning. The findings raise questions for future investigation that can be conducted using analyses of the coded responses.

Applied science. Introduction.

PubMed

Bud, Robert

2012-09-01

Such categories as applied science and pure science can be thought of as "ideological." They have been contested in the public sphere, exposing long-term intellectual commitments, assumptions, balances of power, and material interests. This group of essays explores the contest over applied science in Britain and the United States during the nineteenth century. The essays look at the concept in the context of a variety of neighbors, including pure science, technology, and art. They are closely related and connected to contemporary historiographic debate. Jennifer Alexander links the issues raised to a recent paper by Paul Forman. Paul Lucier and Graeme Gooday deal with the debates in the last quarter of the century in the United States and Britain, respectively. Robert Bud deals with the earlier part of the nineteenth century, with an eye specifically on the variety of concepts hybridized under the heading of "applied science." Eric Schatzberg looks at the erosion of the earlier concept of art. As a whole, the essays illuminate both long-term changes and nuanced debate and are themselves intended to provoke further reflection on science in the public sphere.

Microgravity

NASA Image and Video Library

1998-09-30

The Electrostatic Levitator (ESL) Facility established at Marshall Space Flight Center (MSFC) supports NASA's Microgravity Materials Science Research Program. NASA materials science investigations include ground-based, flight definition and flight projects. Flight definition projects, with demanding science concept review schedules, receive highest priority for scheduling experiment time in the Electrostatic Levitator (ESL) Facility.

Encouraging Balanced Scientific Research through Formal Debate

ERIC Educational Resources Information Center

Yurgelun, Nancy

2007-01-01

The new Connecticut science standards include a "Science, Technology, and Society" (STS) standard for each grade level. This standard encourages students to explore how scientific knowledge affects the quality of their lives. By relating science concepts to real-world decision making, STS investigations give students a framework through…

Hands-in Science.

ERIC Educational Resources Information Center

Furlough, Vickie; And Others

1997-01-01

Describes an earth science unit in which students study soil from their own backyards through a series of integrated activities. Introduces several earth science concepts, including local geology and the development of different types of geological regions. Presents activities to make a county soil map, measure moisture in soil, and measure the…

Seventh Grade Interdisciplinary Packet (Science-Social Studies).

ERIC Educational Resources Information Center

Madison Public Schools, WI. Dept. of Curriculum Development.

GRADES OR AGES: Grade 7. SUBJECT MATTER: Science and Social Studies. ORGANIZATION AND PHYSICAL APPEARANCE: This guide presents a series of earth sciences units which would have interdisciplinary potential specifically in the area of social studies. Introductory material includes a rationale, evaluation procedures, 44 "key" environmental concepts,…

Clinical caring science as a scientific discipline.

PubMed

Rehnsfeldt, Arne; Arman, Maria; Lindström, Unni Å

2017-09-01

Clinical caring science will be described from a theory of science perspective. The aim of this theoretical article to give a comprehensive overview of clinical caring science as a human science-based discipline grounded in a theory of science argumentation. Clinical caring science seeks idiographic or specific variations of the ontology, concepts and theories, formulated by caring science. The rationale is the insight that the research questions do not change when they are addressed in different contexts. The academic subject contains a concept order with ethos concepts, core and basic concepts and practice concepts that unites systematic caring science with clinical caring science. In accordance with a hermeneutic tradition, the idea of the caring act is based on the degree to which the theory base is hermeneutically appropriated by the caregiver. The better the ethos, essential concepts and theories are understood, the better the caring act can be understood. In order to understand the concept order related to clinical caring science, an example is given from an ongoing project in a disaster context. The concept order is an appropriate way of making sense of the essence of clinical caring science. The idea of the concept order is that concepts on all levels need to be united with each other. A research project in clinical caring science can start anywhere on the concept order, either in ethos, core concepts, basic concepts, practice concepts or in concrete clinical phenomena, as long as no parts are locked out of the concept order as an entity. If, for example, research on patient participation as a phenomenon is not related to core and basic concepts, there is a risqué that the research becomes meaningless. © 2016 Nordic College of Caring Science.

Evolution and literary theory.

PubMed

Carroll, J

1995-06-01

Presupposing that all knowledge is the study of a unitary order of nature, the author maintains that the study of literature should be included within the larger field of evolutionary theory. He outlines four elementary concepts in evolutionary theory, and he argues that these concepts should regulate our understanding of literature. On the basis of these concepts, he repudiates the antirealist and irrationalist views that, under the aegis of "poststructuralism," have dominated academic literary studies for the past two decades. He examines the linkage between poststructuralism and standard social science, and he speculates about the ideological and disciplinary motives that have hitherto impeded evolutionary study in both the social sciences and the humanities. Finally, he distinguishes literature from science and argues that literary criticism integrates elements of both.

The value of storytelling in the science classroom

NASA Astrophysics Data System (ADS)

Isabelle, Aaron David

The "traditional science classroom" asks students, "What do we know in science?," and ignores the question, "How do we know what we know?" The purpose of this research is to combine the powerful structure of narrative with the history of science in junior high school science classrooms. This study investigates whether history-of-science-based stories have advantages over traditional, lecture-style presentations. The storytelling approach aims to present science concepts in a meaningful and memorable context and in a coherent and connected manner. The research program employed parallel curricula: science concepts were taught through novel stories and through lectures, at different times, to eight different groups of seventh and eighth grade students at Holy Name Junior High School in Worcester, Massachusetts. Students were assessed with pre- and post-tests and through individual interviews: Before, immediately after, and two weeks after the lessons, students were given short-answer questionnaires. Two weeks after each lesson, individual interviews were also conducted with a sampling of the students. The questionnaires were coded according to a clear set of written standards and the interviews were transformed into concept maps. Student learning and retention levels, gender differences, and alternate conceptions were quantitatively analyzed. The results reveal that the students who were taught through stories learned the science concepts, on the average, 21% better and retained close to 48% more than the students who were taught through traditional lessons. Fewer alternate conceptions were expressed after story lessons than after lectures. Investigation of gender differences in learning science through the two methods revealed that boys profited more than girls did from the story lessons. The union of narrative with the history of science in the form of story lessons seems natural since the spatiotemporal structure of a narrative mirrors the unfolding of actions in the history of science. This combination proved to be an effective science teaching method with these junior high students. In general, the story lessons helped the students better understand and retain the science concept than the traditional lessons did. The reason for the girls' smaller story gains are not clear, but may include a lack of female characters in the stories used. The over-all results are quite convincing in the sample of students studied and suggest a more generalized applicability. This line of research is well worth pursuing further.

The Integration of Mathematics in Middle School Science: Student and Teacher Impacts Related to Science Achievement and Attitudes Towards Integration

NASA Astrophysics Data System (ADS)

McHugh, Luisa

Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to improved student perception of the integration of science and mathematics. Although there is adequate literature to substantiate students' positive responses to integration in terms of attitudes, there has been little empirical data to support significant academic improvement when both disciplines are taught in an integrated method. This research study, conducted at several school districts on Long Island and New York City, New York, examined teachers' attitudes toward integration and students' attitudes about, and achievement on assessments in, an integrated 8th grade science classroom compared to students in a non-integrated classroom. An examination of these parameters was conducted to analyze the impact of the sizeable investment of time and resources needed to teach an integrated curriculum effectively. These resources included substantial teacher training, planning time, collaboration with colleagues, and administration of student assessments. The findings suggest that students had positive outcomes associated with experiencing an integrated science and mathematics curriculum, though these were only weakly correlated with teacher confidence in implementing the integrated model successfully. The positive outcomes included the ability of students to understand scientific concepts within a concrete mathematical framework, improved confidence in applying mathematics to scientific ideas, and increased agreement with the usefulness of mathematics in interpreting science concepts. Implications of these research findings may be of benefit to educators and policymakers looking to adapt integrated curricula in order to improve the preparation of students to learn and achieve in a global society.

Predicting fifth-grade students' understanding of ecological science concepts with motivational and cognitive variables

NASA Astrophysics Data System (ADS)

Alao, Solomon

The need to identify factors that contribute to students' understanding of ecological concepts has been widely expressed in recent literature. The purpose of this study was to investigate the relationship between fifth grade students' prior knowledge, learning strategies, interest, and learning goals and their conceptual understanding of ecological science concepts. Subject were 72 students from three fifth grade classrooms located in a metropolitan area of the eastern United States. Students completed the goal commitment, interest, and strategy use questionnaire (GISQ), and a knowledge test designed to assess their prior knowledge and conceptual understanding of ecological science concepts. The learning goals scale assessed intentions to try to learn and understand ecological concepts. The interest scale assessed the feeling and value-related valences that students ascribed to science and ecological science concepts. The strategy use scale assessed the use of two cognitive strategies (monitoring and elaboration). The knowledge test assessed students' understanding of ecological concepts (the relationship between living organisms and their environment). Scores on all measures were examined for gender differences; no significant gender differences were observed. The motivational and cognitive variables contributed to students' understanding of ecological concepts. After accounting for interest, learning goals, and strategy use, prior knowledge accounted for 28% of the total variance in conceptual understanding. After accounting for prior knowledge, interest, learning goals, and strategy use explained 7%, 6%, and 4% of the total variance in conceptual understanding, respectively. More importantly, these variables were interrelated to each other and to conceptual understanding. After controlling for prior knowledge, learning goals, and strategy use, interest did not predict the variance in conceptual understanding. After controlling for prior knowledge, interest, and strategy use, learning goals did not predict the variance in conceptual understanding. And, after controlling for prior knowledge, interest, and learning goals, strategy use did not predict the variance in conceptual understanding. Results of this study indicated that prior knowledge, interest, learning goals, and strategy use should be included in theoretical models design to explain and to predict fifth grade students' understanding of ecological concepts. Results of this study further suggested that curriculum developers and science teachers need to take fifth grade students' prior knowledge of ecological concepts, interest in science and ecological concepts; intentions to learn and understand ecological concepts, and use of cognitive strategies into account when designing instructional contexts to support these students' understanding of ecological concepts.

Using the Tower of Hanoi puzzle to infuse your mathematics classroom with computer science concepts

NASA Astrophysics Data System (ADS)

Marzocchi, Alison S.

2016-07-01

This article suggests that logic puzzles, such as the well-known Tower of Hanoi puzzle, can be used to introduce computer science concepts to mathematics students of all ages. Mathematics teachers introduce their students to computer science concepts that are enacted spontaneously and subconsciously throughout the solution to the Tower of Hanoi puzzle. These concepts include, but are not limited to, conditionals, iteration, and recursion. Lessons, such as the one proposed in this article, are easily implementable in mathematics classrooms and extracurricular programmes as they are good candidates for 'drop in' lessons that do not need to fit into any particular place in the typical curriculum sequence. As an example for readers, the author describes how she used the puzzle in her own Number Sense and Logic course during the federally funded Upward Bound Math/Science summer programme for college-intending low-income high school students. The article explains each computer science term with real-life and mathematical examples, applies each term to the Tower of Hanoi puzzle solution, and describes how students connected the terms to their own solutions of the puzzle. It is timely and important to expose mathematics students to computer science concepts. Given the rate at which technology is currently advancing, and our increased dependence on technology in our daily lives, it has become more important than ever for children to be exposed to computer science. Yet, despite the importance of exposing today's children to computer science, many children are not given adequate opportunity to learn computer science in schools. In the United States, for example, most students finish high school without ever taking a computing course. Mathematics lessons, such as the one described in this article, can help to make computer science more accessible to students who may have otherwise had little opportunity to be introduced to these increasingly important concepts.

United States planetary rover status: 1989

NASA Technical Reports Server (NTRS)

Pivirotto, Donna L. S.; Dias, William C.

1990-01-01

A spectrum of concepts for planetary rovers and rover missions, is covered. Rovers studied range from tiny micro rovers to large and highly automated vehicles capable of traveling hundreds of kilometers and performing complex tasks. Rover concepts are addressed both for the Moon and Mars, including a Lunar/Mars common rover capable of supporting either program with relatively small modifications. Mission requirements considered include both Science and Human Exploration. Studies include a range of autonomy in rovers, from interactive teleoperated systems to those requiring and onboard System Executive making very high level decisions. Both high and low technology rover options are addressed. Subsystems are described for a representative selection of these rovers, including: Mobility, Sample Acquisition, Science, Vehicle Control, Thermal Control, Local Navigation, Computation and Communications. System descriptions of rover concepts include diagrams, technology levels, system characteristics, and performance measurement in terms of distance covered, samples collected, and area surveyed for specific representative missions. Rover development schedules and costs are addressed for Lunar and Mars exploration initiatives.

Basic Science Living Skills for Today's World. Teacher's Edition.

ERIC Educational Resources Information Center

Zellers (Robert W.) Educational Services, Johnstown, PA.

This document is a teacher's edition of a basic skills curriculum in science for adult basic education (ABE) students. The course consists of 25 lessons on basic science concepts, designed to give students a good understanding of the biological and physical sciences. Suggested activities and experiments that the student can do are also included.…

The Physics of Living in Space: A Physicist's Attempt to Provide Science and Engineering Education for Non-Science Students.

ERIC Educational Resources Information Center

Holbrow, C. H.

1983-01-01

A course was developed to teach physics concepts and to help students understand mathematics, the nature and role of engineers and engineering in society, and to distinguish between science/technology from pseudo-science. Includes course goals/content, mechanics, start-up, and long-term projects. (JN)

The DSM: mindful science or mindless power? A critical review

PubMed Central

Khoury, Bassam; Langer, Ellen J.; Pagnini, Francesco

2014-01-01

In this paper we review the Diagnostic and Statistical Manual of mental health (DSM), its scientific bases and utility. The concepts of “normality,” “pathology,” and boundaries between them are critically reviewed. We further use the concepts of mindfulness and mindlessness, and evidence from cognitive and social sciences to investigate the DSM clinical and social impact and we argue against its assigned overpower. We recommend including alternative perspectives to the DSM, such as mindfulness and positive psychology. We also argue for including mindfulness training in psychiatric residency and clinical psychology programs. PMID:24987385

Social Science Curriculum Guide and Selected Multi-Media, 7-9.

ERIC Educational Resources Information Center

Gaydosh, Ronald; And Others

GRADES OR AGES: Grades 7-9. SUBJECT MATTER: Social science; history. ORGANIZATION AND PHYSICAL APPEARANCE: The extensive introductory material includes rationale, definitions of the social science core disciplines, glossary of terms, guidelines for teaching, behavioral and long-range objectives, guide format, and descriptions of concepts. The…

Females in Science: A Contradictory Concept?

ERIC Educational Resources Information Center

Watts, Ruth

2014-01-01

Background: the belief that women and science, including mathematics and medicine, are incompatible has had a long and complex history and still often works to exclude women from and/or marginalise them in science. Purpose: this article will seek to explore gender and educational achievement through investigating how such gendered presumptions…

Physical Sciences in a College of Education

ERIC Educational Resources Information Center

Bunton, M. H. H.

1970-01-01

Describes the objectives and contents of a physical science course for preservice teachers in a teacher's college in England. The course extends over three years, emphasizes physical science concepts, and is laboratory oriented. Discusses how the topics of spectroscopy and crystallography are treated in the course. The syllabus is included. (LC)

Science: A Second Language for ELL Students

ERIC Educational Resources Information Center

Nabors, Martha L.; Edwards, Linda Carol

2011-01-01

In today's inclusive classrooms, teachers are challenged to incorporate a variety of instructional activities designed to support learning for all--including children who are English Language Learners (ELLs). In science lessons at the early childhood level, ELLs not only must learn science concepts, but also the vocabulary essential for mastering…

Measuring social science concepts in pharmacy education research: From definition to item analysis of self-report instruments.

PubMed

Cor, M Ken

Interpreting results from quantitative research can be difficult when measures of concepts are constructed poorly, something that can limit measurement validity. Social science steps for defining concepts, guidelines for limiting construct-irrelevant variance when writing self-report questions, and techniques for conducting basic item analysis are reviewed to inform the design of instruments to measure social science concepts in pharmacy education research. Based on a review of the literature, four main recommendations emerge: These include: (1) employ a systematic process of conceptualization to derive nominal definitions; (2) write exact and detailed operational definitions for each concept, (3) when creating self-report questionnaires, write statements and select scales to avoid introducing construct-irrelevant variance (CIV); and (4) use basic item analysis results to inform instrument revision. Employing recommendations that emerge from this review will strengthen arguments to support measurement validity which in turn will support the defensibility of study finding interpretations. An example from pharmacy education research is used to contextualize the concepts introduced. Copyright © 2017 Elsevier Inc. All rights reserved.

Dying with dignity: a concept analysis.

PubMed

Hemati, Zeinab; Ashouri, Elaheh; AllahBakhshian, Maryam; Pourfarzad, Zahra; Shirani, Farimah; Safazadeh, Shima; Ziyaei, Marziyeh; Varzeshnejad, Maryam; Hashemi, Maryam; Taleghani, Fariba

2016-05-01

This article is a report of an analysis of the concept of dying with dignity. Dignity is an important component of providing care for dying patients and their families. Nevertheless, given that this concept is poorly defined, concept analysis is one of the best ways to define and clarify the concept of death with dignity with the aim to enhance its application in clinical practice, research and education. A search of multiple nursing and social sciences databases was undertaken, including Academic Search Complete, Science Direct, ProQuest, Scopus, Medline, PubMed, EBSCO, Ovid, Noormage, Cinahl, Magiran, PsycINFO and SID. After an extensive review of the literature from 1998-2014, about 14 related articles were included in the study. Based on these articles, the applications, attributes and experimental results of and references to death with dignity were recorded. Based on this analysis, the most important attributes of this concept included respect for privacy, respect, spiritual peace and hope. The antecedents of this concept included consideration of moral values during caregiving, preservation of human dignity as a patient right and professional ethics, and belief in the dignity of self and others, consideration of culture in providing end-of-life care. The consequences of this concept included a sense of peace in the patient and their family, peaceful death and provision of patient privacy and comfort. The concept of patient dignity has been referred to in many contexts. However, considering the dignity of dying patients commensurate with their culture is the most important component of care provided by nurses to facilitate a peaceful death. Respecting the dignity of the patient results in the reduction of her/his suffering and prepares her/him for a comfortable death. © 2016 John Wiley & Sons Ltd.

Integration of an Earth-Based Science Team During Human Exploration of Mars

NASA Technical Reports Server (NTRS)

Chappell, Steven P.; Beaton, Kara H.; Newton, Carolyn; Graff, Trevor G.; Young, Kelsey E.; Coan, David; Abercromby, Andrew F. J.; Gernhardt, Michael L.

2017-01-01

NASA Extreme Environment Mission Operations (NEEMO) is an underwater spaceflight analog that allows a true mission-like operational environment and uses buoyancy effects and added weight to simulate different gravity levels. A mission was undertaken in 2016, NEEMO 21, at the Aquarius undersea research habitat. During the mission, the effects of varied oper-ations concepts with representative communication latencies as-sociated with Mars missions were studied. Six subjects were weighed out to simulate partial gravity and evaluated different operations concepts for integration and management of a simulated Earth-based science team (ST) who provided input and direction during exploration activities. Exploration traverses were planned in advance based on precursor data collected. Subjects completed science-related tasks including presampling surveys and marine-science-based sampling during saturation dives up to 4 hours in duration that simulated extravehicular activity (EVA) on Mars. A communication latency of 15 minutes in each direction between space and ground was simulated throughout the EVAs. Objective data included task completion times, total EVA time, crew idle time, translation time, ST assimilation time (defined as time available for the science team to discuss, to review and act upon data/imagery after they have been collected and transmitted to the ground). Subjective data included acceptability, simulation quality, capability assessment ratings, and comments. In addition, comments from both the crew and the ST were captured during the post-mission debrief. Here, we focus on the acceptability of the operations concepts studied and the capabilities most enhancing or enabling in the operations concept. The importance and challenges of designing EVA time-lines to account for the length of the task, level of interaction with the ground that is required/desired, and communication latency, are discussed.

A Phenomenological Examination of Perceived Skills and Concepts Necessary for Teaching Scientific Thinking

NASA Astrophysics Data System (ADS)

Kapetanis, Ana Cristina

The use of high stakes testing to improve educational outcomes falls short in many settings. Proposals for improvement include providing more opportunities for students to extend their thinking, gaining experience in the social nature of science, and learning how to interpret, explain, and justify results. This phenomenological qualitative project study took place in a small independent school in the southeastern United States that lacked a cohesive elementary science program and was looking to create a vertically aligned science curriculum based on constructivism. The research question asked what skills and concepts teachers believed should be included in an elementary science program in order for students to learn scientific inquiry to be better prepared for middle and upper school science subjects. Using focus groups, observations, and interviews of a small sample of 4 teachers, data were collected, transcribed, and categorized through open coding. Inductive analysis was employed to look for patterns and emerging themes that painted a picture of how teachers viewed the current science program and what attributes they felt were important in the creation of a new curriculum. The findings revealed that teachers felt there was lack of a vertically aligned science curriculum, availability of resources throughout the school, and consistent support to provide an effective science program. The recommendations called for developing an elementary science program that includes all strands proposed by the National Science Education Standards and would provide students with opportunities to engage in scientific inquiry, conduct detailed observations, and learn to support conclusions using data. The implications for positive social change include development of programs that result in integrated science learning.

NASA Global Hawk Overview

NASA Technical Reports Server (NTRS)

Naftel, Chris

2014-01-01

The NASA Global Hawk Project is supporting Earth Science research customers. These customers include: US Government agencies, civilian organizations, and universities. The combination of the Global Hawks range, endurance, altitude, payload power, payload volume and payload weight capabilities separates the Global Hawk platform from all other platforms available to the science community. This presentation includes an overview of the concept of operations and an overview of the completed science campaigns. In addition, the future science plans, using the NASA Global Hawk System, will be presented.

Evolving political science. Biological adaptation, rational action, and symbolism.

PubMed

Tingley, Dustin

2006-01-01

Political science, as a discipline, has been reluctant to adopt theories and methodologies developed in fields studying human behavior from an evolutionary standpoint. I ask whether evolutionary concepts are reconcilable with standard political-science theories and whether those concepts help solve puzzles to which these theories classically are applied. I find that evolutionary concepts readily and simultaneously accommodate theories of rational choice, symbolism, interpretation, and acculturation. Moreover, phenomena perennially hard to explain in standard political science become clearer when human interactions are understood in light of natural selection and evolutionary psychology. These phenomena include the political and economic effects of emotion, status, personal attractiveness, and variations in information-processing and decision-making under uncertainty; exemplary is the use of "focal points" in multiple-equilibrium games. I conclude with an overview of recent research by, and ongoing debates among, scholars analyzing politics in evolutionarily sophisticated terms.

The Europa Lander Mission Concept and Science Goals — Highlighting Ice Properties and Surface Activity

NASA Astrophysics Data System (ADS)

Hand, K. P.; Murray, A. E.; Garvin, J.; Horst, S.; Brinckerhoff, W.; Edgett, K.; Hoehler, T.; Russell, M.; Rhoden, A.; Yingst, R. A.; German, C.; Schmidt, B.; Paranicas, C.; Smith, D.; Willis, P.; Hayes, A.; Ehlmann, B.; Lunine, J.; Templeton, A.; Nealson, K.; Christner, B.; Cable, M.; Craft, K.; Pappalardo, R.; Hofmann, A.; Nordheim, T.; Phillips, C.

2018-06-01

The Europa Lander mission concept would address key questions regarding ice properties and surface activity, including characterizing any plume deposits, understanding local topography, searching for evidence of interactions with liquid water.

The development and validation of a two-tiered multiple-choice instrument to identify alternative conceptions in earth science

NASA Astrophysics Data System (ADS)

Mangione, Katherine Anna

This study was to determine reliability and validity for a two-tiered, multiple- choice instrument designed to identify alternative conceptions in earth science. Additionally, this study sought to identify alternative conceptions in earth science held by preservice teachers, to investigate relationships between self-reported confidence scores and understanding of earth science concepts, and to describe relationships between content knowledge and alternative conceptions and planning instruction in the science classroom. Eighty-seven preservice teachers enrolled in the MAT program participated in this study. Sixty-eight participants were female, twelve were male, and seven chose not to answer. Forty-seven participants were in the elementary certification program, five were in the middle school certification program, and twenty-nine were pursuing secondary certification. Results indicate that the two-tiered, multiple-choice format can be a reliable and valid method for identifying alternative conceptions. Preservice teachers in all certification areas who participated in this study may possess common alternative conceptions previously identified in the literature. Alternative conceptions included: all rivers flow north to south, the shadow of the Earth covers the Moon causing lunar phases, the Sun is always directly overhead at noon, weather can be predicted by animal coverings, and seasons are caused by the Earth's proximity to the Sun. Statistical analyses indicated differences, however not all of them significant, among all subgroups according to gender and certification area. Generally males outperformed females and preservice teachers pursuing middle school certification had higher scores on the questionnaire followed by those obtaining secondary certification. Elementary preservice teachers scored the lowest. Additionally, self-reported scores of confidence in one's answers and understanding of the earth science concept in question were analyzed. There was a slight positive correlation between overall score and both confidence and understanding. Responses on the questionnaire were investigated with respect to pedagogical choices. Evidence suggests that content knowledge and having alternative conceptions or science fragments may impact a teacher's pedagogical choices. Through careful development of instruments like ACES-Q II-R and other two- tiered, multiple-choice instruments, educators and researchers car not only identify possible alternative conceptions, they can raise an awareness of alternative conceptions held by children and adults.

Elementary pre-service teachers' conceptual understanding of dissolving: a Vygotskian concept development perspective

NASA Astrophysics Data System (ADS)

Harrell, Pamela; Subramaniam, Karthigeyan

2015-09-01

Background and purpose: The purpose of this study was to investigate and identify the nature and the interrelatedness of pre-service teachers' misconceptions and scientific concepts for explaining dissolving before, during, and after a 5E learning cycle lesson on dissolving, the intervention. Sample, design, and methods: Guided by Vygotsky's theory of concept development, the study focused specifically on the spontaneous, and spontaneous pseudo-concepts held by the 61 elementary pre-service teachers during a 15-week science methods course. Data included concept maps, interview transcripts, written artifacts, drawings, and narratives, and were thematically analyzed to classify concepts and interrelatedness. Results: Results of the study showed that spontaneous pseudo-concepts (1) dominated pre-service teachers' understandings about dissolving throughout the study, and (2) were simply associated with scientific concepts during and after the intervention. Conclusion: Collectively, the results indicated that the pre-service teachers' did not acquire a unified system of knowledge about dissolving that could be characterized as abstract, generalizable, and hierarchical. Implications include the need for (1) familiarity with pre-service teachers' prior knowledge about science content; (2) a variety of formative assessments to assess their misconceptions; (3) emphasizing the importance of dialectical method for concept development during instruction; and (4) skillful content instructors.

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

NASA Astrophysics Data System (ADS)

Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

Lab Aliens, Legendary Fossils, and Deadly Science Potions: Views of Science and Scientists from Fifth Graders in a Free-Choice Creative Writing Program

NASA Astrophysics Data System (ADS)

Hellman, Leslie G.

This qualitative study uses children's writing to explore the divide between a conception of Science as a humanistic discipline reliant on creativity, ingenuity and out of the box thinking and a persistent public perception of science and scientists as rigid and methodical. Artifacts reviewed were 506 scripts written during 2014 and 2016 by 5th graders participating in an out-of classroom, mentor supported, free-choice 10-week arts and literacy initiative. 47% (237) of these scripts were found to contain content relating to Science, Scientists, Science Education and the Nature of Science. These 237 scripts were coded for themes; characteristics of named scientist characters were tracked and analyzed. Findings included NOS understandings being expressed by representation of Science and Engineering Practices; Ingenuity being primarily linked to Engineering tasks; common portrayals of science as magical or scientists as villains; and a persistence in negative stereotypes of scientists, including a lack of gender equity amongst the named scientist characters. Findings suggest that representations of scientists in popular culture highly influence the portrayals of scientists constructed by the students. Recommendations to teachers include encouraging explicit consideration of big-picture NOS concepts such as ethics during elementary school and encouraging the replacement of documentary or educational shows with more engaging fictional media.

Assessing the Genetics Content in the Next Generation Science Standards

PubMed Central

Lontok, Katherine S.; Zhang, Hubert; Dougherty, Michael J.

2015-01-01

Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards. PMID:26222583

Science teacher’s idea about environmental concepts in science learning as the first step of science teacher training

NASA Astrophysics Data System (ADS)

Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

2018-05-01

To refresh natural environmental concepts in science, science teacher have to attend a teacher training. In teacher training, all participant can have a good sharing and discussion with other science teacher. This study is the first step of science teacher training program held by education foundation in Bandung and attended by 20 science teacher from 18 Junior High School. The major aim of this study is gathering science teacher’s idea of environmental concepts. The core of questions used in this study are basic competencies linked with environmental concepts, environmental concepts that difficult to explain, the action to overcome difficulties and references in teaching environmental concepts. There are four major findings in this study. First finding, most environmental concepts are taught in 7th grade. Second finding, most difficult environmental concepts are found in 7th grade. Third finding, there are five actions to overcome difficulties. Fourth finding, science teacher use at least four references in mastering environmental concepts. After all, teacher training can be a solution to reduce difficulties in teaching environmental concepts.

Nanotechnology Concepts at MSFC: Engineering Directorate

NASA Technical Reports Server (NTRS)

Bhat, Biliyar; Kaul, Raj; Shah, Sandeep; Smithers, Gweneth; Watson, Michael D.

2000-01-01

Nanotechnology is the art and science of building materials and devices at the ultimate level of finesse: atom by atom. Our nation's space program has needs for miniaturization of components, minimization of weight and maximization of performance, and nanotechnology will help us get there. MSFC - Engineering Directorate (ED) is committed to developing nanotechnology that will enable MSFC missions in space transportation, space science and space optics manufacturing. MSFC-ED has a dedicated group of technologists who are currently developing high pay-off nanotechnology concepts. This poster presentation will outline some of the concepts being developed at this time including, nanophase structural materials, carbon nanotube reinforced metal and polymer matrix composites, nanotube temperature sensors and aerogels. The poster will outline these concepts and discuss associated technical challenges in turning these concepts into real components and systems.

Nanotechnology Concepts at Marshall Space Flight Center: Engineering Directorate

NASA Technical Reports Server (NTRS)

Bhat, B.; Kaul, R.; Shah, S.; Smithers, G.; Watson, M. D.

2001-01-01

Nanotechnology is the art and science of building materials and devices at the ultimate level of finesse: atom by atom. Our nation's space program has need for miniaturization of components, minimization of weight, and maximization of performance, and nanotechnology will help us get there. Marshall Space Flight Center's (MSFC's) Engineering Directorate is committed to developing nanotechnology that will enable MSFC missions in space transportation, space science, and space optics manufacturing. MSFC has a dedicated group of technologists who are currently developing high-payoff nanotechnology concepts. This poster presentation will outline some of the concepts being developed including, nanophase structural materials, carbon nanotube reinforced metal and polymer matrix composites, nanotube temperature sensors, and aerogels. The poster will outline these concepts and discuss associated technical challenges in turning these concepts into real components and systems.

Stop Faking It! Finally Understanding Science So You Can Teach It. Force and Motion.

ERIC Educational Resources Information Center

Robertson, William C.

This book aims to develop an understanding of basic physics concepts among school teachers in grades 3-8. The concepts covered in this book include force, motion, gravity, and circular motion without intimidating detailed units and formulas. Chapters include: (1) "Newton's First One"; (2) "In Which We Describe Motion and Then Change…

Joint IKI/ROSCOSMOS - NASA Science Definition Team and concept mission to Venus based on Venera-D

NASA Astrophysics Data System (ADS)

Zasova, L.; Senske, D.; Economou, T.; Eismont, N.; Esposito, L.; Gerasimov, M.; Gorinov, D.; Ignatiev, N.; Ivanov, M.; Jessup, K. Lea; Khatuntsev, I.; Korablev, O.; Kremic, T.; Limaye, S.; Lomakin, I.; Martynov, A.; Ocampo, A.; Vaisberg, O.; Burdanov, A.

2017-09-01

NASA and IKI/Roscosmos established in 2015 a Joint Science Definition Team (JSDT), a key task of which was to codify the synergy between the goals of Venera-D with those of NASA. In addition, the JSDT studied potential NASA provided mission augmentations (experiments /elements) that could to fill identified science gaps. The first report to NASA - IKI/Roscosmos was provided in January 2017. The baseline Venera-D concept includes two elements, and orbiter and a lander, with potential contributions consisting of an aerial platform/balloon, small long-lived surface stations or a sub-satellite.

The Integration of Mathematics in Middle School Science: Student and Teacher Impacts Related to Science Achievement and Attitudes towards Integration

ERIC Educational Resources Information Center

McHugh, Luisa

2016-01-01

Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to…

Students' Conceptions of the Nature of Science: Perspectives from Canadian and Korean Middle School Students

NASA Astrophysics Data System (ADS)

Park, Hyeran; Nielsen, Wendy; Woodruff, Earl

2014-05-01

This study examined and compared students' understanding of nature of science (NOS) with 521 Grade 8 Canadian and Korean students using a mixed methods approach. The concepts of NOS were measured using a survey that had both quantitative and qualitative elements. Descriptive statistics and one-way multivariate analysis of variances examined the quantitative data while a conceptually clustered matrix classified the open-ended responses. The country effect could explain 3-12 % of the variances of subjectivity, empirical testability and diverse methods, but it was not significant for the concepts of tentativeness and socio-cultural embeddedness of science. The open-ended responses showed that students believed scientific theories change due to errors or discoveries. Students regarded empirical evidence as undeniable and objective although they acknowledged experiments depend on theories or scientists' knowledge. The open responses revealed that national situations and curriculum content affected their views. For our future democratic citizens to gain scientific literacy, science curricula should include currently acknowledged NOS concepts and should be situated within societal and cultural perspectives.

Science Teaching to Fire the Imagination.

ERIC Educational Resources Information Center

Sandford, Diana; Fleetwood, Julie

1997-01-01

Presents a range of exciting ideas for encouraging active learning, for illuminating new concepts, and for making science lessons fun. Topics include modeling, matter, heat, diffusion, changes of state, heat transfer, energy changes, atomic structure, waves, gravity, enzymes, and habitats. (JRH)

Graded Course of Study, Science (K-12).

ERIC Educational Resources Information Center

Euclid City Schools, OH.

This course of study specifies the science skills and concepts that are to be taught in the various grades of the Euclid (Ohio) City Schools. Included are instructional objectives for the life, physical, and earth sciences for grades K to 6, suggested field trips and planetarium schedules (by elementary grade levels), and scope and sequence charts…

A Method of Synthesizing Large Bodies of Knowledge in the Social Sciences.

ERIC Educational Resources Information Center

Thiemann, Francis C.

Employing concepts of formal symbolic logic, the philosophy of science, computer technology, and the work of Hans Zetterberg, a format is suggested for synthesizing and increasing use of the rapidly expanding knowledge of the social sciences. Steps in the process include formulating basic propositions, utilizing computers to establish sets, and…

Social Science Curriculum Guide and Selected Multi-Media, K-6.

ERIC Educational Resources Information Center

Gaydosh, Ronald; And Others

GRADES OR AGES: K-6. SUBJECT MATTER: Social science. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes an explanation of the rationale, definitions of the social science core disciplines, glossary of terms, guidelines for teaching, and descriptions of concepts. The main body of the guide is designed in a five-column…

Valuing Little Steps toward Inquiry

ERIC Educational Resources Information Center

Grueber, David; Whitin, Phyllis

2012-01-01

In a climate of high-stakes testing that emphasizes content, it can be challenging to teach science from an inquiry perspective. In addition there is a widespread call for a new approach to science education that includes science practices, crosscutting concepts, and core ideas (NRC 2011). However, it is not imperative for teachers to implement…

Implementing Concepts of Pharmaceutical Engineering into High School Science Classrooms

ERIC Educational Resources Information Center

Kimmel, Howard; Hirsch, Linda S.; Simon, Laurent; Burr-Alexander, Levelle; Dave, Rajesh

2009-01-01

The Research Experience for Teachers was designed to help high school science teachers develop skills and knowledge in research, science and engineering with a focus on the area of pharmaceutical particulate and composite systems. The experience included time for the development of instructional modules for classroom teaching. Results of the…

K-6 Science Curriculum.

ERIC Educational Resources Information Center

Blueford, J. R.; And Others

A unified science approach is incorporated in this K-6 curriculum mode. The program is organized into six major cycles. These include: (1) science, math, and technology cycle; (2) universe cycle; (3) life cycle; (4) water cycle; (5) plate tectonics cycle; and (6) rock cycle. An overview is provided of each cycle's major concepts. The topic…

Your World and Welcome To It, Science (Experimental): 5314.03.

ERIC Educational Resources Information Center

Kleinman, David Z.

Presented is a beginning course in biology with emphasis on ecology for students with limited interest and few experiences in science. These students most likely will not take many more science courses. Included are the basic ecological concepts of communities, population, societies and the effects humans have on the environment. Like all other…

Preservice elementary teachers' alternative conceptions of science and their self-efficacy beliefs about science teaching

NASA Astrophysics Data System (ADS)

Koc, Isil

The present study was conducted to investigate the extent to which preservice elementary teachers held alternative conceptions in fundamental elementary science concepts from earth/space science, life science, and physical science along with their self-efficacy beliefs about science teaching and to determine the relationship between these two issues. Eighty-six preservice elementary education majors enrolled in the four sections of the course titled "07E:162 Methods Elementary School Science" offered in the Science Education Center, College of Education, the University of Iowa during the 2005-2006 academic year participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument constructed by Schoon and Boone (1998), Science Teaching Efficacy Belief Instrument (STEBI-B) constructed by Enochs and Riggs (1990), a participant information form, and through utilization of interviews. The results from the alternative conception instrument indicated that the majority of preservice elementary teachers held a number of alternative conceptions with most being in the physical sciences followed by earth/space, and then life science. Various sources of alternative conceptions emerged during the interview sessions. Participants mainly cited science teachers, science textbooks, and previous science experiences as sources of their alternative conceptions. On the other hand, the analysis of the self-efficacy instrument and follow-up interviews revealed generally positive self-efficacy beliefs. Findings from the study also confirmed that science courses completed in high school and college do not seem to have influenced participants' number and types of alternative conceptions regarding earth/space science, life science, and physical science and self-efficacy beliefs about science teaching. The results also indicate that participants with the lowest number of alternative conceptions regarding earth/space science, physical science, and life science have a relatively high personal science teaching efficacy. Overall, the results of the study regarding self-efficacy beliefs propose that consideration be given to identification and modification of preservice elementary teachers' science alternative conceptions if they are expected to teach science effectively.

From art to applied science.

PubMed

Schatzberg, Eric

2012-09-01

Before "applied science" and "technology" became keywords, the concept of art was central to discourse about material culture and its connections to natural knowledge. By the late nineteenth century, a new discourse of applied science had replaced the older discourse of art. This older discourse of art, especially as presented in Enlightenment encyclopedias, addressed the relationship between art and science in depth. But during the nineteenth century the concept of fine art gradually displaced the broader meanings of "art," thus undermining the utility of the term for discourse on the relationship between knowledge and practice. This narrowed meaning of "art" obscured key aspects of the industrial world. In effect, middle-class agents of industrialism, including "men of science," used the rhetoric of "applied science" and, later, "technology" to cement the exclusion of artisanal knowledge from the discourse of industrial modernity.

Conceptions of the nature of science and worldviews of preservice elementary science teachers in Taiwan

NASA Astrophysics Data System (ADS)

Liu, Shiang-Yao

This exploratory investigation aimed to identify preservice science teachers' conceptions of the nature of science (NOS), and worldviews that represent their culturally dependent beliefs about the world, in the context of Taiwan. The interrelationships between the responses elicited from both the assessments of NOS understandings and worldviews were examined. Participants included 54 third-year students enrolled in the departments of science education and mathematics education at a teachers college. Their worldviews and NOS conceptions were tabulated by two questionnaires and 14 of them were purposefully selected to participate follow-up interviews. The worldview questionnaire contained five open-ended items, of which each examines one of the worldview domains in Kearney's model (1984). The NOS questionnaire consisting of nine open-ended questions was developed, specifically addressing cultural characteristics, to assess participants' views on the development of scientific knowledge. An anthropocentric-moderate continuum emerged to describe participants' views of the humanity's relationship with Nature. It was found that participants with informed NOS conceptions were more likely to emphasize harmony with Nature, recognize the limitations of scientific knowledge, and accept the idea that science involves subjective and cultural components. On the other hand, participants who provided a pragmatic perspective of Nature seemed to possess narrow views about the scientific enterprises by describing science as close to technology and as a materialistic benefit. Authoritarianism was also a noticeable cultural trait hindering some participants from reflecting on the values inherent to the development of scientific knowledge, and also prohibiting them from searching empirical evidence to solve problems. It was found that there were differences between science education and mathematics education majors in their worldviews and NOS understandings. The results in this study not only depict a group of nonwestern preservice teachers' worldviews, but also reveal the interplay between their sociocultural beliefs and NOS conceptions. People with different worldviews may have differing views about science. The study calls for the consideration of incorporating sociocultural perspectives in science instruction and the need for introducing contemporary conceptions of the NOS to science learners.

Enhanced science capability on the International Space Station

NASA Astrophysics Data System (ADS)

Felice, Ronald R.; Kienlen, Mike

2002-12-01

It is inevitable that the International Space Station (ISS) will play a significant role in the conduct of science in space. However, in order to provide this service to a wide and broad community and to perform it cost effectively, alternative concepts must be considered to complement NASA"s Institutional capability. Currently science payload forward and return data services must compete for higher priority ISS infrastructure support requirements. Furthermore, initial astronaut crews will be limited to a single shift. Much of their time and activities will be required to meet their physical needs (exercise, recreation, etc.), station maintenance, and station operations, leaving precious little time to actively conduct science payload operations. ISS construction plans include the provisioning of several truss mounted, space-hardened pallets, both zenith and nadir facing. The ISS pallets will provide a platform to conduct both earth and space sciences. Additionally, the same pallets can be used for life and material sciences, as astronauts could place and retrieve sealed canisters for long-term micro-gravity exposure. Thus the pallets provide great potential for enhancing ISS science return. This significant addition to ISS payload capacity has the potential to exacerbate priorities and service contention factors within the exiting institution. In order to have it all, i.e., more science and less contention, the pallets must be data smart and operate autonomously so that NASA institutional services are not additionally taxed. Specifically, the "Enhanced Science Capability on the International Space Station" concept involves placing data handling and spread spectrum X-band communications capabilities directly on ISS pallets. Spread spectrum techniques are considered as a means of discriminating between different pallets as well as to eliminate RFI. The data and RF systems, similar to that of "free flyers", include a fully functional command and data handling system, providing, in part, science solid state recorders and instrument command management sub-systems. This, together with just one direct-to-ground based X-Band station co-located with a science payload operations center provides for a direct data path to ground, bypassing NASA institutions. The science center exists to receive user service requests, perform required constraint checks necessary for safe instrument operations, and to disseminate user science data. Payload commands can be up-linked directly or, if required, relayed through the existing NASA institution. The concept is modular for the downlink Earth terminals; in that multiple downlink X-band ground stations can be utilized throughout the world. This has applications for Earth science data direct to regional centers similar to those services provided by the EOS Terra spacecraft. However, for the purposes of this concept, just one downlink site was selected in order to define the worst-case data acquisition scenario necessary to ascertain concept feasibility. The paper demonstrates that the concept is feasible and can lead to a design that significantly reduces operational dependency on the NASA institutions and astronauts while significantly increasing ISS science operational efficiency and access.

DataHub: Science data management in support of interactive exploratory analysis

NASA Technical Reports Server (NTRS)

Handley, Thomas H., Jr.; Rubin, Mark R.

1993-01-01

The DataHub addresses four areas of significant needs: scientific visualization and analysis; science data management; interactions in a distributed, heterogeneous environment; and knowledge-based assistance for these functions. The fundamental innovation embedded within the DataHub is the integration of three technologies, viz. knowledge-based expert systems, science visualization, and science data management. This integration is based on a concept called the DataHub. With the DataHub concept, science investigators are able to apply a more complete solution to all nodes of a distributed system. Both computational nodes and interactives nodes are able to effectively and efficiently use the data services (access, retrieval, update, etc), in a distributed, interdisciplinary information system in a uniform and standard way. This allows the science investigators to concentrate on their scientific endeavors, rather than to involve themselves in the intricate technical details of the systems and tools required to accomplish their work. Thus, science investigators need not be programmers. The emphasis on the definition and prototyping of system elements with sufficient detail to enable data analysis and interpretation leading to information. The DataHub includes all the required end-to-end components and interfaces to demonstrate the complete concept.

DataHub - Science data management in support of interactive exploratory analysis

NASA Technical Reports Server (NTRS)

Handley, Thomas H., Jr.; Rubin, Mark R.

1993-01-01

DataHub addresses four areas of significant need: scientific visualization and analysis; science data management; interactions in a distributed, heterogeneous environment; and knowledge-based assistance for these functions. The fundamental innovation embedded within the DataHub is the integration of three technologies, viz. knowledge-based expert systems, science visualization, and science data management. This integration is based on a concept called the DataHub. With the DataHub concept, science investigators are able to apply a more complete solution to all nodes of a distributed system. Both computational nodes and interactive nodes are able to effectively and efficiently use the data services (access, retrieval, update, etc.) in a distributed, interdisciplinary information system in a uniform and standard way. This allows the science investigators to concentrate on their scientific endeavors, rather than to involve themselves in the intricate technical details of the systems and tools required to accomplish their work. Thus, science investigators need not be programmers. The emphasis is on the definition and prototyping of system elements with sufficient detail to enable data analysis and interpretation leading to information. The DataHub includes all the required end-to-end components and interfaces to demonstrate the complete concept.

Visualization Tools for Teaching Computer Security

ERIC Educational Resources Information Center

Yuan, Xiaohong; Vega, Percy; Qadah, Yaseen; Archer, Ricky; Yu, Huiming; Xu, Jinsheng

2010-01-01

Using animated visualization tools has been an important teaching approach in computer science education. We have developed three visualization and animation tools that demonstrate various information security concepts and actively engage learners. The information security concepts illustrated include: packet sniffer and related computer network…

An examination of conceptual change in undergraduate biology majors while learning science concepts including biological evolution

NASA Astrophysics Data System (ADS)

McQuaide, Glenn G.

2006-12-01

Without adequate understanding of science, we cannot make responsible personal, regional, national, or global decisions about any aspect of life dealing with science. Better understanding how we learn about science can contribute to improving the quality of our educational experiences. Promoting pathways leading to life-long learning and deep understanding in our world should be a goal for all educators. This dissertation project was a phenomenological investigation into undergraduate understanding and acceptance of scientific theories, including biological evolution. Specifically, student descriptions of conceptual change while learning science theory were recorded and analyzed. These qualitative investigations were preceded by a survey that provided a means of selecting students who had a firmer understanding of science theory. Background information and survey data were collected in an undergraduate biology class at a small, Southern Baptist-affiliated liberal arts school located in south central Kentucky. Responses to questions on the MATE (Rutledge and Warden, 1999) instrument were used to screen students for interviews, which investigated the way by which students came to understand and accept scientific theories. This study identifies some ways by which individuals learn complex science theories, including biological evolution. Initial understanding and acceptance often occurs by the conceptual change method described by Posner et al. (1982). Three principle ways by which an individual may reach a level of understanding and acceptance of science theory were documented in this study. They were conceptual change through application of logic and reasoning; conceptual change through modification of religious views; and conceptual change through acceptance of authoritative knowledge. Development of a deeper, richer understanding and acceptance of complex, multi-faceted concepts such as biological evolution occurs in some individuals by means of conceptual enrichment. Conceptual enrichment occurs through addition of new knowledge, and then examining prior knowledge through the perspective of this new knowledge. In the field of science, enrichment reinforces complex concepts when multiple, convergent lines of supporting evidences point to the same rational scientific conclusion.

A Summary of Research in Science Education--1984.

ERIC Educational Resources Information Center

Lawson, Anton E.; And Others

This review covers approximately 300 studies, including journal articles, dissertations, and papers presented at conferences. The studies are organized under these major headings: status surveys; scientific reasoning; elementary school science (student achievement, student conceptions/misconceptions, student curiosity/attitudes, teaching methods,…

A Drainage Model: A One-Week Project.

ERIC Educational Resources Information Center

Lennert, James W.

1981-01-01

Describes a one-week unit in Earth science for the elementary science classroom. The concepts included are land formation, erosion, the water cycle, and human impact on the Earth's surface through planning and building a massive outdoor drainage model. (Author/DS)

Seeding science success: Relations of secondary students' science self-concepts and motivation with aspirations and achievement

NASA Astrophysics Data System (ADS)

Chandrasena, Wanasinghe Durayalage

This research comprises three inter-related synergistic studies. Study 1 aims to develop a psychometrically sound tool to measure secondary students' science self-concepts, motivation, and aspirations in biology, chemistry, earth and environmental methodology to explicate students' and teachers' views, practices, and personal experiences, to identify the barriers to undertaking science for secondary students and to provide rich insights into the relations of secondary students' science self-concepts and motivation with their aspirations and achievement. Study 3 will detect additional issues that may not necessarily be identifiable from the quantitative findings of Study 2. The psychometric properties of the newly developed instrument demonstrated that students' science self-concepts were domain specific, while science motivation and science aspirations were not. Students' self-concepts in general science, chemistry, and physics were stronger for males than females. Students' self-concepts in general science and biology became stronger for students in higher years of secondary schooling. Students' science motivation did not vary across gender and year levels. Though students' science aspirations did not vary across gender, they became stronger with age. In general, students' science self-concepts and science motivation were positively related to science aspirations and science achievement. Specifically, students' year level, biology self-concept, and physics self concept predicted their science and career aspirations. Biology self-concept predicted teacher ratings of students' achievement, and students' general science self-concepts predicted their achievement according to students' ratings. Students' year level and intrinsic motivation in science were predictors of their science aspirations, and intrinsic motivation was a greater significant predictor of students' achievement, according to student ratings. Based upon students' and teachers' perceptions, the identified barriers to promoting science in schools were: the difficulty of the subject matter, lack of student interest, the large amount of subject content, lack of perceived relevance of the subject matter to day-to-day life, ineffective teacher characteristics, lack of aspirations to pursue science as a career, inadequate teaching methods, lack of adequate teacher training, lack of proper policies to reward science teachers, and inadequate support for science from the media. Overall, the results from this study provide a greater understanding of the relations of secondary students' science self-concepts and motivation with aspirations and achievement in different science domains across gender and age levels. Hence, this research makes a valuable contribution to the literature by providing new insight. The findings will be useful for science educators in planning and developing science curriculum and policies with regard to student self-concepts and motivation. Equally, science teachers may find implications for classroom practices, for the planning and conducting of science lessons, for conveying scientific concepts and principles to students more effectively, and in considering the need to generate enthusiasm about the subject in young science students. Thus, the findings may offer the necessary strategies to assist in reducing the decline of students' enrolments in science through efficacious attention to student self-concepts and motivation. The newly developed instrument provides a new opportunity for future research to confidently interrogate the psychosocial issues central to science education and promotion. (Abstract shortened by ProQuest.).

On the relevance of Gibson's affordance concept for geographical information science (GISc).

PubMed

Jonietz, David; Timpf, Sabine

2015-09-01

J. J. Gibson's concept of affordances has provided a theoretical basis for various studies in geographical information science (GISc). This paper sets out to explain its popularity from a GISc perspective. Based on a short review of previous work, it will be argued that its main contributions to GISc are twofold, including an action-centered view of spatial entities and the notion of agent-environment mutuality. Using the practical example of pedestrian behavior simulation, new potentials for using and extending affordances are discussed.

Biomedical Science, Unit IV: The Nervous System in Health and Medicine. The Nervous System; Disorders of the Brain and Nervous System; Application of Computer Science to Diagnosis; Drugs and Pharmacology; The Human Senses; Electricity. Laboratory Manual. Revised Version, 1976.

ERIC Educational Resources Information Center

Biomedical Interdisciplinary Curriculum Project, Berkeley, CA.

Designed to accompany the student text on the nervous system, this manual presents laboratory activities dealing with concepts presented in the text. Thirty-seven activities are described. Four supplementary activities dealing with concepts in electricity are also included. Laboratory activities are divided into several parts, each part covering a…

Examining Science Teachers' Argumentation in a Teacher Workshop on Earthquake Engineering

NASA Astrophysics Data System (ADS)

Cavlazoglu, Baki; Stuessy, Carol

2018-02-01

The purpose of this study was to examine changes in the quality of science teachers' argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept mapping, collaborative game playing, and group lesson planning. The participants were ten high school science teachers from US high schools who elected to attend the workshop. To begin and end the teacher workshop, teachers in small groups engaged in concept mapping exercises with other teachers. Researchers audio-recorded individual teachers' argumentative statements about the inclusion of earthquake engineering concepts in their concept maps, which were then analyzed to reveal the quality of teachers' argumentation. Toulmin's argumentation model formed the framework for designing a classification schema to analyze the quality of participants' argumentative statements. While the analysis of differences in pre- and post-workshop concept mapping exercises revealed that the number of argumentative statements did not change significantly, the quality of participants' argumentation did increase significantly. As these differences occurred concurrently with distributed learning approaches used throughout the workshop, these results provide evidence to support distributed learning approaches in professional development workshop activities to increase the quality of science teachers' argumentation. Additionally, these results support the use of concept mapping as a cognitive scaffold to organize participants' knowledge, facilitate the presentation of argumentation, and as a research tool for providing evidence of teachers' argumentation skills.

An analysis of the concept of organizational commitment.

PubMed

Liou, Shwu-Ru

2008-01-01

Building organizational commitment. This paper aims to analyze the concept of organizational commitment, including its attributes, antecedents, outcomes, and measurements. CINAHL, MEDLINE, Psychology and Behavioral Sciences Collection, Sociological Collection, and PubMed. By understanding the concept of organizational commitment, administrators and nurses can become more aware of their levels of commitment, bridge gaps in communication, and eventually provide higher-quality care to clients.

A Study of Seventh-Graders Comprehensions of Human Reproduction Concepts

ERIC Educational Resources Information Center

Barrow, Lloyd Harley

1977-01-01

Study of an Iowa junior high school revealed that: (1) seventh grade pupils' knowledge levels were raised after studying human reproduction concepts and that (2) the pupils were of the opinion that human reproduction studies should be included in life science classes. (MB)

Exploring Europa's Habitability: Science achieved from the Europa Orbiter and Clipper Mission Concepts

NASA Astrophysics Data System (ADS)

Senske, D. A.; Prockter, L. M.; Pappalardo, R. T.; Patterson, G. W.; Vance, S.

2012-12-01

Europa is a prime candidate in the search for present-day habitable environments in our solar system. Europa is unique among the large icy satellites because it probably has a saltwater ocean today beneath an ice shell that is geodynamically active. The combination of irradiation of its surface and tidal heating of its interior could make Europa a rich source of chemical energy for life. Perhaps most importantly, Europa's ocean is believed to be in direct contact with its rocky mantle, where conditions could be similar to those on Earth's biologically rich sea floor. Hydrothermal zones on Earth's seafloor are known to be rich with life, powered by energy and nutrients that result from reactions between the seawater and the warm rocky ocean floor. Life as we know it depends on three principal "ingredients": 1) a sustained liquid water environment; 2) essential chemical elements that are critical for building life; and 3) a source of energy that could be utilized by life. Europa's habitability requires understanding whether it possesses these three ingredients. NASA has enlisted a study team to consider Europa mission options feasible over the next decade, compatible with NASA's projected planetary science budget and addressing Planetary Decadal Survey priorities. Two Europa mission concepts (Orbiter and multiple flyby—call the "Clipper") are undergoing continued study with the goal to "Explore Europa to investigate its habitability." Each mission would address this goal in complementary ways, with high science value of its own. The Orbiter and Clipper architectures lend themselves to specific types of scientific measurements. The Orbiter concept is tailored to the unique geophysical science that requires being in orbit at Europa. This includes confirming the existence of an ocean and characterizing that ocean through geophysical measurements of Europa's gravitational tides and magnetic induction response. It also includes mapping of the global morphology and topography of the satellite to reveal its geological evolution. This architecture would provide for radiation-shielded instruments with low mass, power, and data rate, requiring limited spacecraft resources. The Clipper Mission concept concentrates on remote sensing science that can be accomplished through multiple close flybys of Europa. This includes exploring Europa's ice shell for evidence of liquid water within or beneath it, in order to understand the thickness of the ice shell and potential material pathways from the ocean to the surface and from the surface to the ocean. The mission concept also includes exploration of the surface and atmospheric composition of Europa, in order to address ocean composition and habitability. Detailed morphologic and topographic characterization of Europa's surface are included as well. This architecture would provide for radiation-shielded instruments with high mass, power, and data rate. NASA has directed the Europa team to refine, within a cost constrained budget, the ability of the Orbiter concept to characterize the ice shell and composition, and for the Clipper concept to address investigations to characterize the ocean. The status of these updated concepts will be reported.

Ocean Literacy: Tools for Scientists and Educators to use in the Development of Education and Outreach Programs About the Ocean

NASA Astrophysics Data System (ADS)

Strang, C.; Lemus, J.; Schoedinger, S.

2006-12-01

Ocean sciences were idiosyncratically left out of the National Science Education Standards and most state standards, resulting in a decline in the public's attention to ocean issues. Concepts about the ocean are hardly taught in K-12 schools, and hardly appear in K-12 curriculum materials, textbooks, assessments or standards. NGS, COSEE, NMEA, NOAA, the US Commission on Ocean Policy, the Pew Ocean Commission have all urgently called for inclusion of the ocean in science standards as a means to increase ocean literacy nationwide. There has never been consensus, however, about what ocean literacy is or what concepts should be included in future standards. Scientists interested in education and outreach activities have not had a framework to guide them in prioritizing the content they present or in determining how that content fits into the context of what K-12 students and the public need to know about science in general. In 2004, an on-line workshop on Ocean Literacy Through Science Standards began the process of developing consensus about what that framework should include. Approximately 100 ocean scientists and educators participated in the workshop, followed by a series of meetings and extensive review by leading scientists, resulting in a series of draft documents and statements. The importance of community-wide involvement and consensus was reinforced through circulation of the draft documents for public comment April -May, 2005. The community agreed on an Ocean Literacy definition, tagline, seven ocean principles, 44 concepts and a matrix aligning the concepts to the National Science Education Standards (NSES). The elements are described in more detail in the final Ocean Literacy brochure. Broad ownership of the resulting documents is a tribute to the inclusiveness of the process used to develop them. The emerging consensus on Ocean Literacy has become an instrument for change, and has served as an important tool guiding the ocean sciences education efforts of scientists, educators, and most importantly, has provided a common language for scientists and educators working together. In this past year, a similar community-wide effort has been mounted to develop an "Ocean Literacy Scope and Sequence" to serve as a critical companion to "Ocean Literacy: The Essential Principles of Ocean Sciences Grades K-12." The Scope and Sequence shows how the principles and concepts develop and build in logical and developmentally sound learning progressions across grade spans K-12. This document will provide further guidance to teachers, curriculum developers, textbook writers, and ocean scientists, as to what concepts about the ocean are appropriate to introduce at various grade spans. It will show the relationship between the new discoveries of cutting edge science and the basic science concepts on which they are built and which students are accountable to understand. Those concerned about science education and about the future health of the ocean must be poised to influence the development of science standards by local educational agencies, state departments of education and professional societies and associations. In order to be effective, we must have tools, products, documents, web sites that contain agreed upon science content and processes related to the ocean.

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

NASA Astrophysics Data System (ADS)

Belanger, Michel

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

Improving Student Science Achievement in Grades 4-6 through Hands-On Materials and Concept Verbalization.

ERIC Educational Resources Information Center

Brooks, Roger C.

This report describes a program designed to improve science achievement among students in grades 4-6 in a New Hampshire school. The areas of improvement included physical, earth, and life sciences. Analysis of the problem indicated a need for improved teaching techniques and for additional materials related to the instructional strategies. The…

An Integrated Earth Science, Astronomy, and Physics Course for Elementary Education Majors

ERIC Educational Resources Information Center

Plotnick, Roy E.; Varelas, Maria; Fan, Qian

2009-01-01

Physical World is a one-semester course designed for elementary education majors, that integrates earth science, astronomy, and physics. The course is part of a four-course set that explores science concepts, processes, and skills, along with the nature of scientific practice, that are included in state and national standards for elementary school…

Urban High School Students' Critical Science Agency: Conceptual Understandings and Environmental Actions around Climate Change

ERIC Educational Resources Information Center

McNeill, Katherine L.; Vaughn, Meredith Houle

2012-01-01

This study investigates how the enactment of a climate change curriculum supports students' development of critical science agency, which includes students developing deep understandings of science concepts and the ability to take action at the individual and community levels. We examined the impact of a four to six week urban ecology curriculum…

Nursing Students' Attitudes toward Science in the Nursing Curricula

ERIC Educational Resources Information Center

Maroo, Jill Deanne

2013-01-01

The nursing profession combines the art of caregiving with scientific concepts. Nursing students need to learn science in order to start in a nursing program. However, previous research showed that students left the nursing program, stating it included too much science (Andrew et al., 2008). Research has shown a correlation between students'…

English for Scientific Purposes (EScP): Technology, Trends, and Future Challenges for Science Education

ERIC Educational Resources Information Center

Liu, Gi-Zen; Chiu, Wan-Yu; Lin, Chih-Chung; Barrett, Neil E.

2014-01-01

To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to…

Enabling Communication and Navigation Technologies for Future Near Earth Science Missions

NASA Technical Reports Server (NTRS)

Israel, David J.; Heckler, Gregory; Menrad, Robert; Hudiburg, John; Boroson, Don; Robinson, Bryan; Cornwell, Donald

2016-01-01

In 2015, the Earth Regimes Network Evolution Study (ERNESt) proposed an architectural concept and technologies that evolve to enable space science and exploration missions out to the 2040 timeframe. The architectural concept evolves the current instantiations of the Near Earth Network and Space Network with new technologies to provide a global communication and navigation network that provides communication and navigation services to a wide range of space users in the near Earth domain. The technologies included High Rate Optical Communications, Optical Multiple Access (OMA), Delay Tolerant Networking (DTN), User Initiated Services (UIS), and advanced Position, Navigation, and Timing technology. This paper describes the key technologies and their current technology readiness levels. Examples of science missions that could be enabled by the technologies and the projected operational benefits of the architecture concept to missions are also described.

Modeling Exponential Population Growth

ERIC Educational Resources Information Center

McCormick, Bonnie

2009-01-01

The concept of population growth patterns is a key component of understanding evolution by natural selection and population dynamics in ecosystems. The National Science Education Standards (NSES) include standards related to population growth in sections on biological evolution, interdependence of organisms, and science in personal and social…

A Course for Engineering and Science Students

ERIC Educational Resources Information Center

Companion, A.; Schug, K.

1973-01-01

Discusses the features of a course which emphasizes training of scientists and engineers with broad interdisciplinary knowledge in addition to those with a highly specialized professional preparation. Included is a list of books relating to applications of materials science concepts in general chemistry. (CC)

Science in Connecticut Classrooms.

ERIC Educational Resources Information Center

Bourquin, Eugene

1985-01-01

Outlines a science-industrial arts survey course which presents basic concepts of chemistry as applied to practical experiences. Course topics include: paints; solvents; finishes; metallurgy of iron; precious metals; calorimetry; fossil fuels; batteries; adhesives; cement; and others. The short units were designed for students with limited…

QR-STEM: Energy and Environment as a Context for Improving QR and STEM Understandings of 6-12 Grade Teachers II. The Quantitative Reasoning

NASA Astrophysics Data System (ADS)

Mayes, R.; Lyford, M. E.; Myers, J. D.

2009-12-01

The Quantitative Reasoning in STEM (QR STEM) project is a state level Mathematics and Science Partnership Project (MSP) with a focus on the mathematics and statistics that underlies the understanding of complex global scientific issues. This session is a companion session to the QR STEM: The Science presentation. The focus of this session is the quantitative reasoning aspects of the project. As students move from understandings that range from local to global in perspective on issues of energy and environment, there is a significant increase in the need for mathematical and statistical conceptual understanding. These understandings must be accessible to the students within the scientific context, requiring the special understandings that are endemic within quantitative reasoning. The QR STEM project brings together interdisciplinary teams of higher education faculty and middle/high school teachers to explore complex problems in energy and environment. The disciplines include life sciences, physics, chemistry, earth science, statistics, and mathematics. These interdisciplinary teams develop open ended performance tasks to implement in the classroom, based on scientific concepts that underpin energy and environment. Quantitative reasoning is broken down into three components: Quantitative Literacy, Quantitative Interpretation, and Quantitative Modeling. Quantitative Literacy is composed of arithmetic concepts such as proportional reasoning, numeracy, and descriptive statistics. Quantitative Interpretation includes algebraic and geometric concepts that underlie the ability to interpret a model of natural phenomena which is provided for the student. This model may be a table, graph, or equation from which the student is to make predictions or identify trends, or from which they would use statistics to explore correlations or patterns in data. Quantitative modeling is the ability to develop the model from data, including the ability to test hypothesis using statistical procedures. We use the term model very broadly, so it includes visual models such as box models, as well as best fit equation models and hypothesis testing. One of the powerful outcomes of the project is the conversation which takes place between science teachers and mathematics teachers. First they realize that though they are teaching concepts that cross their disciplines, the barrier of scientific language within their subjects restricts students from applying the concepts across subjects. Second the mathematics teachers discover the context of science as a means of providing real world situations that engage students in the utility of mathematics as a tool for solving problems. Third the science teachers discover the barrier to understanding science that is presented by poor quantitative reasoning ability. Finally the students are engaged in exploring energy and environment in a manner which exposes the importance of seeing a problem from multiple interdisciplinary perspectives. The outcome is a democratic citizen capable of making informed decisions, and perhaps a future scientist.

Politicizing science: conceptions of politics in science and technology studies.

PubMed

Brown, Mark B

2015-02-01

This essay examines five ideal-typical conceptions of politics in science and technology studies. Rather than evaluating these conceptions with reference to a single standard, the essay shows how different conceptions of politics serve distinct purposes: normative critique, two approaches to empirical description, and two views of democracy. I discuss each conception of politics with respect to how well it fulfills its apparent primary purpose, as well as its implications for the purpose of studying a key issue in contemporary democratic societies: the politicization of science. In this respect, the essay goes beyond classifying different conceptions of politics and also recommends the fifth conception as especially conducive to understanding and shaping the processes whereby science becomes a site or object of political activity. The essay also employs several analytical distinctions to help clarify the differences among conceptions of politics: between science as 'political' (adjective) and science as a site of 'politics' (noun), between spatial-conceptions and activity-conceptions of politics, between latent conflicts and actual conflicts, and between politics and power. The essay also makes the methodological argument that the politics of science and technology is best studied with concepts and methods that facilitate dialogue between actors and analysts. The main goal, however, is not to defend a particular view of politics, but to promote conversation on the conceptions of politics that animate research in social studies of science and technology.

Effectiveness of a Constructivist Approach to Science Instruction for Prospective Elementary Teachers

NASA Astrophysics Data System (ADS)

Liang, Ling L.; Gabel, Dorothy L.

2005-08-01

This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science) in improving prospective teachers’ understanding of science concepts, in fostering a learning environment supporting conceptual understanding, and in promoting positive attitudes toward learning and teaching science and chemistry in particular. A non-equivalent pretest post-test control-group design was employed. Analysis of covariance and repeated-measures analyses of variance were performed to analyze the scores on concept tests and attitude surveys. Data from videotaped observations of laboratory sessions and interviews of prospective teachers were analyzed by employing a naturalistic inquiry method to provide insights into the process of science learning and teaching for the teacher trainees. The interpretations were made based on the findings that could be corroborated by both methodologies. Conclusions and limitations of the present study as well as recommendations for future implementation of constructivist science curriculum in general are also included.

Technology in the curriculum: A vehicle for the development of children's understanding of science concepts through problem solving

NASA Astrophysics Data System (ADS)

Jane, Beverley; Smith, Leanne

1992-12-01

This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating in a sequence of technology activities. Since the introduction into Victorian primary schools of The Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge. Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration of the related science concepts. The project identified the importance of challenge in relation to the children's involvement in the technology activities and the conference paper (available from the first author) discusses particular topics in terms of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990)

Teaching Science Through the Language of Students in Technology-Enhanced Instruction

NASA Astrophysics Data System (ADS)

Ryoo, Kihyun

2015-02-01

This study examines whether and how tapping into students' everyday language in a web-based learning environment can improve all students' science learning in linguistically heterogeneous classrooms. A total of 220 fifth-grade English Language Learners (ELLs) and their non-ELL peers were assigned to either an everyday English approach condition or a textbook approach condition, and completed technology-enhanced instruction focusing on respiration and photosynthesis. Students in the everyday English approach condition were taught the concepts in everyday, conversational English before content-specific scientific terms were introduced, while students in the textbook approach condition were taught the same concepts and vocabulary simultaneously. The results show that the everyday English approach was significantly more effective in helping both ELLs and non-ELL students develop a coherent understanding of abstract concepts related to photosynthesis and respiration. Students in the everyday English approach condition were also better able to link content-specific terms to their understanding of the concepts. These findings show the potential advantage of using students' everyday English as a resource to make science more accessible to linguistically diverse students in mainstream classrooms. By integrating students' everyday language in science instruction, it is possible for all students including ELLs to acquire both the content and language of science.

Art as a Vehicle for Nuclear Astrophysics

NASA Astrophysics Data System (ADS)

Kilburn, Micha

2013-04-01

One aim of the The Joint Institute for Nuclear Astrophysics (JINA) is to teach K-12 students concepts and ideas related to nuclear astrophysics. For students who have not yet seen the periodic table, this can be daunting, and we often begin with astronomy concepts. The field of astronomy naturally lends itself to an art connection through its beautiful images. Our Art 2 Science programming adopts a hands-on approach by teaching astronomy through student created art projects. This approach engages the students, through tactile means, visually and spatially. For younger students, we also include physics based craft projects that facilitate the assimilation of problem solving skills. The arts can be useful for aural and kinetic learners as well. Our program also includes singing and dancing to songs with lyrics that teach physics and astronomy concepts. The Art 2 Science programming has been successfully used in after-school programs at schools, community centers, and art studios. We have even expanded the program into a popular week long summer camp. I will discuss our methods, projects, specific goals, and survey results for JINA's Art 2 Science programs.

Conceptual change in pre-service science teachers' views on nature of science when learning a unit on the physics of waves

NASA Astrophysics Data System (ADS)

Kattoula, Ehsan Habib

Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the nature of science and science inquiry themes across all grade levels. Consideration must be given to pre-service science teachers' nature of science conceptions and their perceived roles in implementing the nature of science in the science classroom. This qualitative study investigates how pre-service science teachers' views about the nature of science develop and change when learning a college physics unit on waves in an urban university. The study uses case study methodology with four pre-service science teachers as individual units of analysis. Data regarding the participants' views about the nature of science were collected before and after the instruction on the physics of waves unit. The research design used 'The Views of Nature of Science/Views of Scientific Inquiry-Physics Questionnaire' followed by structured interviews throughout the wave unit. In addition, the participants responded to daily questions that incorporated nature of science themes and constructed concept maps regarding the physics content and their nature of science understanding. After completing the VNOS/VOSI-PHYS questionnaire the pre-service science teachers' views of the nature of science were found to be mainly naive and transitional before the instruction. At the end of the wave unit instruction, the data indicated that conceptual change occurred in participants' nature of science views, shifting toward informed views. The findings of this study provide evidence that using explicit instruction with specific activities, such as experiments and concept mapping, shifted the pre-service science teachers' views away from naive and toward informed.

Space Station Planetology Experiments (SSPEX)

NASA Technical Reports Server (NTRS)

Greeley, R. (Editor); Williams, R. J. (Editor)

1986-01-01

A meeting of 50 planetary scientists considered the uses of the Space Station to support experiments in their various disciplines. Abstracts (28) present concepts for impact and aeolian processes, particle formation and interaction, and other planetary science experiments. Summaries of the rationale, hardware concepts, accomodations, and recommendations are included.

Meta-Theoretical Contributions to the Constitution of a Model-Based Didactics of Science

NASA Astrophysics Data System (ADS)

Ariza, Yefrin; Lorenzano, Pablo; Adúriz-Bravo, Agustín

2016-10-01

There is nowadays consensus in the community of didactics of science (i.e. science education understood as an academic discipline) regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of `theoretical model', stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model (and of other meta-theoretical ideas). In this sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a `semantic family', and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family.

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

NASA Technical Reports Server (NTRS)

2008-01-01

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

Science Missions Enabled by the Ares V

NASA Technical Reports Server (NTRS)

Worden, Simon Peter; Weiler, Edward J.

2008-01-01

NASA's planned heavy-lift Ares V rocket is a centerpiece of U.S. Space Exploration Policy. With approximately 30% more capacity to Trans-Lunar Injection (TLI) than the Saturn V, Ares V could also enable additional science and exploration missions currently unachievable or extremely unworkable under current launch vehicle architectures. During the spring and summer of 2008, NASA held two workshops dedicated to the discussion of these new mission concepts for the Ares V rocket. The first workshop dealt with astronomy and astrophysics, and the second dealt primarily with planetary science and exploration, but did touch on Earth science and heliophysics. We present here the summary results and outcomes of these meetings, including a discussion of specific mission concepts and ideas, as well as suggestions on design for the Ares V fairing and flight configurations that improve science return.

The Teaching-Learning Strategy of the Primary Science Project of the Science Education Programme for Africa. IIEP Seminar Paper 30.

ERIC Educational Resources Information Center

Dyasi, Hubert M.

This paper is concerned with the teaching-learning strategy of the Primary Science Project of the Science Education Program for Africa. It was presented in the 1976 seminar of the International Institute for Educational Planning (IIEP) of the UNESCO in Paris. The document includes six sections: (1) The concept of a strategy; (2) Description of the…

Urban fifth graders' connections-making between formal earth science content and their lived experiences

NASA Astrophysics Data System (ADS)

Brkich, Katie Lynn

2014-03-01

Earth science education, as it is traditionally taught, involves presenting concepts such as weathering, erosion, and deposition using relatively well-known examples—the Grand Canyon, beach erosion, and others. However, these examples—which resonate well with middle- and upper-class students—ill-serve students of poverty attending urban schools who may have never traveled farther from home than the corner store. In this paper, I explore the use of a place-based educational framework in teaching earth science concepts to urban fifth graders and explore the connections they make between formal earth science content and their lived experiences using participant-driven photo elicitation techniques. I argue that students are able to gain a sounder understanding of earth science concepts when they are able to make direct observations between the content and their lived experiences and that when such direct observations are impossible they make analogies of appearance, structure, and response to make sense of the content. I discuss additionally the importance of expanding earth science instruction to include man-made materials, as these materials are excluded traditionally from the curriculum yet are most immediately available to urban students for examination.

Leadership in evidence-based practice: a systematic review.

PubMed

Reichenpfader, Ursula; Carlfjord, Siw; Nilsen, Per

2015-01-01

This study aims to systematically review published empirical research on leadership as a determinant for the implementation of evidence-based practice (EBP) and to investigate leadership conceptualization and operationalization in this field. A systematic review with narrative synthesis was conducted. Relevant electronic bibliographic databases and reference lists of pertinent review articles were searched. To be included, a study had to involve empirical research and refer to both leadership and EBP in health care. Study quality was assessed with a structured instrument based on study design. A total of 17 studies were included. Leadership was mostly viewed as a modifier for implementation success, acting through leadership support. Yet, there was definitional imprecision as well as conceptual inconsistency, and studies seemed to inadequately address situational and contextual factors. Although referring to an organizational factor, the concept was mostly analysed at the individual or group level. The concept of leadership in implementation science seems to be not fully developed. It is unclear whether attempts to tap the concept of leadership in available instruments truly capture and measure the full range of the diverse leadership elements at various levels. Research in implementation science would benefit from a better integration of research findings from other disciplinary fields. Once a more mature concept has been established, researchers in implementation science could proceed to further elaborate operationalization and measurement. Although the relevance of leadership in implementation science has been acknowledged, the conceptual base of leadership in this field has received only limited attention.

Beyond Homework: Science and Mathematics Backpacks.

ERIC Educational Resources Information Center

Kokoski, Teresa M.; Patton, Mary Martin

1997-01-01

Describes classroom-developed science and mathematics backpacks, self-contained educational packets developed around a theme or concept and designed to be completed at home. Presents generalized contents, a sample backpack on colors, and the backpack's advantages, including promotion of active learning, family involvement, curriculum integration,…

Intentionality and Wisdom in Language, Information, and Technology

ERIC Educational Resources Information Center

Lin, Lin; Ross, Haj; O'Connor, Brian; Spector, J. Michael

2015-01-01

An interdisciplinary approach from linguistics, information sciences, learning sciences, and educational technology is used to explore the concept of information. Several key issues are highlighted, including: (1) learning language through meaning or probability; (2) the situational difference between message and meaning; (3) relationship between…

The Impact of Online Bibliographic Databases on Teaching and Research in Political Science.

ERIC Educational Resources Information Center

Reichel, Mary

The availability of online bibliographic databases greatly facilitates literature searching in political science. The advantages to searching databases online include combination of concepts, comprehensiveness, multiple database searching, free-text searching, currency, current awareness services, document delivery service, and convenience.…

Retraining the Modern Civil Engineer.

ERIC Educational Resources Information Center

Priscoli, Jerome Delli

1983-01-01

Discusses why modern engineering requires social science and the nature of planning. After these conceptional discussions, 12 practical tools which social science brings to engineering are reviewed. A tested approach to training engineers in these tools is then described. Tools include institutional analysis, policy profiling, and other impact…

Information Science and the PSI Phenomenon.

ERIC Educational Resources Information Center

Levine, Emil H.

1985-01-01

Relates research in psychical occurrences (PSI) encompassing three types of phenomena--extrasensory perception, psychokinesis, and out-of-body survival after death--to the field of information science. Highlights include concepts facilitating acceptance of PSI, remote viewing, applications of PSI phenomena in the business field, and PSI and…

75 Easy Life Science Demonstrations. Teacher Book.

ERIC Educational Resources Information Center

Kardos, Thomas

This book is a collection of life science classroom demonstrations. Explanations that review key concepts are included. Topics are: stimulus and response; gravitropism; phototropism; living organisms; carbon dioxide; gases emitted by plants; greenhouse effect; stomata; transpiration; leaf skeletons; seed growth; water evaporation in plants; carbon…

PCK: How Teachers Transform Subject Matter Knowledge.

ERIC Educational Resources Information Center

Veal, William R.; van Driel, Jan; Hulshof, Hans

2001-01-01

Review of book on the concept of pedagogical content knowledge (PCK), including chapters reviewing an extensive body of research on the knowledge base for teaching, especially science, and the application of PCK to the design of elementary and secondary school science teacher-education programs. (PKP)

A study of elementary teachers' conceptions of nature of science and their beliefs about the developmental appropriateness and importance of nature of science throughout a professional development program

NASA Astrophysics Data System (ADS)

Adibelli, Elif

This qualitative study aimed to explore the changes in elementary science teachers' conceptions of nature of science (NOS) and their beliefs about the developmental appropriateness and importance of NOS after participating in an academic, year-long professional development program (PDP) as well as the factors facilitating these changes. The PDP consisted of two phases. In the first phase, the participants received NOS training designed with an explicit-reflective instructional approach. In the second phase, the participants implemented several NOS training activities in their classrooms. Four elementary science teachers who volunteered and completed all components of the PDP (i.e., the NOS training and the NOS teaching) comprised the participants of the present study. A multiple-embedded case study design was employed to explore the changes in the elementary science teachers' conceptions of NOS and their beliefs about the developmental appropriateness and importance of NOS. The study data were collected from multiple sources. The primary data sources included (a) Views of Nature of Science Elementary School Version 2 (VNOS-D2) questionnaire (Lederman & Khishfe, 2002), (b) Ideas about Science for Early Elementary (K-4) Students questionnaire (Sweeney, 2010), and (c) follow-up semi-structured interviews. The secondary data sources included videotaping of meetings with teachers, reflective field notes, and artifacts produced by teachers and their students. Data were analyzed using Yin's (1994, 2003) analytic tactics of pattern matching, explanation building, and cross-case synthesis. The findings of the study revealed that the elementary science teachers showed gradual, but substantial changes in their conceptions, and beliefs about the developmental appropriateness and importance of the NOS aspects over the course of participation in the PDP. Moreover, the participants identified nine components in the PDP that facilitated these changes in their conceptions, and beliefs about the developmental appropriateness and importance of the NOS aspects. These components were (a) specific focus on the NOS content, (b) participation in hands-on activities on NOS, (c) educational readings on NOS, (d) multiple types/ formats of reflection, (e) multiple exposure to the NOS content, (f) structural consistency in the presentation of the NOS content, (g) the evaluation of secondary student data, (h) the analysis of national and state science standards in terms of NOS, and (i) the implementation of the NOS activities in the classroom. Based on the findings of this study, it may be concluded that explicit-reflective NOS instruction coupled with NOS teaching is sufficient to evolve and crystallize teachers' conceptions and beliefs about the developmental appropriateness and importance of the NOS aspects.

Factors Influencing Learner Conceptions of Force: Exploring the Interaction among Visuospatial Ability, Motivation, and Conceptions of Newtonian Mechanics in University Undergraduates from an Evolutionary Perspective

ERIC Educational Resources Information Center

Vallett, David Bruce

2013-01-01

This study examined the relationships among visuospatial ability, motivation to learn science, and learner conceptions of force across commonly measured demographics with university undergraduates with the aim of examining the support for an evolved sense of force and motion. Demographic variables of interest included age, ethnicity, and gender,…

Impact of historical science short stories on students' attitudes and NOS understanding

NASA Astrophysics Data System (ADS)

Hall, Garrett

This study examines the impact of historical short stories on upper and lower level high school chemistry students in the second semester of a two-semester course at a large Midwestern suburban school. Research focused on improved understanding of six fundamental nature of science (NOS) concepts made explicit in the stories, recollection of historical examples from the stories that supported student NOS thinking; student attitudes toward historical stories in comparison to traditional textbook readings as well as student attitudes regarding scientists and the development of science ideas. Data collection included surveys over six NOS concepts, attitudes towards science and reading, and semi-structured interviews. Analysis of the data collected in this study indicated significant increases in understanding for three of the six NOS concepts within the upper-level students and one of the six concepts for lower level students. Students were able to draw upon examples from the stories to defend their NOS views but did so more frequently when responding verbally in comparison to written responses on the surveys. The analysis also showed that students in both levels would rather utilize historical short stories over a traditional textbook and found value in learning about scientists and how scientific ideas are developed.

JPL Innovation Foundry

NASA Technical Reports Server (NTRS)

Sherwood, Brent; McCleese, Daniel

2012-01-01

Space science missions are increasingly challenged today: in ambition, by increasingly sophisticated hypotheses tested; in development, by the increasing complexity of advanced technologies; in budgeting, by the decline of flagship-class mission opportunities; in management, by expectations for breakthrough science despite a risk-averse programmatic climate; and in planning, by increasing competition for scarce resources. How are the space-science missions of tomorrow being formulated? The paper describes the JPL Innovation Foundry, created in 2011, to respond to this evolving context. The Foundry integrates methods, tools, and experts that span the mission concept lifecycle. Grounded in JPL's heritage of missions, flight instruments, mission proposals, and concept innovation, the Foundry seeks to provide continuity of support and cost-effective, on-call access to the right domain experts at the right time, as science definition teams and Principal Investigators mature mission ideas from "cocktail napkin" to PDR. The Foundry blends JPL capabilities in proposal development and concurrent engineering, including Team X, with new approaches for open-ended concept exploration in earlier, cost-constrained phases, and with ongoing research and technology projects. It applies complexity and cost models, projectformulation lessons learned, and strategy analyses appropriate to each level of concept maturity. The Foundry is organizationally integrated with JPL formulation program offices; staffed by JPL's line organizations for engineering, science, and costing; and overseen by senior Laboratory leaders to assure experienced coordination and review. Incubation of each concept is tailored depending on its maturity and proposal history, and its highest leverage modeling and analysis needs.

Application of the Reggio Emilia Approach to Early Childhood Science Curriculum.

ERIC Educational Resources Information Center

Stegelin, Dolores A.

2003-01-01

This article focuses on the relevance of the Reggio Emilia approach to early childhood education for science knowledge and content standards for the preK-12 student population. The article includes: (1) a summary of key concepts; (2) a description of the science curriculum standards for K-3 in the United States; and (3) an example of an in-depth…

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

ERIC Educational Resources Information Center

Beisenherz, Paul; Dantonio, Marylou

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

Analysis of Student Understanding of Science Concepts Including Mathematical Representations: Ph Values and the Relative Differences of pH Values

ERIC Educational Resources Information Center

Park, Eun-Jung; Choi, Kyunghee

2013-01-01

In general, mathematical representations such as formulae, numbers, and graphs are the inseparable components in science used to better describe or explain scientific phenomena or knowledge. Regardless of their necessity and benefit, science seems to be difficult for some students, as a result of the mathematical representations and problem…

Data systems and computer science space data systems: Onboard memory and storage

NASA Technical Reports Server (NTRS)

Shull, Tom

1991-01-01

The topics are presented in viewgraph form and include the following: technical objectives; technology challenges; state-of-the-art assessment; mass storage comparison; SODR drive and system concepts; program description; vertical Bloch line (VBL) device concept; relationship to external programs; and backup charts for memory and storage.

History and Historical Experiments in Physics Education with Special Regard to Astronomy.

ERIC Educational Resources Information Center

Teichmann, J.

1991-01-01

This article looks at the historical interpretations and counterinterpretations of some experiments selected from science history. The homocentric spheres of Eudoxus, hermetic and scientific concepts of the universe in the middle ages, and the change in the concept of the world are included. (KR)

Basic College-Level Pharmacology: Therapeutic Drug Range Lesson Plan.

ERIC Educational Resources Information Center

Laipply, Richelle S.

2000-01-01

Investigations of scientific concepts using inquiry can be included in the traditional college lecture. This lesson uses the Learning Cycle to demonstrate therapeutic drug range, a basic concept in pharmaceutical science. Students use graphing to discover patterns as a part of data analysis and interpretation of provided investigation data.…

Transnational Mobility and International Academic Employment: Gatekeeping in an Academic Competition Arena

ERIC Educational Resources Information Center

Cantwell, Brendan

2011-01-01

This article draws upon concepts developed in recent empirical and theoretical work on high skilled and academic mobility and migration including accidental mobility, forced mobility and negotiated mobility. These concepts inform a situated, qualitative study of mobility among international postdoctoral researchers in life sciences and engineering…

Marketing the Health Sciences Library.

ERIC Educational Resources Information Center

Norman, O. Gene

The basic activities of marketing are discussed, including gathering information and determining needs, designing a program around the elements of the marketing mix, and managing the marketing program. Following a general discussion, applications of the marketing concepts to a health sciences library are described. The administrator of the health…

Calculating Biodiversity in the Real World

ERIC Educational Resources Information Center

Schen, Melissa; Berger, Leslie

2014-01-01

One of the standards for life science addressed in the "Next Generation Science Standards" (NGSS Lead States 2013) is "Ecosystems: Interactions, Energy, and Dynamics" (HS-LS2). A critical concept included in this core idea is biodiversity. To show competency, students are expected to design investigations, collect data, and…

Middle School Science Notes.

ERIC Educational Resources Information Center

School Science Review, 1981

1981-01-01

Presents a variety of laboratory procedures, discussions, and demonstrations including centripedal force apparatus, model ear drum, hot air balloons, air as a real substance, centering a ball, simple test tube rack, demonstration fire extinguisher, pin-hole camera, and guidelines for early primary science education (5-10 years) concepts and lesson…

Life Sciences: Curriculum Resources and Activities for School Librarians and Teachers.

ERIC Educational Resources Information Center

Bain, Amy; Richer, Janet; Weckman, Janet

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Only an Expensive Horoscope.

ERIC Educational Resources Information Center

Berg, Craig A.; Clough, Michael

1991-01-01

Madeline Hunter's statements and teaching examples lead to a conception of teaching best described as a teacher-centered, funnel model. The Hunter lesson design may be useful to science teachers for some instructional objectives, but it cannot be expected to improve the state of science education. Includes five references. (MLH)

Microgravity: Teacher's Guide with Activities for Physical Science.

ERIC Educational Resources Information Center

Vogt, Gregory L.; Wargo, Michael J.

This teacher's guide to microgravity contains 16 student science activities with full background information to facilitate an understanding of the concepts of microgravity for teachers and students. Topics covered in the background sections include the definitions of gravity and microgravity, creating microgravity, the fluid state, combustion…

Earth Sciences: Curriculum Resources and Activities for School Librarians and Teachers.

ERIC Educational Resources Information Center

Bain, Amy; Richer, Janet; Weckman, Janet

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Physical Sciences: Curriculum Resources and Activities for School Librarians and Teachers.

ERIC Educational Resources Information Center

Bain, Amy; Richer, Janet; Weckman, Janet

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Visual Representations of the Water Cycle in Science Textbooks

ERIC Educational Resources Information Center

Vinisha, K.; Ramadas, J.

2013-01-01

Visual representations, including photographs, sketches and schematic diagrams, are a valuable yet often neglected aspect of textbooks. Visual means of communication are particularly helpful in introducing abstract concepts in science. For effective communication, visuals and text need to be appropriately integrated within the textbook. This study…

Complex adaptive systems: concept analysis.

PubMed

Holden, Lela M

2005-12-01

The aim of this paper is to explicate the concept of complex adaptive systems through an analysis that provides a description, antecedents, consequences, and a model case from the nursing and health care literature. Life is more than atoms and molecules--it is patterns of organization. Complexity science is the latest generation of systems thinking that investigates patterns and has emerged from the exploration of the subatomic world and quantum physics. A key component of complexity science is the concept of complex adaptive systems, and active research is found in many disciplines--from biology to economics to health care. However, the research and literature related to these appealing topics have generated confusion. A thorough explication of complex adaptive systems is needed. A modified application of the methods recommended by Walker and Avant for concept analysis was used. A complex adaptive system is a collection of individual agents with freedom to act in ways that are not always totally predictable and whose actions are interconnected. Examples include a colony of termites, the financial market, and a surgical team. It is often referred to as chaos theory, but the two are not the same. Chaos theory is actually a subset of complexity science. Complexity science offers a powerful new approach--beyond merely looking at clinical processes and the skills of healthcare professionals. The use of complex adaptive systems as a framework is increasing for a wide range of scientific applications, including nursing and healthcare management research. When nursing and other healthcare managers focus on increasing connections, diversity, and interactions they increase information flow and promote creative adaptation referred to as self-organization. Complexity science builds on the rich tradition in nursing that views patients and nursing care from a systems perspective.

Information in Our World: Conceptions of Information and Problems of Method in Information Science

ERIC Educational Resources Information Center

Ma, Lai

2012-01-01

Many concepts of information have been proposed and discussed in library and information science. These concepts of information can be broadly categorized as empirical and situational information. Unlike nomenclatures in many sciences, however, the concept of information in library and information science does not bear a generally accepted…

Models and Materials: Bridging Art and Science in the Secondary Curriculum

NASA Astrophysics Data System (ADS)

Pak, D.; Cavazos, L.

2006-12-01

Creating and sustaining student engagement in science is one challenge facing secondary teachers. The visual arts provide an alternative means of communicating scientific concepts to students who may not respond to traditional formats or identify themselves as interested in science. We have initiated a three-year teacher professional development program at U C Santa Barbara focused on bridging art and science in secondary curricula, to engage students underrepresented in science majors, including girls, English language learners and non-traditional learners. The three-year format provides the teams of teachers with the time and resources necessary to create innovative learning experiences for students that will enhance their understanding of both art and science content. Models and Materials brings together ten secondary art and science teachers from six Santa Barbara County schools. Of the five participating science teachers, three teach Earth Science and two teach Life Science. Art and science teachers from each school are teamed and challenged with the task of creating integrated curriculum projects that bring visual art concepts to the science classroom and science concepts to the art classroom. Models and Materials were selected as unifying themes; understanding the concept of models, their development and limitations, is a prominent goal in the California State Science and Art Standards. Similarly, the relationship between composition, structure and properties of materials is important to both art and science learning. The program began with a 2-week institute designed to highlight the natural links between art and science through presentations and activities by both artists and scientists, to inspire teachers to develop new ways to present models in their classrooms, and for the teacher teams to brainstorm ideas for curriculum projects. During the current school year, teachers will begin to integrate science and art and the themes of modeling and materials into their classrooms. Initial results indicate that the participating teachers developed a clearer understanding of the uses and limitations of models the classroom, better understanding of materials science, and strong initial ideas for integrated curricula.

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

NASA Technical Reports Server (NTRS)

2008-01-01

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

Conceptual Revolution of the 20th Century Leading to One Grand Unified Concept -- The Quantum Vacuum

NASA Astrophysics Data System (ADS)

Sreekantan, B. V.

2014-07-01

Concepts and the relations between concepts are the basis for all our scientific understanding and explanation of the wide variety of constituents and phenomena in nature. Some of the fundamental concepts like space, time, matter, radiation, causality, etc. had remained unchanged for almost four hundred years from the time of the dawn of science. However all these underwent a drastic transformation in the 20th century because of two reasons. One, in the light of certain experimental findings two radical theories namely theory of relativity and theory of quantum mechanics replaced the classical theory that had dominated since Newton's time. Secondly, the science-technology spiral resulted in the discovery of very many new features of the universe both on the micro scale and on the mega scale. There was an exponential increase in our knowledge. These new facts could not be fitted into the old concepts. Apart from drastic revision, many new concepts had to be brought in. Despite all this, one very encouraging trend has been to discern a holistic synthesis and unification of the different concepts -- an endeavor that has been helped by experiments over a wide scale of energy and distances and most importantly from theoretical insights triggered by mathematical underpinnings. These developments in physics and astrophysics are pointing to one grand concept, namely, the "quantum vacuum" endowed with certain special properties, as the substratum from which all the constituents of the universe as well as the processes of the universe emerge, including the creation of the universe itself. This is the view, at least of some of the scientists. In this brief article the essence of these approaches toward unification is highlighted. Maybe life sciences can take a clue from these developments in physical sciences.

An Ongoing Investigation of Science Literacy: Results of a 22-Year Study Probing Students' Knowledge and Attitude Towards Science

NASA Astrophysics Data System (ADS)

Impey, C.; Buxner, S.; Antonellis, J.; CATS

2013-04-01

This talk presents findings related to our ongoing work investigating students' knowledge and attitudes towards science and technology. We present an overview of research studies and findings including a comparison of the science literacy measures of University of Arizona students compared to national studies, conceptions related to astrology, views of radiation, and students' pseudoscience and religious beliefs. We discuss implications for instructors and researchers interested in improving students' science literacy scores and diagnosing alternative beliefs.

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

NASA Astrophysics Data System (ADS)

Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult concepts, make connections between class activities, and launch and wrap-up PBL problems. Labs will include activities from elementary science kits as launching points for in-depth investigations that demonstrate the continuity of science concepts and pedagogies across age levels. In the methods course, students will critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. Field placements in elementary classrooms will allow students to ground their studies of science and pedagogy in actual practice.

Diamonds in the Sky

NASA Astrophysics Data System (ADS)

Brotherton, M.

2004-12-01

My first science fiction novel, Star Dragon, just recently available in paperback from Tor, features a voyage to the cataclysmic variable star system SS Cygni. My second novel, Spider Star, to appear early in 2006, takes place in and around a dark matter ``planet'' orbiting a neutron star. Both novels are ``hard'' science fiction, relying on accurate physics to inform the tales. It's possible to bring to life abstract concepts like special relativity, and alien environments like accretion disks, by using science fiction. Novels are difficult to use in a science class, but short stories offer intriguing possibilities. I'm planning to edit an anthology of hard science fiction stories that contain accurate science and emphasize fundamental ideas in modern astronomy. The working title is Diamonds in the Sky. The collection will be a mix of original stories and reprints, highlighting challenging concepts covered in a typical introductory astronomy course. Larry Niven's classic story, ``Neutron Star," is an excellent demonstration of extreme tidal forces in an astronomical context. Diamonds in the Sky will include forewards and afterwards to the stories, including discussion questions and mathematical formulas/examples as appropriate. I envision this project will be published electronically or through a print-on-demand publisher, providing long-term availabilty and keeping low cost. I encourage interested parties to suggest previously published stories, or to suggest which topics must be included.

Science Education for Students with Special Needs

ERIC Educational Resources Information Center

Villanueva, Mary Grace; Taylor, Jonte; Therrien, William; Hand, Brian

2012-01-01

Students with special needs tend to show significantly lower achievement in science than their peers. Reasons for this include severe difficulties with academic skills (i.e. reading, math and writing), behaviour problems and limited prior understanding of core concepts background knowledge. Despite this bleak picture, much is known on how to…

Improving Science Education and Understanding through Editing Wikipedia

ERIC Educational Resources Information Center

Moy, Cheryl L.; Locke, Jonas R.; Coppola, Brian P.; McNeil, Anne J.

2010-01-01

This paper describes a graduate-level class project centered on editing chemistry-related entries in Wikipedia. This project enables students to work collaboratively, explore advanced concepts in chemistry, and learn how to communicate science to a diverse audience, including the general public. The format and structure of the project is outlined…

Student-Accessible Science Texts: Elements of Design

ERIC Educational Resources Information Center

McTigue, Erin M.; Slough, Scott W.

2010-01-01

Within this article, we introduce our conception of text accessibility. First, we synthesize recent research on informational text quality and present key attributes proven to contribute to comprehension of science texts beyond the readability formula. These features include (a) the concreteness of text, (b) the voice of the author, (c) coherent…

Are Computer Science Students Ready for the Real World.

ERIC Educational Resources Information Center

Elliot, Noreen

The typical undergraduate program in computer science includes an introduction to hardware and operating systems, file processing and database organization, data communication and networking, and programming. However, many graduates may lack the ability to integrate the concepts "learned" into a skill set and pattern of approaching problems that…

Investigating the Relationships among PSTs' Teaching Beliefs: Are Epistemological Beliefs Central?

ERIC Educational Resources Information Center

Bahçivan, Eralp

2016-01-01

The present case study explored the teaching belief systems of pre-service science teachers (PSTs), including epistemological beliefs, self-efficacy beliefs, conceptions of science learning and teaching and pedagogical content knowledge. Based on their epistemological scores, three PSTs who were categorised as exhibiting naïve, moderately…

What Does Culture Have to Do with Teaching Science?

ERIC Educational Resources Information Center

Madden, Lauren; Joshi, Arti

2013-01-01

In nearly every elementary school, plants are an important part of the science curriculum. Understanding basic ideas about plants prepares children to study more complicated scientific concepts including cell biology, genetics and heredity, complex ecosystem interactions, and evolution. It is especially important that teachers of children at the…

Linguistics and Foreign Language Teaching. ERIC Focus Reports on the Teaching of Foreign Languages, Number 21.

ERIC Educational Resources Information Center

Twaddell, Freeman

A brief analysis and definition of general linguistics focuses on distinct areas of study within the science, including descriptive, historical, comparative, and computational linguistics. Other branches of the science discussed are psycholinguistics, sociolinguistics, and dialectology. Technical concepts encountered in the literature are also…

Differential Effects of Science Study Questions.

ERIC Educational Resources Information Center

Holliday, William G.; And Others

The purpose of this study was to investigate the differential effects on low and high verbal students of verbatim study questions adjunct to a text describing science concepts. The sample consisted of 217 eighth grade students enrolled in twelve Calgary (Alberta, Canada) schools. Materials developed for the study included an introduction to the…

The Role of Museum Exhibits in Teaching Textile Science

ERIC Educational Resources Information Center

Diddi, Sonali; Marcketti, Sara B.

2014-01-01

The concept of learning outside of the traditional, formal classroom setting is an important component of family and consumer sciences (FCS) educational pedagogy. Methods of learning beyond the FCS classroom include visiting museums, accessing archives--both in person and virtually--and participating in field studies (Roehl, 2013). Although many…

Ciencias 3. (Science 3). Student Book.

ERIC Educational Resources Information Center

Raposo, Lucilia

This grade 3 textbook, the third in a series of elementary science textbooks written in Portuguese, consists of readings, activities, and review exercises on biological, physical, geological, and nutrition/health concepts. The book is organized into nine sections. Among the topic areas included in these sections are: (1) solar energy, electricity,…

Professional Development of Elementary and Science Teachers in a Summer Science Camp: Changing Nature of Science Conceptions

ERIC Educational Resources Information Center

Karaman, Ayhan

2016-01-01

Many countries all over the world have recently integrated nature of science (NOS) concepts into their science education standards. Providing professional support to teachers about NOS concepts is crucially important for successful implementation of the standards. For this purpose, a summer science camp was offered to elementary and science…

Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

ERIC Educational Resources Information Center

Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

2018-01-01

This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

Conceptions of learning factors in postgraduate health sciences master students: a comparative study with non-health science students and between genders.

PubMed

Campos, Fernando; Sola, Miguel; Santisteban-Espejo, Antonio; Ruyffelaert, Ariane; Campos-Sánchez, Antonio; Garzón, Ingrid; Carriel, Víctor; de Dios Luna-Del-Castillo, Juan; Martin-Piedra, Miguel Ángel; Alaminos, Miguel

2018-06-07

The students' conceptions of learning in postgraduate health science master studies are poorly understood. The aim of this study was to compare the factors influencing conceptions of learning in health sciences and non-health sciences students enrolled in postgraduate master programs in order to obtain information that may be useful for students and for future postgraduate programs. A modified version of the Learning Inventory Conception Questionnaire (COLI) was used to compare students' conception learning factors in 131 students at the beginning of their postgraduate studies in health sciences, experimental sciences, arts and humanities and social sciences. The present study demonstrates that a set of factors may influence conception of learning of health sciences postgraduate students, with learning as gaining information, remembering, using, and understanding information, awareness of duty and social commitment being the most relevant. For these students, learning as a personal change, a process not bound by time or place or even as acquisition of professional competences, are less relevant. According to our results, this profile is not affected by gender differences. Our results show that the overall conceptions of learning differ among students of health sciences and non-health sciences (experimental sciences, arts and humanities and social sciences) master postgraduate programs. These finding are potentially useful to foster the learning process of HS students, because if they are metacognitively aware of their own conception or learning, they will be much better equipped to self-regulate their learning behavior in a postgraduate master program in health sciences.

A study of the continuum of integration of mathematics content with science concepts at the middle school level in West Virginia

NASA Astrophysics Data System (ADS)

Meisel, Edna Marie

The purpose of this study was to examine the practices and perceptions of regular education seventh grade middle school mathematics teachers in West Virginia concerning the integration of mathematics objectives with science concepts. In addition, this study also emphasized the use of integrated curriculum continuum models to study mathematics teachers' practices and perceptions for teaching mathematics objectives in connection with science concepts. It was argued that the integrated curriculum continuum model can be used to help educators begin to form a common definition of integrated curriculum. The population was described as the regular education seventh grade middle school mathematics teachers in West Virginia. The entire population (N = 173) was used as the participants in this study. Data was collected using an integrated curriculum practices and perceptions survey constructed by the researcher. This was a descriptive study that incorporated the Chi Square statistic to show trends in teacher practices and perceptions. Also, an ex post facto design, that incorporated the Mann-Whitney U statistic, was used to compare practices and perceptions between teachers grouped according to factors that influence teaching practices and perceptions. These factors included teaching certificate endorsement and teacher professional preparation. Results showed that the regular education seventh grade middle school mathematics teachers of West Virginia are teaching mathematics objectives mainly at a discipline-based level with no formal attempt for integration with science concepts. However, these teachers perceived that many of the mathematics objectives should be taught at varying levels of integration with science concepts. It was also shown that teachers who experienced professional preparation courses that emphasized integrated curriculum courses did teach many of the mathematics objectives at higher levels of integration with science than those teachers who did not experience integrated curriculum courses.

Study of airborne science experiment management concepts for application to space shuttle, volume 2

NASA Technical Reports Server (NTRS)

Mulholland, D. R.; Reller, J. O., Jr.; Neel, C. B.; Haughney, L. C.

1973-01-01

Airborne research management and shuttle sortie planning at the Ames Research Center are reported. Topics discussed include: basic criteria and procedures for the formulation and approval of airborne missions; ASO management structure and procedures; experiment design, development, and testing aircraft characteristics and experiment interfaces; information handling for airborne science missions; mission documentation requirements; and airborne science methods and shuttle sortie planning.

Science: Curriculum Guide for Teaching Gifted Children Science in Grades One Through Three: A Sample Ecology Unit.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Office of Curriculum Services.

The natural science curriculum guide for gifted primary students includes a sample teaching-learning plan for an ecology unit and eight sample lesson plans. Chapter One provides an overview of the unit, a review of behavioral objectives, and a list of concepts and generalizations. The second chapter cites a teaching-learning plan dealing with such…

Constructing Concept Maps to Encourage Meaningful Learning in Science Classroom

ERIC Educational Resources Information Center

Akcay, Hakan

2017-01-01

The purpose of this activity is to demonstrate science teaching and assessing what is learned via using concept maps. Concept mapping is a technique for visually representing the structure of information. Concept mapping allows students to understand the relationships between concepts of science by creating a visual map of the connections. Concept…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

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

Bradshaw, S.P.

1994-12-31

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

Investigating the interrelationships among conceptions of, approaches to, and self-efficacy in learning science

NASA Astrophysics Data System (ADS)

Zheng, Lanqin; Dong, Yan; Huang, Ronghuai; Chang, Chun-Yen; Bhagat, Kaushal Kumar

2018-01-01

The purpose of this study was to examine the relations between primary school students' conceptions of, approaches to, and self-efficacy in learning science in Mainland China. A total of 1049 primary school students from Mainland China participated in this study. Three instruments were adapted to measure students' conceptions of learning science, approaches to learning science, and self-efficacy. The exploratory factor analysis and confirmatory factor analysis were adopted to validate three instruments. The path analysis was employed to understand the relationships between conceptions of learning science, approaches to learning science, and self-efficacy. The findings indicated that students' lower level conceptions of learning science positively influenced their surface approaches in learning science. Higher level conceptions of learning science had a positive influence on deep approaches and a negative influence on surface approaches to learning science. Furthermore, self-efficacy was also a hierarchical construct and can be divided into the lower level and higher level. Only students' deep approaches to learning science had a positive influence on their lower and higher level of self-efficacy in learning science. The results were discussed in the context of the implications for teachers and future studies.

Infusion of Climate Change and Geospatial Science Concepts into Environmental and Biological Science Curriculum

NASA Astrophysics Data System (ADS)

Balaji Bhaskar, M. S.; Rosenzweig, J.; Shishodia, S.

2017-12-01

The objective of our activity is to improve the students understanding and interpretation of geospatial science and climate change concepts and its applications in the field of Environmental and Biological Sciences in the College of Science Engineering and Technology (COEST) at Texas Southern University (TSU) in Houston, TX. The courses of GIS for Environment, Ecology and Microbiology were selected for the curriculum infusion. A total of ten GIS hands-on lab modules, along with two NCAR (National Center for Atmospheric Research) lab modules on climate change were implemented in the "GIS for Environment" course. GIS and Google Earth Labs along with climate change lectures were infused into Microbiology and Ecology courses. Critical thinking and empirical skills of the students were assessed in all the courses. The student learning outcomes of these courses includes the ability of students to interpret the geospatial maps and the student demonstration of knowledge of the basic principles and concepts of GIS (Geographic Information Systems) and climate change. At the end of the courses, students developed a comprehensive understanding of the geospatial data, its applications in understanding climate change and its interpretation at the local and regional scales during multiple years.

Academic Self-Concept: Modeling and Measuring for Science

ERIC Educational Resources Information Center

Hardy, Graham

2014-01-01

In this study, the author developed a model to describe academic self-concept (ASC) in science and validated an instrument for its measurement. Unlike previous models of science ASC, which envisage science as a homogenous single global construct, this model took a multidimensional view by conceiving science self-concept as possessing distinctive…

Proving or Improving Science Learning? Understanding High School Students' Conceptions of Science Assessment in Taiwan

ERIC Educational Resources Information Center

Lee, Min-Hsien; Lin, Tzung-Jin; Tsai, Chin-Chung

2013-01-01

Classroom assessment is a critical aspect of teaching and learning. In this paper, Taiwanese high school students' conceptions of science assessment and the relationship between their conceptions of science assessment and of science learning were investigated. The study used both qualitative and quantitative methods. First, 60 students were…

Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2013-01-01

This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

The Multispectral Imaging Science Working Group. Volume 1: Executive summary

NASA Technical Reports Server (NTRS)

Cox, S. C. (Editor)

1982-01-01

Results of the deliberations of the six multispectral imaging science working groups (Botany, Geography, Geology, Hydrology, Imaging Science and Information Science) are summarized. Consideration was given to documenting the current state of knowledge in terrestrial remote sensing without the constraints of preconceived concepts such as possible band widths, number of bands, and radiometric or spatial resolutions of present or future systems. The findings of each working group included a discussion of desired capabilities and critical developmental issues.

Postpartum sexual health: a principle-based concept analysis.

PubMed

O'Malley, Deirdre; Higgins, Agnes; Smith, Valerie

2015-10-01

The aim of this study is to report an analysis of the concept of postpartum sexual health. Postpartum sexual health is a minimally understood concept, most often framed within physical/biological dimensions or as a 'checklist' task in postpartum information provision. This has the potential to leave women unprepared to manage transient or normative sexual health changes after childbirth. For meaningful discussions, clarity and understanding of postpartum sexual health is required. A principle-based method of concept analysis. The databases of PubMed, CINAHL, Maternity and Infant Care, PsychInfo, Web of Science, EMBASE, SCOPUS and Social Science Index were systematically searched, from their earliest dates, using a combination of key terms, including; 'sexual health', 'sexual function', 'dyspareunia', 'sexuality', 'sexual desire', 'sexual dysfunction', 'postnatal' and 'postpartum', resulting in a final included dataset of 91 studies. Using the principle-based approach, postpartum sexual health was analysed under the four philosophical principles of epistemological, pragmatic, linguistic and logical. Philosophically, postpartum sexual health is underdeveloped as a concept. A precise theoretical definition remains elusive and, presently, postpartum sexual health cannot be separated theoretically from sexuality and sexual function. Identified antecedents include an instrument free birth, an intact perineum and avoidance of episiotomy. Attributes include sexual arousal, desire, orgasm, sexual satisfaction and resumption of sexual intercourse. Outcomes are sexual satisfaction and a satisfying intimate relationship with one's partner. Postpartum sexual health is conceptually immature with limited applicability in current midwifery practice. © 2015 John Wiley & Sons Ltd.

The Recruitment of Shifting and Inhibition in On-line Science and Mathematics Tasks.

PubMed

Vosniadou, Stella; Pnevmatikos, Dimitrios; Makris, Nikos; Lepenioti, Despina; Eikospentaki, Kalliopi; Chountala, Anna; Kyrianakis, Giorgos

2018-06-13

Prior research has investigated the recruitment of inhibition in the use of science/mathematics concepts in tasks that require the rejection of a conflicting, nonscientific initial concept. The present research examines if inhibition is the only EF skill recruited in such tasks and investigates whether shifting is also involved. It also investigates whether inhibition and/or shifting are recruited in tasks in which the use of science/mathematics concepts does not require the rejection of an initial concept, or which require only the use of initial concepts. One hundred and thirty-three third- and fifth-grade children participated in two inhibition and shifting tasks and two science and mathematics conceptual understanding and conceptual change (CU&C) tasks. All the tasks were on-line, and performance was measured in accuracy and RTs. The CU&C tasks involved the use of initial concepts and of science/mathematics concepts which required conceptual changes for their initial formation. Only in one of the tasks the use of the science/mathematics concepts required the concurrent rejection of an initial concept. The results confirmed that in this task inhibition was recruited and also showed that the speed of shifting was a significant predictor of performance. Shifting was a significant predictor of performance in all the tasks, regardless of whether they involved science/mathematics or initial concepts. It is argued that shifting is likely to be recruited in complex tasks that require multiple comparisons of stimuli and the entertainment of different perspectives. Inhibition seems to be a more selective cognitive skill likely to be recruited when the use of science/mathematics concepts requires the rejection of a conflicting initial concept. © 2018 Cognitive Science Society, Inc.

Developing a Scientific Virtue-Based Approach to Science Ethics Training.

PubMed

Pennock, Robert T; O'Rourke, Michael

2017-02-01

Responsible conduct of research training typically includes only a subset of the issues that ought to be included in science ethics and sometimes makes ethics appear to be a set of externally imposed rules rather than something intrinsic to scientific practice. A new approach to science ethics training based upon Pennock's notion of the scientific virtues may help avoid such problems. This paper motivates and describes three implementations-theory-centered, exemplar-centered, and concept-centered-that we have developed in courses and workshops to introduce students to this scientific virtue-based approach.

Teaching and Learning Science Through Song: Exploring the experiences of students and teachers

NASA Astrophysics Data System (ADS)

Governor, Donna; Hall, Jori; Jackson, David

2013-12-01

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.

From the archives of scientific diplomacy: science and the shared interests of Samuel Hartlib's London and Frederick Clodius's Gottorf.

PubMed

Keller, Vera; Penman, Leigh T I

2015-03-01

Many historians have traced the accumulation of scientific archives via communication networks. Engines for communication in early modernity have included trade, the extrapolitical Republic of Letters, religious enthusiasm, and the centralization of large emerging information states. The communication between Samuel Hartlib, John Dury, Duke Friedrich III of Gottorf-Holstein, and his key agent in England, Frederick Clodius, points to a less obvious but no less important impetus--the international negotiations of smaller states. Smaller states shaped communication networks in an international (albeit politically and religiously slanted) direction. Their networks of negotiation contributed to the internationalization of emerging science through a political and religious concept of shared interest. While interest has been central to social studies of science, interest itself has not often been historicized within the history of science. This case study demonstrates the co-production of science and society by tracing how period concepts of interest made science international.

Results from the Science Instrument Definition Team for the Gondola for High Altitude Planetary Science Project

NASA Astrophysics Data System (ADS)

Chanover, Nancy J.; Aslam, Shahid; DiSanti, Michael A.; Hibbitts, Charles A.; Honniball, Casey I.; Paganini, Lucas; Parker, Alex; Skrutskie, Michael F.; Young, Eliot F.

2016-10-01

The Gondola for High Altitude Planetary Science (GHAPS) is an observing asset under development by NASA's Planetary Science Division that will be hosted on stratospheric balloon missions intended for use by the broad planetary science community. GHAPS is being designed in a modular fashion to interface to a suite of instruments as called for by science needs. It will operate at an altitude of 30+ km and will include an optical telescope assembly with a 1-meter aperture and a pointing stability of approximately 1 arcsecond with a flight duration of ~100 days. The spectral grasp of the system is envisaged to include wavelengths spanning the near-ultraviolet to near/mid-infrared (~0.3-5 µm) and possibly to longer wavelengths.The GHAPS Science Instrument Definition Team (SIDT) was convened in May 2016 to define the scope of science investigations, derive the science requirements and instrument concepts for GHAPS, prioritize the instruments according to science priorities that address Planetary Science Decadal Survey questions, and generate a report that is broadly disseminated to the planetary science community. The SIDT examined a wide range of solar system targets and science questions, focusing on unique measurements that could be made from a balloon-borne platform to address high-priority planetary science questions for a fraction of the cost of space missions. The resulting instrument concepts reflect unique capabilities offered by a balloon-borne platform (e.g., observations at spectral regions inaccessible from the ground due to telluric absorption, diffraction-limited imaging, and long duration uninterrupted observations of a target). We discuss example science cases that can be addressed with GHAPS and describe a notional instrument suite that can be used by guest observers to pursue decadal-level science questions.

Art, science, or both? Keeping the care in nursing.

PubMed

Jasmine, Tayray

2009-12-01

Nursing is widely considered as an art and a science, wherein caring forms the theoretical framework of nursing. Nursing and caring are grounded in a relational understanding, unity, and connection between the professional nurse and the patient. Task-oriented approaches challenge nurses in keeping care in nursing. This challenge is ongoing as professional nurses strive to maintain the concept, art, and act of caring as the moral center of the nursing profession. Keeping the care in nursing involves the application of art and science through theoretical concepts, scientific research, conscious commitment to the art of caring as an identity of nursing, and purposeful efforts to include caring behaviors during each nurse-patient interaction. This article discusses the profession of nursing as an art and a science, and it explores the challenges associated with keeping the care in nursing.

Secondary school physics teachers' conceptions of scientific evidence: A collective case study

NASA Astrophysics Data System (ADS)

Taylor, Joseph A.

Engaging secondary school students in inquiry-oriented tasks that more closely simulate the scholarly activities of scientists has been recommended as a way to improve scientific literacy. Two tasks that are frequently recommended include students' design of original experiments, and students' evaluation of scientific evidence and conclusions. Yet, little is known about teachers' conceptions of experimentation. The principal aim of this study, therefore, was to describe the nature of prospective and practicing physics teachers' conceptions of scientific evidence. More specifically, the following research questions guided this study: (1) What types of issues related to the measurement reliability and experimental validity of scientific evidence do practicing and prospective physics teachers think about when designing experiments? (2) When presented with hypothetical scenarios that describe unsound experimental procedures or poorly supported conclusions (or both), what concerns will prospective and practicing physics teachers raise? And (3) When the participants' responses to parallel research prompts are compared across protocols, what similarities and differences exist? The nature of the teacher-participants' conceptions was described from an analysis of data collected from research prompts such as interviews and hand written artifacts. In these research prompts, the teachers "thought aloud" while designing experiments and critically evaluated student-collected evidence presented in hypothetical classroom scenarios. The data from this study suggested that the three teachers, while contemplating the reliability and validity of scientific evidence, frequently used their conceptions of evidence in conjunction with specific subject matter conceptions. The data also indicated that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Suggestions for future research included conducting similar studies in other physics content areas as well as other scientific disciplines. Implications for science teacher education suggested that science and science methods courses encourage the construction of evidence-based arguments, as well as engagement in peer review and critique.

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

NASA Astrophysics Data System (ADS)

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-08-01

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

System analysis study of space platform and station accommodations for life sciences research facilities. Volume 2: Study results. Appendix D: Life sciences research facility requirements

NASA Technical Reports Server (NTRS)

Wiley, Lowell F.

1985-01-01

The purpose of this requirements document is to develop the foundation for concept development for the Life Sciences Research Facility (LSRF) on the Space Station. These requirements are developed from the perspective of a Space Station laboratory module outfitter. Science and mission requirements including those related to specimens are set forth. System requirements, including those for support, are detailed. Functional and design requirements are covered in the areas of structures, mechanisms, electrical power, thermal systems, data management system, life support, and habitability. Finally, interface requirements for the Command Module and Logistics Module are described.

A study of changes in middle school teachers' understanding of selected ideas in science as a function of an in-service program focusing on student preconceptions

NASA Astrophysics Data System (ADS)

Shymansky, James A.; Woodworth, George; Norman, Obed; Dunkhase, John; Matthews, Charles; Liu, Chin-Tang

This article examines the impact of a specially designed in-service model on teacher understanding of selected science concepts. The underlying idea of the model is to get teachers to restructure their own understanding of a selected science topic by having them study the structure and evolution of their students' ideas on the same topic. Concepts on topics from the life, earth, and physical sciences served as the content focus and middle school Grades 4-9 served as the context for this study. The in-service experience constituting the main treatment in the study occurred in three distinct phases. In the initial phase, participating teachers interviewed several of their own students to find out what kinds of preconceptions students had about a particular topic. The teachers used concept mapping strategies learned in the in-service to facilitate the interviews. Next the teachers teamed with other teachers with similar topic interests and a science expert to evaluate and explore the scientific merit of the student conceptual frameworks and to develop instructional units, including a summative assessment during a summer workshop. Finally, the student ideas were further evaluated and explored as the teachers taught the topics in their classrooms during the fall term. Concept maps were used to study changes in teacher understanding across the phases of the in-service in a repeated-measures design. Analysis of the maps showed significant growth in the number of valid propositions expressed by teachers between the initial and final mappings in all topic groups. But in half of the groups, this long-term growth was interrupted by a noticeable decline in the number of valid propositions expressed. In addition, analysis of individual teacher maps showed distinctive patterns of initial invalid conceptions being replaced by new invalid conceptions in later mappings. The combination of net growth of valid propositions and the patterns of evolving invalid conceptions is discussed in constructivist terms.

Adaptation of Conceptions of Learning Science Questionnaire into Turkish and Science Teacher Candidates' Conceptions of Learning Science

ERIC Educational Resources Information Center

Bahçivan, Eralp; Kapucu, Serkan

2014-01-01

The purposes of this study were to (1) adapt an instrument "The Conceptions of Learning Science (COLS) questionnaire" into Turkish, and (2) to determine Turkish science teacher candidates' COLS. Adapting the instrument four steps were followed. Firstly, COLS questionnaire was translated into Turkish. Secondly, COLS questionnaire was…

The Conceptions of Learning Science by Laboratory among University Science-Major Students: Qualitative and Quantitative Analyses

ERIC Educational Resources Information Center

Chiu, Yu-Li; Lin, Tzung-Jin; Tsai, Chin-Chung

2016-01-01

Background: The sophistication of students' conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students' conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of…

Investigating the Relationship between Teachers' Nature of Science Conceptions and Their Practice of Inquiry Science

ERIC Educational Resources Information Center

Atar, Hakan Yavuz; Gallard, Alejandro

2011-01-01

In addition to recommending inquiry as the primary approach to teaching science, developers of recent reform efforts in science education have also strongly suggested that teachers develop a sound understanding of the nature of science. Most studies on teachers' NOS conceptions and inquiry beliefs investigated these concepts of teachers' NOS…

Genetics Content in Introductory Biology Courses for Non-Science Majors: Theory and Practice.

ERIC Educational Resources Information Center

Hott, Adam M.; Huether, Carl A.; McInerney, Joseph D.; Christianson, Carol; Fowler, Robert; Bender, Harvey; Jenkins, John; Wysocki, Annette; Markle, Glenn; Karp, Richard

2002-01-01

Presents the recommendations of the Human Genetic Education Subcommittee of the American Society of Human Genetics (ASHG) on the development of introductory biology courses for non-science majors addressing the list of concepts including evolution, transmission, gene expression, gene regulation, and genetics and society. Used an online survey to…

Japanese Government Policies in Education, Science, Sports and Culture, 1998. Mental and Physical Health and Sports.

ERIC Educational Resources Information Center

Ministry of Education, Science, and Culture, Tokyo (Japan).

This annual publication introduces Japan's educational policies in education, science, sports, and culture. Part 1, "Trends in Education Reform," discusses fundamental concepts in educational reform. Part 2, "Mental and Physical Health and Sports," includes two chapters. Chapter 1, "Health and Sports into the Future,"…

Toward a Social Practice Perspective on the Work of Reading Inscriptions in Science Texts

ERIC Educational Resources Information Center

Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael

2010-01-01

In the social studies of science, visuals and graphical representations are theorized by means of the concept of inscription, a term that denotes all representations other than text inscribed in some medium including graphs, tables, photographs, and equations. Inscriptions constitute an intrinsic and integral part of scientific practice; their…

JPRS Report: Science and Technology, Central Eurasia: Earth Sciences

DTIC Science & Technology

1993-05-11

given. Clipperton sector of the Pacific Ocean where such coun- The generality of the concept and the modular principle tries as the United States, USSR...Oblasts and including part of the waters the Black Sea with its islands . For example, the There was a considerable increase in the quantity of DDT

Relationship between Language and Concept Science Notebook Scores of English Language Learners and/or Economically Disadvantaged Students

ERIC Educational Resources Information Center

Huerta, Margarita; Irby, Beverly J.; Lara-Alecio, Rafael; Tong, Fuhui

2016-01-01

Despite research interest in testing the effects of literacy-infused science interventions in different contexts, research exploring the relationship, if any, between academic language and conceptual understanding is scant. What little research exists does not include English language learners (ELLs) and/or economically disadvantaged (ED) student…

SPECS: The Kilometer-baseline Far-IR Interferometer in NASA's Space Science Roadmap Presentation

NASA Technical Reports Server (NTRS)

Abel, Tom; Allen, Ron; Benford, Dominic; Blain, Andrew; Bombardelli, Claudio; Calzetti, Daniela; DiPirro, Michael J.; Ehrenfreund, Pascale; Evans, Neal; Fischer, Jackie

2004-01-01

A viewgraph presentation describing the Submillimeter Probe of the Evolution of Cosmic Structure (SPECS) mission is shown. The topics include: 1) Context: community planning and study status; 2) Science goals; 3) Mission requirements; 4) Mission concepts for SPIRIT and SPECS; and 5) Tethered formation flying, a key enabling technology.

Science and the Concept of Race.

ERIC Educational Resources Information Center

Mead, Margaret, Ed.; And Others

The contents of this book, an outgrowth of a symposium held at the meetings of the American Association for the Advancement of Science in Washington on December 30, 1966, are organized in three sections. Section one, "Behavior-Genetic Analyses and Their Relevance to the Construct of Race," includes the following essays: "The Construct Race and the…

Teaching Basic Probability in Undergraduate Statistics or Management Science Courses

ERIC Educational Resources Information Center

Naidu, Jaideep T.; Sanford, John F.

2017-01-01

Standard textbooks in core Statistics and Management Science classes present various examples to introduce basic probability concepts to undergraduate business students. These include tossing of a coin, throwing a die, and examples of that nature. While these are good examples to introduce basic probability, we use improvised versions of Russian…

Should Intelligent Design Be Included in Today's Public School Curriculums?

ERIC Educational Resources Information Center

Costley, Kevin C.; Killins, Pam

2010-01-01

The controversial concept of evolution makes up only a small part of the science curriculum stated in Arkansas. During the past few years, the curriculum topic of "Intelligent Design" has caught the attention of many science teachers in the public schools. The Intelligent Design Movement has been successful in attracting the attention of…

UNESCO Chemistry Teaching Project in Asia: Experiments on Nuclear Science.

ERIC Educational Resources Information Center

Dhabanandana, Salag

This teacher's guide on nuclear science is divided into two parts. The first part is a discussion of some of the concepts in nuclear chemistry including radioactivity, types of disintegration, radioactive decay and growth, and tracer techniques. The relevant experiments involving the use of radioisotopes are presented in the second part. The…

Ciencia: Nivel A (Science: Level A).

ERIC Educational Resources Information Center

Duron, Dolores; And Others

A teacher's manual was developed for an elementary level science course in Spanish as part of an immersion program for English speaking children. The Level A manual is designed for kindergarten and grade 1 pupils. The five units cover the basic concepts of the weather, colors, animals, plants, and the five senses. Each unit includes vocabulary,…

Investigations in Science Education. Volume 12, Number 4.

ERIC Educational Resources Information Center

Blosser, Patricia E., Ed.; Helgeson, Stanley L., Ed.

1986-01-01

Abstracts and abstractors' critiques of eight science education research studies and two responses to critiques are presented in this journal issue. Each of the studies reviewed focused on a different research theme. Topics addressed include: (1) validation of a learning hierarchy for the mole concept; (2) transfer of learning with emphasis on…

The Importance of Place: Advances in Science and Application

Treesearch

Linda E. Kruger; Pamela J. Jakes

2003-01-01

The concept of place is introduced and an orientation to place literature is provided. Following the introduction, an overview is given of the papers in this special issue of Forest Science. The papers included in this issue were presented at the 2000 International Symposium on Society and Resource Management in Bellingham, Washington.

The importance of place: advances in science and application.

Treesearch

Linda E. Kruger; Pamela J. Jakes

2003-01-01

The concept of place is introduced and an orientation to place literature is provided. Following the introduction, an overview is given of the papers in this special issue of Forest Science. The papers included in this issue were presented at the 2000 International Symposium on Society and Resource Management in Bellingham, Washington.

The Political Science of Information. Pratt Portfolio No. 2.

ERIC Educational Resources Information Center

Breivik, Patricia Senn, Ed.

This collection of essays focuses on group social and political action as it relates to libraries and their environments. The introduction discusses the group-concept approach to studying library and information science. The essays are case studies of interest group politics, including: (1) the imprisonment of a librarian who refused to give…

What Undergraduates Misunderstand about Stem Cell Research

NASA Astrophysics Data System (ADS)

Halverson, Kristy Lynn; Freyermuth, Sharyn K.; Siegel, Marcelle A.; Clark, Catharine G.

2010-11-01

As biotechnology-related scientific advances, such as stem cell research (SCR), are increasingly permeating the popular media, it has become ever more important to understand students' ideas about this issue. Very few studies have investigated learners' ideas about biotechnology. Our study was designed to understand the types of alternative conceptions students hold concerning SCR. The qualitative research design allowed us to examine college students' understandings about stem cells and SCR. More specifically, we addressed the following questions: How can alternative conceptions about stem cell topics be categorized? What types of alternative conceptions are most common? Participants included 132 students enrolled in a biotechnology course that focused on the scientific background of biotechnology applications relevant to citizens. In this study, we used an inductive approach to develop a taxonomy of alternative ideas about SCR by analyzing student responses to multiple open-ended data sources. We identified five categories of conceptions: alternative conceptions about what, alternative conceptions about how, alternative conceptions about medical potential, terminology confusion, and political and legal alternative conceptions. In order to improve instruction, it is important to understand students' ideas when entering the classroom. Our findings highlight a need to teach how science can be applied to societal issues and improve science literacy and citizenship.

The impact of creative tendency, academic performance, and self-concept on creative science problem-finding.

PubMed

Liu, Mingxin; Hu, Weiping; Adey, Philip; Cheng, Li; Zhang, Xingli

2013-04-01

This study was designed to address the impacts of science performance, science self-concept, and creative tendency on the creative science problem-finding (CSPF) ability of a sample of Chinese middle-school students. Structural equation modeling was used to indicate that CSPF could be directly predicted by creative tendency and academic performance, and indirectly predicted by science self-concept. The findings strongly support the idea that curiosity, imagination, and domain-specific knowledge are important for CSPF, and science self-concept could be mediated by knowledge that affects CSPF. © 2012 The Institute of Psychology, Chinese Academy of Sciences and Blackwell Publishing Asia Pty Ltd.

Evaluation of Students' Energy Conception in Environmental Science

ERIC Educational Resources Information Center

Park, Mihwa; Johnson, Joseph A.

2016-01-01

While significant research has been conducted on students' conceptions of energy, alternative conceptions of energy have not been actively explored in the area of environmental science. The purpose of this study is to examine students' alternative conceptions in the environmental science discipline through the analysis of responses of first year…

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

NASA Astrophysics Data System (ADS)

Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration(TM), fostered construction of students' concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration(TM) software.

Examining the margins: a concept analysis of marginalization.

PubMed

Vasas, Elyssa B

2005-01-01

The aim of this analysis is to explore the concept of social marginalization for the purpose of concept development. Specifically, the article intends to clarify the relationship between health disparities and marginalization and generate knowledge about working with people who are socially marginalized. Concept development evolved from the critical analysis of relevant literature generated through searches of nursing and social science databases. Literature was organized thematically and themes related to marginalization as a social process were included and analyzed. The article explores the challenges of using marginalization as an independent concept and suggests areas for future inquiry and research.

NGSS and the Next Generation of Science Teachers

NASA Astrophysics Data System (ADS)

Bybee, Rodger W.

2014-03-01

This article centers on the Next Generation Science Standards (NGSS) and their implications for teacher development, particularly at the undergraduate level. After an introduction to NGSS and the influence of standards in the educational system, the article addresses specific educational shifts—interconnecting science and engineering practices, disciplinary core ideas, crosscutting concepts; recognizing learning progressions; including engineering; addressing the nature of science, coordinating with Common Core State Standards. The article continues with a general discussion of reforming teacher education programs and a concluding discussion of basic competencies and personal qualities of effective science teachers.

Malthus under a Microscope: Using the Soil Nematode "Coenorhabditis elegans" to Test Darwin's Premises about Populations

ERIC Educational Resources Information Center

Mueller, Melinda M.

2007-01-01

Biological evolution is one of the over-arching concepts recommended for student learning by the "National Science Education Standards." As with all such complex concepts, student understanding of evolution is improved when instruction includes hands-on, inquiry-based activities. However, even authors writing in strong support of teaching…

Literacy in the World and Turkey "A General Assessment of the Situation"

ERIC Educational Resources Information Center

Asici, Murat

2015-01-01

Literacy concept has changed and become different as a result of researches carried out in the field of educational sciences, and social and technological developments in the world. Particularly after the 1990s, literacy concept included not a single fact, but multiple facts. The word literacy has started being used along with different…

Exploring Prospective Teachers' Worldviews and Conceptions of Nature of Science

ERIC Educational Resources Information Center

Liu, Shiang-Yao; Lederman, Norman G.

2007-01-01

This study explores the relationship, if any, between an individual's culturally based worldviews and conceptions of nature of science. In addition, the implications of this relationship (or lack of relationship) for science teaching and learning are discussed. Participants were 54 Taiwanese prospective science teachers. Their conceptions of…

Lunar Riometry: Proof-of-Concept Instrument Package

NASA Astrophysics Data System (ADS)

Lazio, J.; Jones, D. L.; MacDowall, R. J.; Stewart, K.; Giersch, L.; Burns, J. O.; Farrell, W. M.; Kasper, J. C.; O'Dwyer, I.; Hartman, J.

2012-12-01

The lunar exosphere is the exemplar of a plasma near the surface of an airless body. Exposed to both the solar and interstellar radiation fields, the lunar exosphere is mostly ionized, and enduring questions regarding its properties include its density and vertical extent, the extent of contributions from volatile outgassing from the Moon, and its behavior over time, including response to the solar wind and modification by landers. Relative ionospheric measurements (riometry) is based on the simple physical principle that electromagnetic waves cannot propagate through a partially or fully ionized medium below the plasma frequency, and riometers have been deployed on the Earth in numerous remote and hostile environments. A multi-frequency riometer on the lunar surface would be able to monitor, in situ, the vertical extent of the lunar exosphere over time. We describe a concept for a riometer implemented as a secondary science payload on future lunar landers, such as those recommended in the recent Planetary Sciences Decadal Survey report. The instrument concept is simple, consisting of an antenna implemented as a metal deposited on polyimide film and receiver. We illustrate various deployment mechanisms and performance of a prototype in increasing lunar analog conditions. While the prime mission of such a riometer would be probing the lunar exosphere, our concept would also be capable to measuring the properties of dust impactors. The Lunar University Network for Astrophysical Research consortium is funded by the NASA Lunar Science Institute to investigate concepts for astrophysical observatories on the Moon. Part of this research was carried out at the Jet Propulsion Laboratory, California Institute of Technology, under a contract with NASA.

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

PubMed

Waters, C Kenneth

2004-01-01

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

Science Instrument Sensitivities to Radioisotope Power System Environment

NASA Technical Reports Server (NTRS)

Bairstow, Brian; Lee, Young; Smythe, William; Zakrajsek, June

2016-01-01

Radioisotope Power Systems (RPS) have been and will be enabling or significantly enhancing for many missions, including several concepts identified in the 2011 Planetary Science Decadal Survey. Some mission planners and science investigators might have concerns about possible impacts from RPS-induced conditions upon the scientific capabilities of their mission concepts. To alleviate these concerns, this paper looks at existing and potential future RPS designs, and examines their potential radiation, thermal, vibration, electromagnetic interference (EMI), and magnetic fields impacts on representative science instruments and science measurements. Radiation impacts from RPS on science instruments are of potential concern for instruments with optical detectors and instruments with high-voltage electronics. The two main areas of concern are noise effects on the instrument measurements, and long-term effects of instrument damage. While RPS by their nature will contribute to total radiation dose, their addition for most missions should be relatively small. For example, the gamma dose rate from one Multi-Mission Radioisotope Thermoelectric Generator (MMRTG) would be an order of magnitude lower than the environmental dose rate at Mars, and would have a correspondingly lower contribution to instrument noise and to any permanent damage to payload sensors. Increasing the number of General Purpose Heat Source (GPHS) modules used in an RPS would be expected to increase the generated radiation proportionally; however, the effect of more GPHS modules is mitigated from a strictly linear relationship by self-shielding effects. The radiation field of an RPS is anisotropic due to the deviation of the modules from a point-source-geometry. For particularly sensitive instruments the total radiation dose could be mitigated with separation or application of spot shielding. Though a new, higher-power RPS could generate more heat per unit than current designs, thermal impact to the flight system could be mitigated with shading and pointing if required by the mission. Alternatively, excess heat could prove beneficial in providing needed heat to spacecraft components and instruments in some thermal environments. Vibration for a new higher-power Stirling Radioisotope Generator (SRG) would be expected to be similar to the recent Advanced Stirling Radioisotope Generator (ASRG) design. While vibration should be low, it must be considered and addressed during spacecraft and instrument design. EMI and magnetic fields for new RPS concepts are expected to be low as for the current RPS, but must be considered and addressed if the mission includes sensitive instruments such as magnetometers. The assessment conducted for this paper focused on orbiter instrument payloads for two representative mission concepts- a Titan Saturn System Mission (TSSM) and a Uranus Orbiter and Probe (UOP)-since both of these Decadal Survey concepts would include many diverse instruments on board. Quick-look design studies using notional new RPS concepts were carried out for these two mission concepts, and their specific instrument packages were analyzed for their interactions with new RPS designs. The original Decadal Survey TSSM and UOP concepts did not have complete instrument performance requirements so typical measurement requirements were used where needed. Then, the general RPS environments were evaluated for impacts to various types of instruments. This paper describes how the potential impacts of the RPS on science instruments and measurements were assessed, which impacts were addressed, proposed mitigation strategies against those impacts, and provides an overview of future work.

Examining Teachers' Hurdles to `Science for All'

NASA Astrophysics Data System (ADS)

Southerland, Sherry; Gallard, Alejandro; Callihan, Laurie

2011-11-01

The goal of this research is to identify science teachers' beliefs and conceptions that play an important role in shaping their understandings of and attempts to enact inclusive science teaching practices. We examined the work products, both informal (online discussions, email exchanges) and formal (papers, unit plans, peer reviews), of 14 teachers enrolled in a master's degree course focused on diversity in science teaching and learning. These emerging understandings were member-checked via a series of interviews with a subset of these teachers. Our analysis was conducted in two stages: (1) describing the difficulties the teachers identified for themselves in their attempts to teach science to a wide range of students in their classes and (2) analyzing these self-identified barriers for underlying beliefs and conceptions that serve to prohibit or allow for the teachers' understanding and enactment of equitable science instruction. The teachers' self-identified barriers were grouped into three categories: students, broader social infrastructure, and self. The more fundamental barriers identified included teacher beliefs about the ethnocentrism of the mainstream, essentialism/individualism, and beliefs about the meritocracy of schooling. The implications of these hurdles for science teacher education are discussed.

Implementation Options For the Solar System Exploration Survey's "Jupiter Polar Orbiter with Probes" Mission

NASA Astrophysics Data System (ADS)

Spilker, T. R.

2002-09-01

In July of this year the National Academy of Science released a draft of its report, "New Frontiers in the Solar System: An Integrated Exploration Strategy," briefly describing the current state of solar system planetary science and the most important science objectives for the next decade (2003-2013). It includes a prioritized list of five mission concepts that might be flown as part of NASA's fledgling New Frontiers Program; each "concept" is more a list of science or measurement objectives than a full mission concept, since it does not specify implementation details in most cases. Number three on that list is the "Jupiter Polar Orbiter with Probes" ("JPOP") mission. This mission concept combines the strengths of previously described or proposed Jupiter missions into a single mission, and gains from the synergies of some of the newly-combined investigations. The primary science objectives are: 1. Determine if Jupiter has a central core 2. Determine the deep abundance of water (and other volatiles) 3. Measure Jupiter's deep winds 4. Determine the structure of Jupiter's dynamo magnetic field 5. Sample in situ Jupiter's polar magnetosphere This paper examines some of the implementation options for a JPOP mission, and gives relative advantages and disadvantages. Given the New Frontier Program's maximum cost to NASA of \\650M, plus an approx. \\120M cap on international contributions, implementing the full range of JPOP science objectives in a single New Frontiers mission may be challenging. This work was performed at the Jet Propulsion Laboratory / California Institute of Technology, under contract with the National Aeronautics and Space Administration.

Origins Space Telescope Concept 2: Trades, Decisions, and Study Status

NASA Astrophysics Data System (ADS)

Leisawitz, David; DiPirro, Michael; Carter, Ruth; Origins Space Telescope Decadal Mission Concept Study Team

2018-01-01

The Origins Space Telescope (OST) will trace the history of our cosmic origins from the time dust and heavy elements began to alter the astrophysical processes that shaped galaxies and enabled planets to form, culminating at least once in the development of a life-bearing planet. But how did the universe evolve in response to its changing ingredients, and how common are planets that support life? The OST, an advancing concept for the Far-Infrared Surveyor mission described in the NASA Astrophysics roadmap, is being designed to answer these questions. As envisaged in the Roadmap, Enduring Quests/Daring Visions, OST will offer sensitivity and spectroscopic capabilities that vastly exceed those found in any preceding far-IR observatory. The spectral range of OST was extended down to 6 microns to allow measurements of key biomarkers in transiting exoplanet spectra. Thus, OST is a mid- and far-IR mission. OST Concept 2 will inform the Science and Technology Definition Team’s understanding of the “solution space,” enabling a recommendation to the 2020 Decadal Survey which, while not fully optimized, will be scientifically compelling, executable, and intended to maximize the science return per dollar. OST Concept 1, described in a companion paper, would satisfy virtually all of the STDT’s science objectives in under 5 years. Concept 2 is intentionally less ambitious than Concept 1, but it still includes a 4 K telescope, enabling exquisitely sensitive far-IR measurements. This paper will summarize the architecture options considered for OST Concept 2 and describe the factors that led to the chosen design concept. Lessons from the Concept 1 study influenced our choices. We report progress on the Concept 2 study to date.

The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups.

PubMed

Vink, Sylvia; van Tartwijk, Jan; Verloop, Nico; Gosselink, Manon; Driessen, Erik; Bolk, Jan

2016-08-01

To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts. However, concept maps constructed by residents are hypothesized to be less complex, to reveal more tacit basic science concepts and these basic science concepts are expected to be used for the organization of the maps. These hypotheses are derived from studies about knowledge development of individuals. However, integrated curricula require a high degree of cooperation between clinicians and basic scientists. This study examined whether there are consistent variations regarding the articulation of integration when groups of experienced clinicians and basic scientists and groups of residents and basic scientists-in-training construct concept maps. Seven groups of three clinicians and basic scientists on experienced level and seven such groups on resident level constructed concept maps illuminating clinical problems. They were guided by instructions that focused them on articulation of integration. The concept maps were analysed by features that described integration. Descriptive statistics showed consistent variations between the two expertise levels. The concept maps of the resident groups exceeded those of the experienced groups in articulated integration. First, they used significantly more links between clinical and basic science concepts. Second, these links connected basic science concepts with a greater variety of clinical concepts than the experienced groups. Third, although residents did not use significantly more basic science concepts, they used them significantly more frequent to organize the clinical concepts. The conclusion was drawn that not all hypotheses could be confirmed and that the resident concept maps were more elaborate than expected. This article discusses the implications for the role that residents and basic scientists-in-training might play in the construction of preconstructed concept maps and the development of integrated curricula.

Implications of the Next Generation Science Standards for Earth and Space Sciences

NASA Astrophysics Data System (ADS)

Wysession, M. E.; Colson, M.; Duschl, R. A.; Huff, K.; Lopez, R. E.; Messina, P.; Speranza, P.; Matthews, T.; Childress, J.

2012-12-01

The Next Generation Science Standards (NGSS), due to be released in 2013, set a new direction for K-12 science education in America. These standards will put forth significant changes for Earth and space sciences. The NGSS are based upon the recommendations of the National Research Council's 2011 report "A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas." The standards are being written by a large group of authors who represent many different constituencies, including 26 participating states, in a process led by Achieve, Inc. The standards encourage innovative ways to teach science at the K-12 level, including enhanced integration between the content, practices, and crosscutting ideas of science and greater assimilation among the sciences and engineering, and among the sciences, mathematics, and English language arts. The NGSS presents a greater emphasis on Earth and space sciences than in previous standards, recommending a year at both the middle and high school levels. The new standards also present a greater emphasis on areas of direct impact between humans and the Earth system, including climate change, natural hazards, resource management, and sustainability.

The State-of-the-Science on Somatosensory Function and Its Impact on Daily Life in Adults and Older Adults, and Following Stroke: A Scoping Review.

PubMed

Carey, Leeanne M; Lamp, Gemma; Turville, Megan

2016-04-01

The aim was to identify and synthesize research evidence about how adults and older adults process somatosensory information in daily activities, and the interventions available to regain somatosensory function following stroke. We developed two interacting concept maps to address the research questions. The scoping review was conducted from 2005 to 2015 across Web of Science, AMED, CINAHL, Embase, Medline, and PsychInfo databases. Search terms included somatosensory, perception, performance, participation, older adult, stroke, intervention, discrimination, learning, and neuroplasticity. Contributions from 103 articles for Concept 1 and 14 articles for Concept 2 are reported. Measures of somatosensory processing, performance, and participation used are identified. Interventions available to treat somatosensory loss are summarized in relation to approach, outcome measures, and theory/mechanisms underlying. A gap exists in the current understanding of how somatosensory function affects the daily lives of adults. A multidisciplinary approach that includes performance and participation outcomes is recommended to advance the field. © The Author(s) 2016.

Scientists Interacting With University Science Educators

NASA Astrophysics Data System (ADS)

Spector, B. S.

2004-12-01

Scientists with limited time to devote to educating the public about their work will get the greatest multiplier effect for their investment of time by successfully interacting with university science educators. These university professors are the smallest and least publicized group of professionals in the chain of people working to create science literate citizens. They connect to all aspects of formal and informal education, influencing everything from what and how youngsters and adults learn science to legislative rulings. They commonly teach methods of teaching science to undergraduates aspiring to teach in K-12 settings and experienced teachers. They serve as agents for change to improve science education inside schools and at the state level K-16, including what science content courses are acceptable for teacher licensure. University science educators are most often housed in a College of Education or Department of Education. Significant differences in culture exist in the world in which marine scientists function and that in which university science educators function, even when they are in the same university. Subsequently, communication and building relationships between the groups is often difficult. Barriers stem from not understanding each other's roles and responsibilities; and different reward systems, assumptions about teaching and learning, use of language, approaches to research, etc. This presentation will provide suggestions to mitigate the barriers and enable scientists to leverage the multiplier effect saving much time and energy while ensuring the authenticity of their message is maintained. Likelihood that a scientist's message will retain its authenticity stems from criteria for a university science education position. These professors have undergraduate degrees in a natural science (e.g., biology, chemistry, physics, geology), and usually a master's degree in one of the sciences, a combination of natural sciences, or a master's including about eighteen hours in a natural science. Their doctorates in science education include in-depth understanding of how people construct basic science concepts and ways to mitigate conceptions not consistent with current science. They have learned ways to transform scientific information to various audiences enabling learners to construct meaningful understanding of science phenomena, the nature of science, and its historical and philosophical underpinnings. Lessons learned from current and past innovations will be presented.

Exploring Seventh-Grade Students' and Pre-Service Science Teachers' Misconceptions in Astronomical Concepts

ERIC Educational Resources Information Center

Korur, Fikret

2015-01-01

Pre-service science teachers' conceptual understanding of astronomical concepts and their misconceptions in these concepts is crucial to study since they will teach these subjects in middle schools after becoming teachers. This study aimed to explore both seventh-grade students' and the science teachers' understanding of astronomical concepts and…

Playing with Science: An Investigation of Young Children's Science Conceptions and Misconceptions

ERIC Educational Resources Information Center

Smolleck, Lori; Hershberger, Vanessa

2011-01-01

The purpose of this research was to investigate the conceptions and misconceptions of young children (ages 3-8) related to science concepts, skills, and phenomena. These conceptions and misconceptions were investigated within the framework of the Pennsylvania Early Learning Standards for Pre-Kindergarten and the Pennsylvania Standards for…

Grounded understanding of abstract concepts: The case of STEM learning.

PubMed

Hayes, Justin C; Kraemer, David J M

2017-01-01

Characterizing the neural implementation of abstract conceptual representations has long been a contentious topic in cognitive science. At the heart of the debate is whether the "sensorimotor" machinery of the brain plays a central role in representing concepts, or whether the involvement of these perceptual and motor regions is merely peripheral or epiphenomenal. The domain of science, technology, engineering, and mathematics (STEM) learning provides an important proving ground for sensorimotor (or grounded) theories of cognition, as concepts in science and engineering courses are often taught through laboratory-based and other hands-on methodologies. In this review of the literature, we examine evidence suggesting that sensorimotor processes strengthen learning associated with the abstract concepts central to STEM pedagogy. After considering how contemporary theories have defined abstraction in the context of semantic knowledge, we propose our own explanation for how body-centered information, as computed in sensorimotor brain regions and visuomotor association cortex, can form a useful foundation upon which to build an understanding of abstract scientific concepts, such as mechanical force. Drawing from theories in cognitive neuroscience, we then explore models elucidating the neural mechanisms involved in grounding intangible concepts, including Hebbian learning, predictive coding, and neuronal recycling. Empirical data on STEM learning through hands-on instruction are considered in light of these neural models. We conclude the review by proposing three distinct ways in which the field of cognitive neuroscience can contribute to STEM learning by bolstering our understanding of how the brain instantiates abstract concepts in an embodied fashion.

Teaching basic science to optimize transfer.

PubMed

Norman, Geoff

2009-09-01

Basic science teachers share the concern that much of what they teach is soon forgotten. Although some evidence suggests that relatively little basic science is forgotten, it may not appear so, as students commonly have difficulty using these concepts to solve or explain clinical problems: This phenomenon, using a concept learned in one context to solve a problem in a different context, is known to cognitive psychologists as transfer. The psychology literature shows that transfer is difficult; typically, even though students may know a concept, fewer than 30% will be able to use it to solve new problems. However a number of strategies to improve transfer can be adopted at the time of initial teaching of the concept, in the use of exemplars to illustrate the concept, and in practice with additional problems. In this article, we review the literature in psychology to identify practical strategies to improve transfer. Critical review of psychology literature to identify factors that enhance or impede transfer. There are a number of strategies available to teachers to facilitate transfer. These include active problem-solving at the time of initial learning, imbedding the concept in a problem context, using everyday analogies, and critically, practice with multiple dissimilar problems. Further, mixed practice, where problems illustrating different concepts are mixed together, and distributed practice, spread out over time, can result in significant and large gains. Transfer is difficult, but specific teaching strategies can enhance this skill by factors of two or three.

LSST system analysis and integration task for an advanced science and application space platform

NASA Technical Reports Server (NTRS)

1980-01-01

To support the development of an advanced science and application space platform (ASASP) requirements of a representative set of payloads requiring large separation distances selected from the Science and Applications Space Platform data base. These payloads were a 100 meter diameter atmospheric gravity wave antenna, a 100 meter by 100 meter particle beam injection experiment, a 2 meter diameter, 18 meter long astrometric telescope, and a 15 meter diameter, 35 meter long large ambient deployable IR telescope. A low earth orbit at 500 km altitude and 56 deg inclination was selected as being the best compromise for meeting payload requirements. Platform subsystems were defined which would support the payload requirements and a physical platform concept was developed. Structural system requirements which included utilities accommodation, interface requirements, and platform strength and stiffness requirements were developed. An attitude control system concept was also described. The resultant ASASP concept was analyzed and technological developments deemed necessary in the area of large space systems were recommended.

Science and Reconnaissance from the Europa Clipper Mission Concept: Exploring Europa's Habitability

NASA Astrophysics Data System (ADS)

Pappalardo, Robert; Senske, David; Prockter, Louise; Paczkowski, Brian; Vance, Steve; Goldstein, Barry; Magner, Thomas; Cooke, Brian

2015-04-01

Europa is recognized by the Planetary Science De-cadal Survey as a prime candidate to search for a pre-sent-day habitable environment in our solar system. As such, NASA has pursued a series of studies, facilitated by a Europa Science Definition Team (SDT), to define a strategy to best advance our scientific understanding of this icy world with the science goal: Explore Europa to investigate its habitability. (In June of 2014, the SDT completed its task of identifying the overarching science objectives and investigations.) Working in concert with a technical team, a set of mission archi-tectures were evaluated to determine the best way to achieve the SDT defined science objectives. The fa-vored architecture would consist of a spacecraft in Ju-piter orbit making many close flybys of Europa, con-centrating on remote sensing to explore the moon. In-novative mission design would use gravitational per-turbations of the spacecraft trajectory to permit flybys at a wide variety of latitudes and longitudes, enabling globally distributed regional coverage of Europa's sur-face, with nominally 45 close flybys, typically at alti-tudes from 25 to 100 km. This concept has become known as the Europa Clipper. The Europa SDT recommended three science ob-jectives for the Europa Clipper: Ice Shell and Ocean: Characterize the ice shell and any subsurface water, including their heterogeneity, ocean properties, and the nature of surface-ice-ocean exchange; Composition: Understand the habitability of Europa's ocean through composition and chemistry; and Geology: Understand the formation of surface features, including sites of recent or current activity, and characterize high science interest localities. The Europa SDT also considered implications of the Hubble Space Telescope detection of possible plumes at Europa. To feed forward to potential subsequent future ex-ploration that could be enabled by a lander, it was deemed that the Europa Clipper mission concept should provide the capability to perform reconnais-sance for a future lander. In consultation with NASA Headquarters, the SDT developed a reconnaissance goal: Characterize Scientifically Compelling Sites, and Hazards, for a Potential Future Landed Mission to Europa. This leads to two reconnaissance objectives: Site Safety: Assess the distribution of surface hazards, the load-bearing capacity of the surface, the structure of the subsurface, and the regolith thickness; and Sci-ence Value: Assess the composition of surface materi-als, the geologic context of the surface, the potential for geological activity, the proximity of near surface water, and the potential for active upwelling of ocean material. The Europa Clipper mission concept provides an efficient means to explore Europa and investigate its habitability through understanding the satellite's ice shell and ocean, composition, and geology. It also provides for surface reconnaissance for potential future landed exploration of Europa. Development of the Eu-ropa Clipper mission concept is ongoing, with current studies focusing on spacecraft design trades and re-finements, launch vehicle options (EELV and SLS), and power source (MMRTG and solar), to name a few. We will provide an update on status of the science and reconnaissance effort, as well as the results of trade studies as relevant to the science and reconnaissance potential of the mission concept.

Aerospace-Related Life Science Concepts for Use in Life Science Classes Grades 7-12.

ERIC Educational Resources Information Center

Williams, Mary H.; Rademacher, Jean

The purpose of this guide is to provide the teacher of secondary school life science classes with resource materials for activities to familiarize students with recent discoveries in bioastronautics. Each section introduces a life science concept and a related aerospace concept, gives background information, suggested activities, and an annotated…

High School Teachers and Students Knowledge and Views about Climate Change, a Nice NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.; Lambert, J. L.

2014-12-01

One factor for some Americans being confused about climate change is their lack of understanding its underlying science concepts (Somerville & Hassol, 2011). In spite of this, climate change has been under-emphasized in school curricula (Bardsley & Bardsley, 2007). This is an important challenge for science educators, especially given the increasing public awareness of climate change impacts in their everyday lives (NCADAC, 2013).One way to address this challenge is to involve teachers in professional learning projects with the expectation that their enhanced content and pedagogical knowledge about climate change will transfer into more effective instruction resulting in increased student learning. For teacher educators, this translates into providing vibrant professional learning activities that energize and engage science teachers to develop interesting lessons that stimulate their students to learn important science concepts and develop positive attitudes to science. This study examined content knowledge and views about climate change of 33 high school science teachers and their1050 students who participated in lessons developed in a NASA-funded professional learning project. The teachers participated in a seven-day climate change summer institute and received in-classroom follow-up support throughout the school year. Teacher data sources included a background survey (undergraduate majors, number of years teaching science), science teaching self-efficacy (STEBI-A) scores, Climate Science Inventory of Knowledge (CSIK), and Six-America's Views on Climate Change. Student data included journal entries, and pre-post measures using the CSIK and Six-Americas instruments. T-tests and ANOVA showed that both students and their teachers increased in climate science knowledge. Teachers' views about climate change were more aligned to climate scientists' views. Teachers also increased in their science teaching self-efficacy and those with higher self-efficacy demonstrated higher climate change science knowledge. In addition to these data, the professional learning model and examples of the hands-on activities utilized by teachers will be shared in this presentation. The Logic Model is included below to provide an overall picture of the project.

Enhancing Elementary Pre-service Teachers' Plant Processes Conceptions

NASA Astrophysics Data System (ADS)

Thompson, Stephen L.; Lotter, Christine; Fann, Xumei; Taylor, Laurie

2016-06-01

Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers' (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to predict the fate of a healthy plant in a sealed terrarium (Plant-in-a-Jar), justify their predictions, observe the plant over a 5-week period, and complete guided inquiry activities centered on one of the targeted plant processes each week. Data sources included PTs' pre- and post-predictions with accompanying justifications, course artifacts such as weekly terrarium observations and science journal entries, and group models of the interrelated plant processes occurring within the sealed terraria. A subset of 33 volunteer PTs also completed interviews the week the Plant-in-a-Jar scenario was introduced and approximately 4 months after the instructional intervention ended. Pre- and post-predictions from all PTs as well as interview responses from the subgroup of PTs, were coded into categories based on key plant processes emphasized in the Next Generation Science Standards. Study findings revealed that PTs developed more accurate conceptions of plant processes and their interrelated nature as a result of the instructional intervention. Primary patterns of change in PTs' plant process conceptions included development of more accurate conceptions of how water is used by plants, more accurate conceptions of photosynthesis features, and more accurate conceptions of photosynthesis and cellular respiration as transformative processes.

CHISL: the combined high-resolution and imaging spectrograph for the LUVOIR surveyor

NASA Astrophysics Data System (ADS)

France, Kevin; Fleming, Brian; Hoadley, Keri

2016-10-01

NASA is currently carrying out science and technical studies to identify its next astronomy flagship mission, slated to begin development in the 2020s. It has become clear that a Large Ultraviolet/Optical/IR (LUVOIR) surveyor mission (d≈12 m, Δλ≈1000 Å, 2 μm spectroscopic bandpass) can carry out the largest number of NASA's exoplanet and astrophysics science goals over the coming decades. The science grasp of an LUVOIR surveyor is broad, ranging from the direct detection of potential biomarkers on rocky planets to the flow of matter into and out of galaxies and the history of star-formation across cosmic time. There are technical challenges for several aspects of the LUVOIR surveyor concept, including component level technology readiness maturation and science instrument concepts for a broadly capable ultraviolet spectrograph. We present the scientific motivation for, and a preliminary design of, a multiplexed ultraviolet spectrograph to support both the exoplanet and astrophysics goals of the LUVOIR surveyor mission concept, the combined high-resolution and imaging spectrograph for the LUVOIR surveyor (CHISL). CHISL includes a high-resolution (R≈120,000 1000 to 1700 Å) point-source spectroscopy channel and a medium-resolution (R≥14,000 from 1000 to 2000 Å in a single observation and R˜24,000 to 35,000 in multiple grating settings) imaging spectroscopy channel. CHISL addresses topics ranging from characterizing the composition and structure of planet-forming disks to the feedback of matter between galaxies and the intergalactic medium. We present the CHISL concept, a small sample of representative science cases, and the primary technological hurdles. Technical challenges include high-efficiency ultraviolet coatings and high-quantum efficiency, large-format, photon counting detectors. We are actively engaged in laboratory and flight characterization efforts for all of these enabling technologies as components on sounding rocket payloads under development at the University of Colorado. We describe two payloads that are designed to be pathfinder instruments for the high-resolution (CHESS) and imaging spectroscopy (SISTINE) arms of CHISL. We are carrying out this instrument design, characterization, and flight-testing today to support the new start of an LUVOIR surveyor mission in the next decade.

CHISL: the combined high-resolution and imaging spectrograph for the LUVOIR surveyor

NASA Astrophysics Data System (ADS)

France, Kevin; Fleming, Brian; Hoadley, Keri

2016-07-01

NASA is currently carrying out science and technical studies to identify its next astronomy flagship mission, slated to begin development in the 2020s. It has become clear that a Large Ultraviolet/Optical/IR (LUVOIR) Surveyor mission (dprimary ≍ 12 m, Δλ ≍ 1000 Å - 2 μm spectroscopic bandpass) can carry out the largest number of NASA's exoplanet and astrophysics science goals over the coming decades. The science grasp of a LUVOIR Surveyor is broad, ranging from the direct detection of potential biomarkers on rocky planets to the flow of matter into and out of galaxies and the history of star-formation across cosmic time. There are technical challenges for several aspects of the LUVOIR Surveyor concept, including component level technology readiness maturation and science instrument concepts for a broadly capable ultraviolet spectrograph. We present the scientific motivation for, and a preliminary design of, a multiplexed ultraviolet spectrograph to support both the exoplanet and astrophysics goals of the LUVOIR Surveyor mission concept, the Combined High-resolution and Imaging Spectrograph for the LUVOIR Surveyor (CHISL). CHISL includes a highresolution (R ≍ 120,000; 1000 - 1700Å) point-source spectroscopy channel and a medium resolution (R >= 14,000 from 1000 - 2000 Å in a single observation and R 24,000 - 35,000 in multiple grating settings) imaging spectroscopy channel. CHISL addresses topics ranging from characterizing the composition and structure of planet-forming disks to the feedback of matter between galaxies and the intergalactic medium. We present the CHISL concept, a small sample of representative science cases, and the primary technological hurdles. Technical challenges include high-efficiency ultraviolet coatings and high-quantum efficiency, large-format, photon counting detectors. We are actively engaged in laboratory and flight characterization efforts for all of these enabling technologies as components on sounding rocket payloads under development at the University of Colorado. We describe two payloads that are designed to be pathfinder instruments for the high-resolution (CHESS) and imaging spectroscopy (SISTINE) arms of CHISL. We are carrying out this instrument design, characterization, and flight-testing today to support the new start of a LUVOIR Surveyor mission in the next decade.

Exploring Assessment Tools for Research and Evaluation in Astronomy Education and Outreach

NASA Astrophysics Data System (ADS)

Buxner, S. R.; Wenger, M. C.; Dokter, E. F. C.

2011-09-01

The ability to effectively measure knowledge, attitudes, and skills in formal and informal educational settings is an important aspect of astronomy education research and evaluation. Assessments may take the form of interviews, observations, surveys, exams, or other probes to help unpack people's understandings or beliefs. In this workshop, we discussed characteristics of a variety of tools that exist to assess understandings of different concepts in astronomy as well as attitudes towards science and science teaching; these include concept inventories, surveys, interview protocols, observation protocols, card sorting, reflection videos, and other methods currently being used in astronomy education research and EPO program evaluations. In addition, we discussed common questions in the selection of assessment tools including issues of reliability and validity, time to administer, format of implementation, analysis, and human subject concerns.

The concept of nature in Islamic science teaching

NASA Astrophysics Data System (ADS)

Zarman, Wendi

2016-02-01

Science teaching is basically value laden activities. One of the values tells that science is not related to any religion. This secular value is reflected to science teaching in many places, including religious country like Indonesia. However, we argue that in Indonesia science teaching should not be secular as in the Western country since one of the basic aim of National Education according to the Indonesian constitution Undang-Undang Dasar 1945, is to inculcate faith and god-fearing to One God Almighty. As we know, Indonesia is a Moslem country and has many Islamic schools in it too. Thus, it is important to design a science teaching framework base on Islamic teaching to fulfill the basic aim of National Education This paper discusses concept of nature, the key term in science, based on Islamic view that may used as a framework to develop Islamic science teaching. In Islam, science has a strong relation to religion since nature reflects the existence of the Creator. This concept is derived from the analysis of several verses from Qur'an as the main source of Islamic teaching. There are several principle can be derived from this analysis. Firstly, visible world is not the only world, but there is also the unseen world. Secondly, the nature is not merely matter that doesn't have any sacred value, but it is the indication or symbol of God existence and His Nature. Thirdly, The Qur'an and the nature are both Books of Allah that contain messages of Him, so they are complementary to each other

The effects of three concept mapping strategies on seventh-grade students' science achievement at an urban middle school

NASA Astrophysics Data System (ADS)

Dosanjh, Navdeep Kaur

2011-12-01

There is great concern over students' poor science achievement in the United States. Due to the lack of science achievement, students are not pursing science related careers resulting in an increase in outsourcing to other countries. Learning strategies such as concept mapping may ameliorate this situation by providing students with tools that encourage meaningful learning. The purpose of this quasi-experimental study was to measure the effects of three concept mapping learning strategies (concept identifying, proposition identifying, student generated) on urban middle school students' understanding of the circulatory system. Three intact classes of seventh-grade students were assigned to one of the three concept mapping strategies. The students were given a pretest on the circulatory system then learned and used their respective concept mapping strategies while learning about the circulatory system. At the conclusion of the study, students' science achievement was measured by performance on an achievement test and rubric scores of their respective concept identifying, proposition identifying, and student generated concept maps. The results of the study suggest that all three of the concept mapping strategies are effective in increasing students' science achievement. Additionally, the moderate significant correlations between the posttest and concept map scores of the current study established that concept maps are a useful measure of student knowledge. Lastly, the results of the current study also suggest that the concept identifying mapping strategy may be a useful scaffold in instructing students how to develop student generated concept maps.

A few ideas for teaching environmental physics

NASA Astrophysics Data System (ADS)

Forinash, Kyle

2016-11-01

Unlike a typical university physics course there is no standardised syllabus for environmental physics. The topics covered also range beyond what is normally part of the physics curriculum, requiring the instructor to become knowledgeable about fields outside of physics. Some of these issues are complex and, unlike the laws of physics, change rapidly over time. This paper, based on 15 years experience teaching undergraduate environmental physics courses, both for non-science students and for students with strong backgrounds in the sciences, attempts to present a reasonable range of concepts and educational resources which could be included in an environmental physics course or added to an existing physics course as motivation for learning traditional physics concepts. An additional goal is to warn the reader of pitfalls they may encounter in trying to include material with which they may not be familiar. The approach is different from environmental courses taught in the social sciences in that the focus of an environmental physics course is on physical constraints to environmental solutions rather than limitations imposed by culture or politics.

Fusion Science Theater Presents "The Amazing Chemical Circus": A New Model of Outreach that Uses Theater to Engage Children in Learning

ERIC Educational Resources Information Center

Kerby, Holly Walter; Cantor, Joanne; Weiland, Marcia; Babiarz, Christopher; Kerby, Anne W.

2010-01-01

Demonstration shows are a popular form of chemical education outreach used to increase interest, engagement, and appreciation of chemistry. Although practitioners often include instructional elements, evaluation has been limited to children's attitudes toward science rather than their understanding of the underlying concepts presented. In 2006, we…

Using an Exploratory Internet Activity & Trivia Game to Teach Students about Biomes

ERIC Educational Resources Information Center

Richardson, Matthew L.

2009-01-01

Students in life science classes need an introduction to biomes, including an introduction to the concept, key biotic and abiotic features of biomes, and geographic locations of biomes. In this activity, students in seventh- and eighth-grade science classes used a directed exploratory Internet activity to learn about biomes. The author tested…

NetSciEd: Network Science and Education for the Interconnected World

ERIC Educational Resources Information Center

Sayama, Hiroki; Cramer, Catherine; Sheetz, Lori; Uzzo, Stephen

2017-01-01

This short article presents a summary of the NetSciEd (Network Science and Education) initiative that aims to address the need for curricula, resources, accessible materials, and tools for introducing K-12 students and the general public to the concept of networks, a crucial framework in understanding complexity. NetSciEd activities include (1)…

Hands-On Life Science Activities for Middle Schools. Teacher's Edition. First Edition.

ERIC Educational Resources Information Center

Newman, Barbara; Kramer, Stephanie

This book provides 50 enrichment activities for the science curriculum that provide concrete connections with important world events. Each activity is self-contained and provides everything the student needs to gain a basic understanding of a concept or to work through a project. The activities include innovative and traditional projects for both…

The Scientist in the Crib: Minds, Brains, and How Children Learn.

ERIC Educational Resources Information Center

Gopnik, Alison; Meltzoff, Andrew N.; Kuhl, Patricia K.

Arguing that evolution designed us to both teach and learn, this book explains how, and how much, babies and young children know and learn, and how much parents naturally teach them. The chapters are: (1) "Ancient Questions and a Young Science," including the concept of brain as computer, and the developmental science of Piaget and…

Acid Precipitation Learning Materials: Science, Environmental and Social Studies, Grades 6-12.

ERIC Educational Resources Information Center

Hessler, Edward W.

The major environmental problem of acid precipition is addressed through a series of activities contained in this guide for teachers of grades 6 through 12. Exercises are provided to help students learn science inquiry skills, facts, and concepts while focusing on the acid rain situation. Activities are organized by content areas. These include:…

How to Be an Ethical Engineer in an Often Unethical World: Integrated Interdisciplinary Education in the Sciences and Humanities

ERIC Educational Resources Information Center

Maurice, Patricia Ann; Peterson, Brian

2015-01-01

Catholic colleges and universities traditionally are grounded in liberal arts education, yet many Catholic institutions also educate future scientists and engineers. We propose that a distinctively Catholic science and engineering education should include an emphasis on Catholic concepts of the common good and social justice, liberal arts…

The Knowledge of DNA and DNA Technologies among Pre-Service Science Teachers

ERIC Educational Resources Information Center

Cardak, Osman; Dikmenli, Musa

2008-01-01

The purpose of this study is to determine the alternative conceptions of elementary school pre-service science teachers regarding DNA and DNA technologies. The questions asked in the study related to subjects including the structure and role of DNA molecule, structure of genes, some genetic technologies, Genetically Modified Organism (GMO) plants,…

Equality as a central concept of nursing ethics: a systematic literature review.

PubMed

Kangasniemi, Mari

2010-12-01

Equality is a central concept in the Western way of thinking and in health care. In ethics research within nursing science, equality is a key concept but the meaning of its contents is more or less presumptive. The purpose of this study was to define the concept of equality as a value of nursing ethics research. Data were collected through systematic literature review and analysed using deductive and inductive content analysis. Equality has been studied as a concept and in relation to ethical theories. In nursing ethics, research on equality on theoretical and functional level is presented. These levels consist of dimensions, i.e. themes, that equality is related to. The dimensions of the theoretical level are the equality of being, i.e. universal human value, and distributive equality, i.e. equal opportunities, circumstances and results. The dimensions of functional equality included themes such as critique of distributive equality, context, difference, power and care. Critique is aimed at incompatibility of theoretical level with practice. Context raises questions of each nursing situation in relation to equality. Variation within context is closely related to differences involving parties to nursing, and it is a starting point to questions of equality. Power is understood as comprising knowledge, skills and authority that create differences and questions of equality between nurses and patients and nurses and other professionals or students. Nursing as care always includes relationship between two or more persons and needs to be inspected from the point of view of equality. The concept of equality has been complex to achieve in practice. The dimensions of the levels of equality defined in this study provide an opportunity to reach a better understanding of equality in nursing ethics. There is still a great demand for more research on the concept of equality. © 2010 The Author. Scandinavian Journal of Caring Sciences © 2010 Nordic College of Caring Science.

Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions

NASA Astrophysics Data System (ADS)

Shope, Richard Edwin, III

Science instruction aims to ensure that students properly construct scientific knowledge so that each individual may play a role as a science literate citizen or as part of the science workforce (National Research Council, 1996, 2000). Students enter the classroom with a wide range of personal conceptions regarding science phenomena, often at variance with prevailing scientific views (Duschl, Hamilton, & Grandy, 1992; Hewson, 1992). The extensive misconceptions research literature emphasizes the importance of diagnosing students' initial understandings in order to gauge the accuracy and depth of what each student knows prior to instruction and then to use that information to adapt the teaching to address student needs. (Ausubel, 1968; Carey, 2000; Driver et al., 1985; Karplus & Thier, 1967; Mintzes, Wandersee, & Novak, 1998; Osborne & Freyberg, 1985; Project 2061, 1993; Strike & Posner, 1982, 1992; Vygotsky, 1934/1987). To gain such insight, teachers diagnose not only the content of the students' personal conceptions but also the thinking processes that produced them (Strike and Posner, 1992). Indeed, when teachers design opportunities for students to express their understanding, there is strong evidence that such diagnostic assessment also enhances science teaching and learning (Black & William, 1998). The functional knowledge of effective science teaching practice resides in the professional practitioners at the front lines---the science teachers in the classroom. Nevertheless, how teachers actually engage in the practice of diagnosis is not well documented. To help fill this gap, the researcher conducted a study of 16 sixth grade science classrooms in four Los Angeles area middle schools. Diagnostic teaching strategies were observed in action and then followed up by interviews with each teacher. Results showed that teachers use strategies that vary by the complexity of active student involvement, including pretests, strategic questions, interactive discussion, participatory demonstration, active inquiry, and metacognitive dialogue. Each strategy evokes expression of what students know prior to instruction, yielding different levels of useful information. These findings guided the construction of a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions. This may be useful to guide future research and professional development of science teaching practice.

Space shuttle and life sciences

NASA Technical Reports Server (NTRS)

Mason, J. A.

1977-01-01

During the 1980's, some 200 Spacelab missions will be flown on space shuttle in earth-orbit. Within these 200 missions, it is planned that at least 20 will be dedicated to life sciences research, projects which are yet to be outlined by the life sciences community. Objectives of the Life Sciences Shuttle/Spacelab Payloads Program are presented. Also discussed are major space life sciences programs including space medicine and physiology, clinical medicine, life support technology, and a variety of space biology topics. The shuttle, spacelab, and other life sciences payload carriers are described. Concepts for carry-on experiment packages, mini-labs, shared and dedicated spacelabs, as well as common operational research equipment (CORE) are reviewed. Current NASA planning and development includes Spacelab Mission Simulations, an Announcement of Planning Opportunity for Life Sciences, and a forthcoming Announcement of Opportunity for Flight Experiments which will together assist in forging a Life Science Program in space.

Teaching Concepts of Natural Sciences to Foreigners through Content-Based Instruction: The Adjunct Model

ERIC Educational Resources Information Center

Satilmis, Yilmaz; Yakup, Doganay; Selim, Guvercin; Aybarsha, Islam

2015-01-01

This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences. Content-based…

Information Architecture: Notes toward a New Curriculum.

ERIC Educational Resources Information Center

Latham, Don

2002-01-01

Considers the evolution of information architectures as a field of professional education. Topics include the need for an interdisciplinary approach; balancing practical skills with theoretical concepts; and key content areas, including information organization, graphic design, computer science, user and usability studies, and communication.…

Climate Science across the Liberal Arts Curriculum at Gustavus Adolphus College

NASA Astrophysics Data System (ADS)

Bartley, J. K.; Triplett, L.; Dontje, J.; Huber, T.; Koomen, M.; Jeremiason, J.; La Frenierre, J.; Niederriter, C.; Versluis, A.

2014-12-01

The human and social dimensions of climate change are addressed in courses in humanities, social sciences, and arts disciplines. However, faculty members in these disciplines are not climate science experts and thus may feel uncomfortable discussing the science that underpins our understanding of climate change. In addition, many students are interested in the connections between climate change and their program of study, but not all students take courses that address climate science as a principal goal. At Gustavus Adolphus College, the Climate Science Project aims to help non-geoscience faculty introduce climate science content in their courses in order to increase climate science literacy among students and inform discussions of the implications of climate change. We assembled an interdisciplinary team of faculty with climate science expertise to develop climate science modules for use in non-geoscience courses. Faculty from the social sciences, humanities, arts, education, and natural sciences attended workshops in which they developed plans to include climate science in their courses. Based on these workshops, members of the development team created short modules for use by participating faculty that introduce climate science concepts to a non-specialist audience. Each module was tested and modified prior to classroom implementation by a team of faculty and geoscience students. Faculty and student learning are assessed throughout the process, and participating faculty members are interviewed to improve the module development process. The Climate Science Project at Gustavus Adolphus College aims to increase climate science literacy in both faculty members and students by creating accessible climate science content and supporting non-specialist faculty in learning key climate science concepts. In this way, climate science becomes embedded in current course offerings, including non-science courses, reaching many more students than new courses or enhanced content in the geosciences can reach. In addition, this model can be adopted by institutions with limited geoscience course offerings to increase geoscience literacy among a broad cross-section of students.

The Chemistry of a Mini

ERIC Educational Resources Information Center

Jones, C. E.

1972-01-01

Describes various parts of a mini car and their chemical composition. Useful information is included for science teachers to relate basic chemistry concepts and techniques with their application in automobile industry. (PS)

The Analysis of Nine Process-Concepts in Elementary Science. Technical Report No. 428.

ERIC Educational Resources Information Center

Klausmeier, Herbert J.; And Others

Theory and research background regarding the teaching of concepts are presented. Procedures are given in detail on how a concept can be analyzed in order to aid in teaching and preparing instructional materials. Nine processes of science drawn from a published elementary science curriculum ("Science: A Process Approach") are treated as concepts…

Space Science Education: An Experimental Study. Report of the Study Commission on Space Science Education.

ERIC Educational Resources Information Center

Vick, Raymond

The implications of space science terminology and concepts for elementary science teaching are explored. Twenty-two concepts were identified which elementary and junior high school teachers were invited to introduce in their teaching. Booklets explaining the concepts were distributed together with report forms for teacher feedback. The numbers of…

Accuracy of Scale Conceptions in Science: Mental Maneuverings across Many Orders of Spatial Magnitude

ERIC Educational Resources Information Center

Tretter, Thomas R.; Jones, M. Gail; Minogue, James

2006-01-01

The use of unifying themes that span the various branches of science is recommended to enhance curricular coherence in science instruction. Conceptions of spatial scale are one such unifying theme. This research explored the accuracy of spatial scale conceptions of science phenomena across a spectrum of 215 participants: fifth grade, seventh…

Reconsidering Meaning Making and Its Analytical Implications for Cultural Studies of Science Education

ERIC Educational Resources Information Center

Arnseth, Hans Christian; Krange, Ingeborg

2013-01-01

The discussion in this forum aims to push some of the ideas further and thus clarify some of the concepts used in the feature article. This includes a debate of the concepts of meaning making, procedural and conceptual learning experiences, the distinction between realism and constructivism in our research practice, and finally how to foster…

The Effects of Using Concept Cartoons in Astronomy Subjects on Critical Thinking Skills among Seventh Grade Student

ERIC Educational Resources Information Center

Demirci, Filiz; Özyürek, Cengiz

2017-01-01

The objective of this study is to research the effects of using concept cartoons in the "Solar System and Beyond" unit, which is included in seventh grade science lessons, on students' critical thinking skills. The study group consisted of 58 students, selected using an appropriate sampling method, who were students in a state secondary…

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

NASA Astrophysics Data System (ADS)

Hott, Adam M.

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

Mars mission science operations facilities design

NASA Technical Reports Server (NTRS)

Norris, Jeffrey S.; Wales, Roxana; Powell, Mark W.; Backes, Paul G.; Steinke, Robert C.

2002-01-01

A variety of designs for Mars rover and lander science operations centers are discussed in this paper, beginning with a brief description of the Pathfinder science operations facility and its strengths and limitations. Particular attention is then paid to lessons learned in the design and use of operations facilities for a series of mission-like field tests of the FIDO prototype Mars rover. These lessons are then applied to a proposed science operations facilities design for the 2003 Mars Exploration Rover (MER) mission. Issues discussed include equipment selection, facilities layout, collaborative interfaces, scalability, and dual-purpose environments. The paper concludes with a discussion of advanced concepts for future mission operations centers, including collaborative immersive interfaces and distributed operations. This paper's intended audience includes operations facility and situation room designers and the users of these environments.

Integrating art into science education: a survey of science teachers' practices

NASA Astrophysics Data System (ADS)

Turkka, Jaakko; Haatainen, Outi; Aksela, Maija

2017-07-01

Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science teachers (n = 66). A pedagogical model for science teachers' art integration emerged from a qualitative content analysis conducted on examples of art integration. In the model, art integration is characterised as integration through content and activities. Whilst the links in the content were facilitated either directly between concepts and ideas or indirectly through themes or artefacts, the integration through activity often connected an activity in one domain and a concept, idea or artefact in the other domain with the exception of some activities that could belong to both domains. Moreover, the examples of art integration in everyday classroom did not include expression of emotions often associated with art. In addition, quantitative part of the survey confirmed that integration is infrequent in all mapped areas. The findings of this study have implications for science teacher education that should offer opportunities for more consistent art integration.

Engaging Youth in Climate Change Issues with Family Science Day Activities

NASA Astrophysics Data System (ADS)

Brevik, Corinne E.; Brevik, Eric C.; Steffan, Joshua J.

2016-04-01

Dickinson State University organizes four Family Science Day events each fall during the months of September, October, November, and December. Activities are geared toward elementary-aged children to increase student engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities that center around the event's theme. This year, the November event focused on climate change, including an emphasis on the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change in a fun, interactive environment. Climate changes in the past, present, and future were emphasized. Activities including the Farming Game, painting with soils, taking Jello "cores", creating a cloud in a jar, and making a glacier in a bag helped children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focused on climate change was also offered during the event, surrounding the kids and their parents in a fully immersive, 360-degree show that allowed them to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids could understand. Education students who participated learned how to communicate science concepts to children, and students in other majors who helped with this event gained experiences that reinforced various concepts they had learned in their general education science courses.

The HYSPIRI Decadal Survey Mission: Update on the Mission Concept and Science Objectives for Global Imaging Spectroscopy and Multi-Spectral Thermal Measurements

NASA Technical Reports Server (NTRS)

Green, Robert O.; Hook, Simon J.; Middleton, Elizabeth; Turner, Woody; Ungar, Stephen; Knox, Robert

2012-01-01

The NASA HyspIRI mission is planned to provide global solar reflected energy spectroscopic measurement of the terrestrial and shallow water regions of the Earth every 19 days will all measurements downlinked. In addition, HyspIRI will provide multi-spectral thermal measurements with a single band in the 4 micron region and seven bands in the 8 to 12 micron region with 5 day day/night coverage. A direct broadcast capability for measurement subsets is also planned. This HyspIRI mission is one of those designated in the 2007 National Research Council (NRC) Decadal Survey: Earth Science and Applications from Space. In the Decadal Survey, HyspIRI was recognized as relevant to a range of Earth science and science applications, including climate: "A hyperspectral sensor (e.g., FLORA) combined with a multispectral thermal sensor (e.g., SAVII) in low Earth orbit (LEO) is part of an integrated mission concept [described in Parts I and II] that is relevant to several panels, especially the climate variability panel." The HyspIRI science study group was formed in 2008 to evaluate and refine the mission concept. This group has developed a series of HyspIRI science objectives: (1) Climate: Ecosystem biochemistry, condition & feedback; spectral albedo; carbon/dust on snow/ice; biomass burning; evapotranspiration (2) Ecosystems: Global plant functional types, physiological condition, and biochemistry including agricultural lands (3) Fires: Fuel status, fire frequency, severity, emissions, and patterns of recovery globally (4) Coral reef and coastal habitats: Global composition and status (5) Volcanoes: Eruptions, emissions, regional and global impact (6) Geology and resources: Global distributions of surface mineral resources and improved understanding of geology and related hazards These objectives are achieved with the following measurement capabilities. The HyspIRI imaging spectrometer provides: full spectral coverage from 380 to 2500 at 10 nm sampling; 60 m spatial sampling with a 150 km swath; and fully downlinked coverage of the Earth's terrestrial and shallow water regions every 19 days to provide seasonal cloud-free coverage of the terrestrial surface. The HyspIRI Multi-Spectral Thermal instrument provides: 8 spectral bands from 4 to 12 microns; 60 m spatial sampling with a 600 km swath; and fully downlinked coverage of the Earth's terrestrial shallow water regions every 5 days (day/night) to provide nominally cloud-free monthly coverage. The HyspIRI mission also includes an on-board processing and direct broadcast capability, referred to as the Intelligent Payload Module (IPM), which will allow users with the appropriate antenna to download a subset of the HyspIRI data stream to a local ground station. These science and science application objectives are critical today and uniquely addressed by the combined imaging spectroscopy, thermal infrared measurements, and IPM direct broadcast capability of HyspIRI. Two key objectives are: (1) The global HyspIRI spectroscopic measurements of the terrestrial biosphere including vegetation composition and function to constrain and reduce the uncertainty in climate-carbon interactions and terrestrial biosphere feedback. (2) The global 8 band thermal measurements to provide improved constraint of fire related emissions. In this paper the current HyspIRI mission concept that has been reviewed and refined to its current level of maturity with a Data Products Symposium, Science Workshop and NASA HWorkshop is presented including traceability between the measurements and the science and science application objectives.

Lunar Riometry

NASA Astrophysics Data System (ADS)

Lazio, J.; Jones, D. L.; MacDowall, R. J.; Burns, J. O.; Kasper, J. C.

2011-12-01

The lunar exosphere is the exemplar of a plasma near the surface of an airless body. Exposed to both the solar and interstellar radiation fields, the lunar exosphere is mostly ionized, and enduring questions regarding its properties include its density and vertical extent and its behavior over time, including modification by landers. Relative ionospheric measurements (riometry) are based on the simple physical principle that electromagnetic waves cannot propagate through a partially or fully ionized medium below the plasma frequency, and riometers have been deployed on the Earth in numerous remote and hostile environments. A multi-frequency riometer on the lunar surface would be able to monitor, in situ, the peak plasma density of the lunar exosphere over time. We describe a concept for a riometer implemented as a secondary science payload on future lunar landers, such as those recommended in the recent Planetary Sciences Decadal Survey report. While the prime mission of such a riometer would be probing the lunar exosphere, our concept would also be capable to measuring the properties of nanometer- to micron-scale dust. The LUNAR consortium is funded by the NASA Lunar Science Institute to investigate concepts for astrophysical observatories on the Moon. Part of this research was carried out at the Jet Propulsion Laboratory, California Institute of Technology, under a contract with NASA.

A concept for NASA's Mars 2016 astrobiology field laboratory.

PubMed

Beegle, Luther W; Wilson, Michael G; Abilleira, Fernando; Jordan, James F; Wilson, Gregory R

2007-08-01

The Mars Program Plan includes an integrated and coordinated set of future candidate missions and investigations that meet fundamental science objectives of NASA and the Mars Exploration Program (MEP). At the time this paper was written, these possible future missions are planned in a manner consistent with a projected budget profile for the Mars Program in the next decade (2007-2016). As with all future missions, the funding profile depends on a number of factors that include the exact cost of each mission as well as potential changes to the overall NASA budget. In the current version of the Mars Program Plan, the Astrobiology Field Laboratory (AFL) exists as a candidate project to determine whether there were (or are) habitable zones and life, and how the development of these zones may be related to the overall evolution of the planet. The AFL concept is a surface exploration mission equipped with a major in situ laboratory capable of making significant advancements toward the Mars Program's life-related scientific goals and the overarching Vision for Space Exploration. We have developed several concepts for the AFL that fit within known budget and engineering constraints projected for the 2016 and 2018 Mars mission launch opportunities. The AFL mission architecture proposed here assumes maximum heritage from the 2009 Mars Science Laboratory (MSL). Candidate payload elements for this concept were identified from a set of recommendations put forth by the Astrobiology Field Laboratory Science Steering Group (AFL SSG) in 2004, for the express purpose of identifying overall rover mass and power requirements for such a mission. The conceptual payload includes a Precision Sample Handling and Processing System that would replace and augment the functionality and capabilities provided by the Sample Acquisition Sample Processing and Handling system that is currently part of the 2009 MSL platform.

Munazza's story: Understanding science teaching and conceptions of the nature of science in Pakistan through a life history study

NASA Astrophysics Data System (ADS)

Halai, Nelofer

In this study I have described and tried to comprehend how a female science teacher understands her practice. Additionally, I have developed some understanding of her understanding of the nature of science. While teaching science, a teacher projects messages about the nature of science that can be captured by observations and interviews. Furthermore, the manner is which a teacher conceptualizes science for teaching, at least in part, depends on personal life experiences. Hence, I have used the life history method to understand Munazza's practice. Munazza is a young female science teacher working in a private, co-educational school for children from middle income families in Karachi, Pakistan. Her stories are central to the study, and I have represented them using a number of narrative devices. I have woven in my own stories too, to illustrate my perspective as a researcher. The data includes 13 life history interviews and many informal conversations with Munazza, observations of science teaching in classes seven and eight, and interviews with other science teachers and administrative staff of the school. Munazza's personal biography and experiences of school and undergraduate courses has influenced the way she teaches. It has also influenced the way she does not teach. She was not inspired by her science teachers, so she has tried not to teach the way she was taught science. Contextual factors, her conception of preparation for teaching as preparation for subject content and the tension that she faces in balancing care and control in her classroom are some factors that influence her teaching. Munazza believes that science is a stable, superior and value-free way of knowing. In trying to understand the natural world, observations come first, which give reliable information about the world leading inductively to a "theory". Hence, she relies a great deal on demonstrations in the class where students "see" for themselves and abstract the scientific concept from the activity. I believe this inquiry is significant because it has led to a better understanding of a science teacher's practice and her conceptions of the nature of science in a school in Pakistan. Moreover, the study has utilized research methods that advocates a more equitable researcher-researched relationship.

Re-Presenting the Social Construction of Science in Light of the Propositions of Bruno Latour: For a Renewal of the School Conception of Science in Secondary Schools

ERIC Educational Resources Information Center

Richard, Vincent; Bader, Barbara

2010-01-01

Current opinion holds that school science has not been producing the expected outcomes. Highlighted by a considerable body of research, one of the concerns is that young people still mobilize a naive conception of science. Consequently, we must pursue the reflection process concerning ways of renewing the school conception of science so as to…

MSL-RAD Cruise Operations Concept

NASA Technical Reports Server (NTRS)

Brinza, David E.; Zeitlin, Cary; Hassler, Donald; Weigle, Gerald E.; Boettcher, Stephan; Martin, Cesar; Wimmer-Schweingrubber, Robert

2012-01-01

The Mars Science Laboratory (MSL) payload includes the Radiation Assessment Detector (RAD) instrument, intended to fully characterize the radiation environment for the MSL mission. The RAD instrument operations concept is intended to reduce impact to spacecraft resources and effort for the MSL operations team. By design, RAD autonomously performs regular science observations without the need for frequent commanding from the Rover Compute Element (RCE). RAD operates with pre-defined "sleep" and "observe" periods, with an adjustable duty cycle for meeting power and data volume constraints during the mission. At the start of a new science observation, RAD performs a pre-observation activity to assess count rates for selected RAD detector elements. Based on this assessment, RAD can enter "solar event" mode, in which instrument parameters (including observation duration) are selected to more effectively characterize the environment. At the end of each observation period, RAD stores a time-tagged, fixed length science data packet in its non-volatile mass memory storage. The operating cadence is defined by adjustable parameters, also stored in non-volatile memory within the instrument. Periodically, the RCE executes an on-board sequence to transfer RAD science data packets from the instrument mass storage to the MSL downlink buffer. Infrequently, the RAD instrument operating configuration is modified by updating internal parameter tables and configuration entries.

Construction of Context-Based Module: How OLED can be used as a Context in High School Chemistry Instruction

NASA Astrophysics Data System (ADS)

Anugrah, I. R.; Mudzakir, A.; Sumarna, O.

2017-09-01

Teaching materials used in Indonesia generally just emphasize remembering skill so that the students’ science literacy is low. Innovation is needed to transform traditional teaching materials so that it can stimulate students’ science literacy, one of which is by context-based approach. This study focused on the construction of context-based module for high school using Organic Light-Emitting Diode (OLED) topics. OLED was chosen because it is an up-to-date topic and relevant to real life. This study used Model of Educational Reconstruction (MER) to reconstruct science content structure about OLED through combining scientist’s perspectives with student’s preconceptions and national curriculum. Literature review of OLED includes its definition, components, characteristics and working principle. Student’s preconceptions about OLED are obtained through interviews. The result shows that student’s preconceptions have not been fully similar with the scientist’s perspective. One of the reasons is that some of the related Chemistry concepts are too complicated. Through curriculum analysis, Chemistry about OLED that are appropriate for high school are Bohr’s atomic theory, redox and organic chemistry including polymers and aromatics. The OLED context and its Chemistry concept were developed into context-based module by adapting science literacy-based learning. This module is expected to increase students’ science literacy performance.

Development of the Exam of GeoloGy Standards, EGGS, to Measure Students' Conceptual Understanding of Geology Concepts

NASA Astrophysics Data System (ADS)

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

2017-12-01

Discipline-based geoscience education researchers have considerable need for criterion-referenced, easy-to-administer and easy-to-score, conceptual diagnostic surveys for undergraduates taking introductory science survey courses in order for faculty to better be able to monitor the learning impacts of various interactive teaching approaches. To support ongoing discipline-based science education research to improve teaching and learning across the geosciences, this study establishes the reliability and validity of a 28-item, multiple-choice, pre- and post- Exam of GeoloGy Standards, hereafter simply called EGGS. The content knowledge EGGS addresses is based on 11 consensus concepts derived from a systematic, thematic analysis of the overlapping ideas presented in national science education reform documents including the Next Generation Science Standards, the AAAS Benchmarks for Science Literacy, the Earth Science Literacy Principles, and the NRC National Science Education Standards. Using community agreed upon best-practices for creating, field-testing, and iteratively revising modern multiple-choice test items using classical item analysis techniques, EGGS emphasizes natural student language over technical scientific vocabulary, leverages illustrations over students' reading ability, specifically targets students' misconceptions identified in the scholarly literature, and covers the range of topics most geology educators expect general education students to know at the end of their formal science learning experiences. The current version of EGGS is judged to be valid and reliable with college-level, introductory science survey students based on both standard quantitative and qualitative measures, including extensive clinical interviews with targeted students and systematic expert review.

Neuropsychology 3.0: Evidence-Based Science and Practice

PubMed Central

Bilder, Robert M.

2011-01-01

Neuropsychology is poised for transformations of its concepts and methods, leveraging advances in neuroimaging, the human genome project, psychometric theory, and information technologies. It is argued that a paradigm shift towards evidence-based science and practice can be enabled by innovations, including: (1) formal definition of neuropsychological concepts and tasks in cognitive ontologies; (2) creation of collaborative neuropsychological knowledgebases; and (3) design of web-based assessment methods that permit free development, large-sample implementation, and dynamic refinement of neuropsychological tests and the constructs these aim to assess. This article considers these opportunities, highlights selected obstacles, and offers suggestions for stepwise progress towards these goals. PMID:21092355

The Nexus between Science Literacy & Technical Literacy: A State by State Analysis of Engineering Content in State Science Standards

ERIC Educational Resources Information Center

Koehler, Catherine M.; Faraclas, Elias; Giblin, David; Moss, David M.; Kazerounian, Kazem

2013-01-01

This study explores how engineering concepts are represented in secondary science standards across the nation by examining how engineering and technical concepts are infused into these frameworks. Secondary science standards from 49 states plus the District of Columbia were analyzed and ranked based on how many engineering concepts were found.…

The Assessment of Taiwanese College Students' Conceptions of and Approaches to Learning Computer Science and Their Relationships

ERIC Educational Resources Information Center

Liang, Jyh-Chong; Su, Yi-Ching; Tsai, Chin-Chung

2015-01-01

The aim of this study was to explore Taiwanese college students' conceptions of and approaches to learning computer science and then explore the relationships between the two. Two surveys, Conceptions of Learning Computer Science (COLCS) and Approaches to Learning Computer Science (ALCS), were administered to 421 college students majoring in…

Comparison of Science-Technology-Society Approach and Textbook Oriented Instruction on Students' Abilities to Apply Science Concepts

ERIC Educational Resources Information Center

Kapici, Hasan Ozgur; Akcay, Hakan; Yager, Robert E.

2017-01-01

It is important for students to learn concepts and using them for solving problems and further learning. Within this respect, the purpose of this study is to investigate students' abilities to apply science concepts that they have learned from Science-Technology-Society based approach or textbook oriented instruction. Current study is based on…

For good measure: Origins and prospects of exposure science (2007 Wesolowski Award Lecture).

PubMed

Fenske, Richard A

2010-09-01

Measurement is the foundation of exposure science. Associations between illness and environmental agents have been observed for millennia, but the ability to quantify exposure and dose has been possible only in the last century. Improved means of measurement and refined concepts of who, what, when, where, and why to measure have been the seminal contributions of exposure science to the study of disease causation and prevention. This paper examines critical advancements in exposure assessment associated with workplace health and safety, and the groundbreaking work of the US Public Health Service. Many of the key concepts of modern exposure science have their origin in these early studies. Occupational hygiene scientists have conducted receptor-based exposure analyses for more than 80 years, evaluating indoor air, defining microenvironments, and developing personal sampling techniques. Biological monitoring of community populations including children, dermal exposure monitoring, duplicate diet studies, and multi-pathway, aggregate exposure assessments can be traced to early public health studies. As we look to the future, we see that new technologies and techniques are expanding the scope of exposure science dramatically. We need to ensure that the highest of scientific standards are maintained, make a greater effort to include occupational hygiene scientists, microbiologists, and behavioral scientists in the field, and promote new sources of training and research support. Exposure science has a critical role to play in the prevention strategy that is central to public health.

Social Science Concepts and the Classroom.

ERIC Educational Resources Information Center

Fancett, Verna S.; And Others

Intended to introduce teachers to the concept approach in teaching social studies materials, the five chapters of this publication discuss (1) a definition of "concept" and the term's relationship to facts and generalizations, (2) the function of concepts in the social sciences, (3) how concepts develop, (4) how concepts are related to inquiry and…

Earth Science Keyword Stewardship: Access and Management through NASA's Global Change Master Directory (GCMD) Keyword Management System (KMS)

NASA Astrophysics Data System (ADS)

Stevens, T.; Olsen, L. M.; Ritz, S.; Morahan, M.; Aleman, A.; Cepero, L.; Gokey, C.; Holland, M.; Cordova, R.; Areu, S.; Cherry, T.; Tran-Ho, H.

2012-12-01

Discovering Earth science data can be complex if the catalog holding the data lacks structure. Controlled keyword vocabularies within metadata catalogues can improve data discovery. NASA's Global Change Master Directory's (GCMD) Keyword Management System (KMS) is a recently released a RESTful web service for managing and providing access to controlled keywords (science keywords, service keywords, platforms, instruments, providers, locations, projects, data resolution, etc.). The KMS introduces a completely new paradigm for the use and management of the keywords and allows access to these keywords as SKOS Concepts (RDF), OWL, standard XML, and CSV. A universally unique identifier (UUID) is automatically assigned to each keyword, which uniquely identifies each concept and its associated information. A component of the KMS is the keyword manager, an internal tool that allows GCMD science coordinators to manage concepts. This includes adding, modifying, and deleting broader, narrower, or related concepts and associated definitions. The controlled keyword vocabulary represents over 20 years of effort and collaboration with the Earth science community. The maintenance, stability, and ongoing vigilance in maintaining mutually exclusive and parallel keyword lists is important for a "normalized" search and discovery, and provides a unique advantage for the science community. Modifications and additions are made based on community suggestions and internal review. To help maintain keyword integrity, science keyword rules and procedures for modification of keywords were developed. This poster will highlight the use of the KMS as a beneficial service for the stewardship and access of the GCMD keywords. Users will learn how to access the KMS and utilize the keywords. Best practices for managing an extensive keyword hierarchy will also be discussed. Participants will learn the process for making keyword suggestions, which subsequently help in building a controlled keyword vocabulary to improve earth science data discovery and access.

Lunar Atmosphere Probe Station: A Proof-of-Concept Instrument Package for Monitoring the Lunar Atmosphere

NASA Astrophysics Data System (ADS)

Lazio, J.; Jones, D. L.; MacDowall, R. J.; Stewart, K. P.; Burns, J. O.; Farrell, W. M.; Giersch, L.; O'Dwyer, I. J.; Hicks, B. C.; Polisensky, E. J.; Hartman, J. M.; Nesnas, I.; Weiler, K.; Kasper, J. C.

2013-12-01

The lunar exosphere is the exemplar of a plasma near the surface of an airless body. Exposed to both the solar and interstellar radiation fields, the lunar exosphere is mostly ionized, and enduring questions regarding its properties include its density and vertical extent, the extent of contributions from volatile outgassing from the Moon, and its behavior over time, including response to the solar wind and modification by landers. Relative ionospheric measurements (riometry) are based on the simple physical principle that electromagnetic waves cannot propagate through a partially or fully ionized medium below the plasma frequency, and riometers have been deployed on the Earth in numerous remote and hostile environments. A multi-frequency riometer on the lunar surface would be able to monitor, *in situ*, the vertical extent of the lunar exosphere over time. We provide an update on a concept for a riometer implemented as a secondary science payload on future lunar landers, such as those recommended in the recent Planetary Sciences Decadal Survey report or commercial ventures. The instrument concept is simple, consisting of an antenna implemented as a metal deposited on polyimide film and receiver. We illustrate various deployment mechanisms and performance of a prototype in increasing lunar analog conditions. While the prime mission of such a riometer would be probing the lunar exosphere, our concept would also be capable to measuring the properties of dust impactors. The Lunar University Network for Astrophysical Research consortium is funded by the NASA Lunar Science Institute to investigate concepts for astrophysical observatories on the Moon. Part of this research was carried out at the Jet Propulsion Laboratory, California Institute of Technology, under a contract with NASA. Artist's impression of the Lunar Atmosphere Probe Station.

Possibilities, intentions and threats: dual use in the life sciences reconsidered.

PubMed

van der Bruggen, Koos

2012-12-01

Due to the terrorist attacks of 9/11 and the anthrax letters of a few weeks later, the concept of dual use has spread widely in the life sciences during the past decade. This article is aimed at a clarification of the dual use concept and its scope of application for the life sciences. Such a clarification would greatly facilitate the work of policymakers seeking to ensure security while avoiding undesirable interventions of government in the conduct of science. The article starts with an overview of the main developments in life sciences in relation to dual use. This is illustrated by discussions on synthetic biology and dual use. The findings lead to a reconsideration of the dual use concept. An area in need of further attention is to what extent threats and intentions should have impact on the definition of dual use. Possible threats are analyzed against the background of the phenomenon of securitization of health care and life sciences: considering these sectors of society in security terms. Some caveats that should be taken into account in a dual use policy are described. An acceptable, adequate and applicable definition of the dual use concept could help researchers, universities, companies and policy makers. Such a definition should build upon, but go beyond, the view developed in the influential Fink-report, which concentrates on the so-called 'experiments of concern', e.g. experiments that enhance the virulence of pathogens (National Research Council of the National Academies 2004) It will be argued that-in addition to these more technical aspects-a definition of dual use should include the aspect of threats and intentions.

The Electromagnetic Spectrum: Using Light and Color To Search for Astronomical Origins.

ERIC Educational Resources Information Center

Smith, Denise; Eisenhamer, Bonnie; DeVore, Edna

2003-01-01

Discusses various ways to use the National Aeronautics and Space Administration's (NASA) Origin's Education Forum's Electromagnetic Spectrum poster to teach earth science concepts. Includes the poster. (SOE)

Teaching Rocks and Minerals in the Context of Dynamic Earth Systems and Interactions: Using the Three Dimensions of the Next Generation Science Standards as an Organizing Framework to Engage Learners in Teacher Preparation Courses

NASA Astrophysics Data System (ADS)

Brady, M. E.; Nelson, F.

2014-12-01

The Next Generation Science Standards (NGSS) call for a shift from science learning as a fixed body of decontextualized facts toward a deliberate integration of three dimensions that transcend instructional level: 1) Disciplinary Core Ideas, 2) Crosscutting concepts, and 3) Science & Engineering Practices. This new approach to K-12 science education requires a dedicated effort to address teacher preparation in ESS. Here, we present an instructional model that explicitly integrates the three dimensions of the NGSS as an organizing framework in large-enrollment, undergraduate introductory geoscience courses targeted toward future teachers. This curriculum development is part of a campus-wide collaboration among science, engineering, and education faculty to enhance science teacher preparation. This approach reflects NGSS conceptual shifts and promotes a learner-centered environment where students regularly engage with each other and course material as part of the course: 1) In terms of content, Earth systems and interactions, are emphasized; rocks and minerals are discussed in the context of their use to understand and predict changes over Earth's past, present, and future; and engineering and technology are incorporated into discussions of mediating human impacts on Earth systems. 2) Cross-cutting concepts, such as cycles and flows, are explicitly referenced throughout the course to promote connections between and application of prior knowledge and new information or situations. 3) Guided by explicit prompts for partner discussions in class, students regularly engage in scientific practices, such as arguing by evidence and constructing an explanation. We will provide examples of student learning assessment, including in-class responses pre- and post- partner discussions, short written reflections, and cumulative projects. Ongoing evaluation of this instructional approach will include pre- and post- Geoscience Concept Inventory responses.

Challenges and strategies for effectively teaching the nature of science: A qualitative case study

NASA Astrophysics Data System (ADS)

Koehler, Catherine M.

This year long, qualitative, case study examines two, experienced, high school, biology teachers as they facilitated nature of science (NOS) understandings in their classrooms. This study explored three research questions: (1) In what ways do experienced teachers' conceptions of NOS evolve over one full year as a result of participating in a course that explicitly address NOS teaching and learning? (2) In what ways do experienced teachers' pedagogical practices evolve over one full year as a result of participating in a course that explicitly address NOS teaching and learning?, and (3) What are the challenges facing experienced teachers in their attempts to implement NOS understandings in their science, high school classrooms? This study was conducted in two parts. In Part I (fall 2004 semester), the participants were enrolled in a graduate course titled, Teaching the Nature of Science , where they were introduced to: (1) NOS, (2) a strategy, the Model for Teaching NOS (MTNOS), which helped them facilitate teaching NOS understandings through inquiry-based activities, and (3) participated in "real" science activities that reinforced their conceptions of NOS. In Part II (spring 2005 semester), classroom observations were made to uncover how these teachers implemented inquiry-based activities emphasizing NOS understanding in their classrooms. Their conceptions of NOS were measured using the Views of the Nature of Science questionnaire. Results demonstrated that each teacher's conceptions of NOS shifted slightly during course the study, but, for one, this was not a permanent shift. Over the year, one teacher's pedagogical practices changed to include inquiry-based lessons using MTNOS; the other, although very amenable to using prepared inquiry-based lessons, did not change her pedagogical practices. Both reported similar challenges while facilitating NOS understanding. The most significant challenges included: (1) time management; (2) the perception that NOS was a content area, and (3) using an inquiry-based model in their classroom. This study describes a curricular and pedagogical model for lesson planning and implementation of inquiry-based activities that promotes NOS understandings in the classroom. It defines the challenges encountered while fostering these understandings, and suggests that NOS needs to be integrated across the educational life span of all students.

Venus Atmospheric Maneuverable Platform (VAMP)

NASA Astrophysics Data System (ADS)

Griffin, K.; Sokol, D.; Lee, G.; Dailey, D.; Polidan, R.

2013-12-01

We have explored a possible new approach to Venus upper atmosphere exploration by applying recent Northrop Grumman (non-NASA) development programs to the challenges associated with Venus upper atmosphere science missions. Our concept is a low ballistic coefficient (<50 Pa), semi-buoyant aircraft that deploys prior to entering the Venus atmosphere, enters the Venus atmosphere without an aeroshell, and provides a long-lived (months to years), maneuverable vehicle capable of carrying science payloads to explore the Venus upper atmosphere. In 2012 we initiated a feasibility study for a semi-buoyant maneuverable vehicle that could operate in the upper atmosphere of Venus. In this presentation we report results from the ongoing study and plans for future analyses and prototyping to advance and refine the concept. We will discuss the overall mission architecture and concept of operations from launch through Venus arrival, orbit, entry, and atmospheric science operations. We will present a strawman concept of VAMP, including ballistic coefficient, planform area, percent buoyancy, inflation gas, wing span, vehicle mass, power supply, propulsion, materials considerations, structural elements, subsystems, and packaging. The interaction between the VAMP vehicle and the supporting orbiter will also be discussed. In this context, we will specifically focus upon four key factors impacting the design and performance of VAMP: 1. Feasibility of and options for the deployment of the vehicle in space 2. Entry into the Venus atmosphere, including descent profile, heat rate, total heat load, stagnation temperature, control, and entry into level flight 3. Characteristics of flight operations and performance in the Venus atmosphere: altitude range, latitude and longitude access, day/night performance, aircraft performance (aerodynamics, power required vs. power available, propulsion, speed, percent buoyancy), performance sensitivity to payload weight 4. Science payload accommodation, constraints, and opportunities We will discuss interdependencies of the above factors and the manner in which the VAMP strawman's characteristics affect the CONOPs and the science objectives. We will show how the these factors provide constraints as well as enable opportunities for novel long duration scientific studies of the Venus upper atmosphere that support VEXAG goals 2 and 3. We will also discuss how the VAMP platform itself can facilitate some of these science measurements.

Concepts for the translation of genome-based innovations into public health: a comprehensive overview.

PubMed

Syurina, Elena V; Schulte In den Bäumen, Tobias; Brand, Angela; Ambrosino, Elena; Feron, Frans Jm

2013-03-01

Recent vast and rapid development of genome-related sciences is followed by the development of different assessment techniques or attempts to adapt the existing ones. The aim of this article is to give an overview of existing concepts for the assessment and translation of innovations into healthcare, applying a descriptive analysis of their present use by public health specialists and policy makers. The international literature review identified eight concepts including Health Technology Assessment, analytic validity, clinical validity, clinical utility, ethical, legal and social implications, Public Health Wheel and others. This study gives an overview of these concepts (including the level of current use) applying a descriptive analysis of their present use by public health specialists and policy makers. Despite the heterogeneity of the analyzed concepts and difference in use in everyday healthcare practice, the cross-integration of these concepts is important in order to improve translation speed and quality. Finally, some recommendations are made regarding the most applicable translational concepts.

Supporting Three-Dimensional Science Learning: The Role of Curiosity-Driven Classroom Discourse

ERIC Educational Resources Information Center

Johnson, Wendy Renae

2017-01-01

The National Research Council's "Framework for K-12 Science Education" (2011) presents a new vision for science education that calls for the integration of the three dimensions of science learning: science and engineering practices, crosscutting concepts, and disciplinary core ideas. Unlike previous conceptions of science learning that…

Dual Causality and the Autonomy of Biology.

PubMed

Bock, Walter J

2017-03-01

Ernst Mayr's concept of dual causality in biology with the two forms of causes (proximate and ultimate) continues to provide an essential foundation for the philosophy of biology. They are equivalent to functional (=proximate) and evolutionary (=ultimate) causes with both required for full biological explanations. The natural sciences can be classified into nomological, historical nomological and historical dual causality, the last including only biology. Because evolutionary causality is unique to biology and must be included for all complete biological explanations, biology is autonomous from the physical sciences.

Science Teachers' Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy

ERIC Educational Resources Information Center

Won, Mihye; Krabbe, Heiko; Ley, Siv Ling; Treagust, David F.; Fischer, Hans E.

2017-01-01

In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students' concept maps using an itemized holistic marking guide. Their marking was compared with the researchers' marking and the scores…

Light. Stop Faking It! Finally Understanding Science So You Can Teach It.

ERIC Educational Resources Information Center

Robertson, William C.

This book is designed to help teachers bolster their content knowledge by focusing on specific science concepts regarding the topic of light. The book covers three scientific models of light and discusses the observations that can be explained by each model. Chapters include: (1) "LightN-The Early Years"; (2) "Colorful Waves"; (3) "Focus, People,…

3D-Printing Crystallographic Unit Cells for Learning Materials Science and Engineering

ERIC Educational Resources Information Center

Rodenbough, Philip P.; Vanti, William B.; Chan, Siu-Wai

2015-01-01

Introductory materials science and engineering courses universally include the study of crystal structure and unit cells, which are by their nature highly visual 3D concepts. Traditionally, such topics are explored with 2D drawings or perhaps a limited set of difficult-to-construct 3D models. The rise of 3D printing, coupled with the wealth of…

Development of CAG Model for Developing Instructional Materials for Teaching Physical Science Concepts for Grade 8 Students.

ERIC Educational Resources Information Center

Hse, Shun-Yi

1991-01-01

The development of an instructional model based on a learning cycle including correlation, analysis, and generalization (CAG) is described. A module developed for heat and temperature was administered to test its effects by comparing its use with the same unit in the New Physical Science Curriculum (NPSC). The methodology, results, and discussion…

Observation and Coding Manual for the Longitudinal Study of Reading Comprehension and Science Concept Acquisition (Third Edition). Technical Report No. L-1.

ERIC Educational Resources Information Center

Meyer, Linda A.; And Others

This manual describes the model--specifically the observation procedures and coding systems--used in a longitudinal study of how children learn to comprehend what they read, with particular emphasis on science texts. Included are procedures for the following: identifying students; observing--recording observations and diagraming the room; writing…

Teaching for Conceptual Understanding

ERIC Educational Resources Information Center

Kang, Nam-Hwa; Howren, Carrie

2004-01-01

One of the most difficult jobs of elementary school teachers is teaching science for conceptual understanding. Conceptual understanding requires students to organize facts and ideas into a meaningful concept in science. Facts and concepts form webs that can help students make connections between the concepts of science and their experiences.…

Forensic fictions: science, television production, and modern storytelling.

PubMed

Kirby, David A

2013-03-01

This essay uses interviews with television creators, writers, and producers to examine how media practitioners utilise, negotiate and transform forensic science in the production of televisual stories including the creation of unique visuals, character exploration, narrative progression, plot complication, thematic development, and adding a sense of authenticity. Television as a medium has its own structures and conventions, including adherence to a show's franchise, which put constraints on how stories are told. I demonstrate how television writers find forensic science to be an ideal tool in navigating television's narrative constraints by using forensics to create conflicts, new obstacles, potential solutions, and final solutions in their stories. I show how television writers utilise forensic science to provide the scientific certainty their characters require to catch the criminal, but also how uncertainty is introduced in a story through the interpretation of the forensics by the show's characters. I also argue that televisual storytellers maintain a flexible notion of scientific realism based on the notion of possibility that puts them at odds with scientists who take a more demanding conception of scientific accuracy based on the concept of probability. Copyright © 2013. Published by Elsevier Ltd.

Career education attitudes and practices of K-12 science educators

NASA Astrophysics Data System (ADS)

Smith, Walter S.

A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

NASA's Gravitational-Wave Mission Concept Study

NASA Technical Reports Server (NTRS)

Stebbins, Robin

2012-01-01

With the conclusion of the NASA/ESA partnership on the Laser interferometer Space Antenna (LISA) Project, NASA initiated a study to explore mission concepts that will accomplish some or all of the LISA science objectives at lower cost. The Gravitational-Wave Mission Concept Study consists of a public Request for Information (RFI), a Core Team of NASA engineers and scientists, a Community Science Team, a Science Task Force, and an open workshop. The RFI yielded 12 mission concepts, 3 instrument concepts and 2 technologies. The responses ranged from concepts that eliminated the drag-free test mass of LISA to concepts that replace the test mass with an atom interferometer. The Core Team reviewed the noise budgets and sensitivity curves, the payload and spacecraft designs and requirements, orbits and trajectories and technical readiness and risk. The Science Task Force assessed the science performance. Three mission concepts have been studied by Team-X, JPL's concurrent design facility, to refine the conceptual design, evaluate key performance parameters, assess risk and estimate cost and schedule. The status of the Study are reported.

Venera-D: Technology Implications

NASA Technical Reports Server (NTRS)

Kremic, Tibor

2016-01-01

The Venera-D concept mission being developed by the Joint Russian US Science Definition Team (JSDT) is an exciting concept for exploring Venus and is based largely successful approach of heritage Soviet Veneras and VEGA missions. The desired science of Venera-D seeks to build on the results on these missions and also missions by other nations such as the American Mariners, Pioneer Venus, and Magellan missions, ESAs Venus Express, and the current Japanese Akatsuki mission. A number of elements comprise the potential full mission concept. Core elements of the mission include a long lived orbiter (3 years) and a short duration ( 2 hour) but powerful lander. Several other mission elements are possible depending on mission constraints which include cost limitations. Other possible elements include some form of mobile aerial platform, such as a balloon, long lived dropsonde(s), and sub-satellite. One can image the diverse maturity of technologies that will be needed to support the various elements of the Venera-D mission concept. Given the long heritage and recent orbiting missions, little technology challenges are expected for the orbiter. However it has been several decades since humanity has placed a functioning lander on the Venus surface or spent time floating in the Venus atmosphere so the technology challenges will be of greater concern. This briefing presents some of the results of the Venera-D technology sub-group.

Eclipsing the Light...Fantastic! Teaching Science.

ERIC Educational Resources Information Center

Leyden, Michael B.

1995-01-01

Features the concepts of optics and geometry of eclipses. Presents the "eclipse rule," suggesting classroom activities in which students derive this rule. Includes some triangles activities for outdoors that illustrate eclipsing and sighting phenomena. (ET)

Island Watershed Activity.

ERIC Educational Resources Information Center

Benson, Rod

2003-01-01

Describes a 90-minute "Island Watershed" activity to help earth science students understand the concept of the water cycle. Introduces a surface waters unit appropriate for students in grades 7-10. Includes watershed project guidelines. (Author/KHR)

Case for Building Informal Ontology of a Subject Matter at School Level Science Education with Community Collaboration

ERIC Educational Resources Information Center

Datt, Sachin

2015-01-01

School science textbooks are an amalgamation of concepts collected from different fields of Science like Physics, Chemistry and Biology. The actual number of concepts in the different domains of science are enormous. Educationists have to make a decision of choosing some concept that they think are necessary for students to know at a certain age.…

Navigation - Project CAPE Teaching Module.

ERIC Educational Resources Information Center

Caldwell, Nadine; May, Charlaron

Ten lessons are included in this interdisciplinary unit on navigation, designed to supplement fifth and sixth grade social studies and science curricula. Each lesson includes: (1) lesson concepts; (2) competency goals; (3) objectives; (4) materials; (5) list of key vocabulary words; (6) background information; (7) teacher preparation; (8) list of…

Bonding: Mothering Magic or Pseudo Science: A Critical Review of Some of the Research in the Area. Selected Papers Number 40.

ERIC Educational Resources Information Center

James, Deidre

This article commences with a review of the issues in the empirical literature surrounding the concept of 'bonding,' and notes some particular parallels with the concept of 'attachment,' demonstrating links between the two. The comparison is followed by a review of empirical findings of studies involving animals and humans, including those dealing…

The Impact of Using Model of Marzano Gain Students the Ability to Configure an Integrated Conceptual Structure in Islamic Concepts

ERIC Educational Resources Information Center

Alkhateeb, Omar

2015-01-01

The study aimed that the impact of using model of Marzano gain students the ability to configure an integrated conceptual structure in Islamic concepts the Sample included studious (120) student students the first year where of college of the educational sciences study in, two branches be organized in their choice was complete random among seven…

State of the science of maternal-infant bonding: a principle-based concept analysis.

PubMed

Bicking Kinsey, Cara; Hupcey, Judith E

2013-12-01

to provide a principle-based analysis of the concept of maternal-infant bonding. principle-based method of concept analysis for which the data set included 44 articles published in the last decade from Pubmed, CINAHL, and PyschINFO/PsychARTICLES. literature inclusion criteria were English language, articles published in the last decade, peer-reviewed journal articles and commentary on published work, and human populations. after a brief review of the history of maternal-infant bonding, a principle-based concept analysis was completed to examine the state of the science with regard to this concept. The concept was critically examined according to the clarity of definition (epistemological principle), applicability of the concept (pragmatic principle), consistency in use and meaning (linguistic principle), and differentiation of the concept from related concepts (logical principle). Analysis of the concept revealed: (1) Maternal-infant bonding describes maternal feelings and emotions towards her infant. Evidence that the concept encompasses behavioural or biological components was limited. (2) The concept is clearly operationalised in the affective domain. (3) Maternal-infant bonding is linguistically confused with attachment, although the boundaries between the concepts are clearly delineated. despite widespread use of the concept, maternal-infant bonding is at times superficially developed and subject to confusion with related concepts. Concept clarification is warranted. A theoretical definition of the concept of maternal-infant bonding was developed to aid in the clarification, but more research is necessary to further clarify and advance the concept. nurse midwives and other practitioners should use the theoretical definition of maternal-infant bonding as a preliminary guide to identification and understanding of the concept in clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

STATE OF THE SCIENCE OF MATERNAL-INFANT BONDING: A PRINCIPLE-BASED CONCEPT ANALYSIS

PubMed Central

Bicking Kinsey, Cara; Hupcey, Judith E.

2013-01-01

Objective To provide a principle-based analysis of the concept of maternal-infant bonding. Design Principle-based method of concept analysis for which the data set included 44 articles published in the last decade from Pubmed, CINAHL, and PyschINFO/PsychARTICLES. Setting Literature inclusion criteria were English language, articles published in the last decade, peer-reviewed journal articles and commentary on published work, and human populations. Measurement and Findings After brief review of the history of maternal-infant bonding, a principle-based concept analysis was completed to examine the state of the science with regard to this concept. The concept was critically examined according to the clarity of definition (epistemological principle), applicability of the concept (pragmatic principle), consistency in use and meaning (linguistic principle), and differentiation of the concept from related concepts (logical principle). Analysis of the concept revealed: (1) maternal-infant bonding describes maternal feelings and emotions towards her infant. Evidence that the concept encompasses behavioral or biological components was limited; (2) the concept is clearly operationalized in the affective domain; and (3) maternal-infant bonding is linguistically confused with attachment, although the boundaries between the concepts are clearly delineated. Key Conclusion Despite widespread use of the concept, maternal-infant bonding is at times superficially developed and subject to confusion with related concepts. Concept clarification is warranted. A theoretical definition of the concept of maternal-infant bonding was developed to aid in the clarification, but more research is necessary to further clarify and advance the concept. Implications for Practice Nurse midwives and other practitioners should use the theoretical definition of maternal-infant bonding as a preliminary guide to identification and understanding of the concept in clinical practice. PMID:23452661

Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

NASA Astrophysics Data System (ADS)

Jaipal-Jamani, Kamini; Angeli, Charoula

2017-04-01

The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' ( n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers' interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers' self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts.

ICT and Constructivist Strategies Instruction for Science and Mathematics Education

ERIC Educational Resources Information Center

Kong, Ng Wai; Lai, Kong Sow

2005-01-01

Concept learning in science and mathematics had often times been taught based on assumptions of alternative concepts or even in some instances based on misconceptions. Some educational researchers favour a constructivist approach in teaching science and mathematics. The constructivist literature existing makes use of alternative conceptions as…

Teaching Science for Understanding: Implications of Spontaneous Conceptions and the History of Science.

ERIC Educational Resources Information Center

MacDonald, Dougal

This study explored the usefulness of an approach to science instruction which specifically considered children's spontaneous conceptions about natural phenomena. The aim of the instruction was the development of conceptual understanding. The instructional approach involved diagnosing children's spontaneous conceptions, making them aware of their…

Computer Science Concept Inventories: Past and Future

ERIC Educational Resources Information Center

Taylor, C.; Zingaro, D.; Porter, L.; Webb, K. C.; Lee, C. B.; Clancy, M.

2014-01-01

Concept Inventories (CIs) are assessments designed to measure student learning of core concepts. CIs have become well known for their major impact on pedagogical techniques in other sciences, especially physics. Presently, there are no widely used, validated CIs for computer science. However, considerable groundwork has been performed in the form…

Relationships between Prospective Elementary Teachers' Classroom Practice and Their Conceptions of Biology and of Teaching Science.

ERIC Educational Resources Information Center

Meyer, Helen; Tabachnick, B. Robert; Hewson, Peter W.; Lemberger, John; Park, Hyun-Ju

1999-01-01

Discusses three prospective elementary teachers' conceptions of teaching science and selected portions of their knowledge base in life science. Explores how these teachers' conceptions, along with their teaching actions, developed during the course of a teacher-education program. Contains 21 references. (Author/WRM)

User interfaces in space science instrumentation

NASA Astrophysics Data System (ADS)

McCalden, Alec John

This thesis examines user interaction with instrumentation in the specific context of space science. It gathers together existing practice in machine interfaces with a look at potential future usage and recommends a new approach to space science projects with the intention of maximising their science return. It first takes a historical perspective on user interfaces and ways of defining and measuring the science return of a space instrument. Choices of research methodology are considered. Implementation details such as the concepts of usability, mental models, affordance and presentation of information are described, and examples of existing interfaces in space science are given. A set of parameters for use in analysing and synthesizing a user interface is derived by using a set of case studies of diverse failures and from previous work. A general space science user analysis is made by looking at typical practice, and an interview plus persona technique is used to group users with interface designs. An examination is made of designs in the field of astronomical instrumentation interfaces, showing the evolution of current concepts and including ideas capable of sustaining progress in the future. The parameters developed earlier are then tested against several established interfaces in the space science context to give a degree of confidence in their use. The concept of a simulator that is used to guide the development of an instrument over the whole lifecycle is described, and the idea is proposed that better instrumentation would result from more efficient use of the resources available. The previous ideas in this thesis are then brought together to describe a proposed new approach to a typical development programme, with an emphasis on user interaction. The conclusion shows that there is significant room for improvement in the science return from space instrumentation by attention to the user interface.

Turkish Preservice Elementary Science Teachers' Conceptions of Learning Science and Science Teaching Efficacy Beliefs: Is There a Relationship?

ERIC Educational Resources Information Center

Bahcivan, Eralp; Kapucu, Serkan

2014-01-01

This study has been conducted to investigate conceptions of learning science (COLS) and personal science teaching efficacy belief (PSTE) of Turkish preservice elementary science teachers (PSTs) and to explore the relationship between these variables. Two instruments COLS questionnaire and PSTE subscale of Science Teaching Efficacy Beliefs…

How Role Play Addresses the Difficulties Students Perceive when Writing Reflectively about the Concepts They are Learning in Science

NASA Astrophysics Data System (ADS)

Millar, Susan

A fundamental problem which confronts Science teachers is the difficulty many students experience in the construction, understanding and remembering of concepts. This is more likely to occur when teachers adhere to a Transmission model of teaching and learning, and fail to provide students with opportunities to construct their own learning. Social construction, followed by individual reflective writing, enables students to construct their own understanding of concepts and effectively promotes deep learning. This method of constructing knowledge in the classroom is often overlooked by teachers as they either have no knowledge of it, or do not know how to appropriate it for successful teaching in Science. This study identifies the difficulties which students often experience when writing reflectively and offers solutions which are likely to reduce these difficulties. These solutions, and the use of reflective writing itself, challenge the ideology of the Sydney Genre School, which forms the basis of the attempt to deal with literacy in the NSW Science Syllabus. The findings of this investigation support the concept of literacy as the ability to use oral and written language, reading and listening to construct meaning. The investigation demonstrates how structured discussion, role play and reflective writing can be used to this end. While the Sydney Genre School methodology focuses on the structure of genre as a prerequisite for understanding concepts in Science, the findings of this study demonstrate that students can use their own words to discuss and write reflectively as they construct scientific concepts for themselves. Social construction and reflective writing can contribute to the construction of concepts and the development of metacognition in Science. However, students often experience difficulties when writing reflectively about scientific concepts they are learning. In this investigation, students identified these difficulties as an inability to understand, remember and think about a concept and to plan the sequence of their reflective writing. This study was undertaken in four different classes at junior to senior levels. The difficulties identified by students were successfully addressed by role play and the activities that are integral to it. These include physical or kinaesthetic activity, social construction, the use of drawing, diagrams and text, and the provision of a concrete model of the concept. Through the enactment effect, kinaesthetic activity enables students to automatically remember and visualise concepts, whilst visual stimuli and social construction provide opportunities for students to both visualise and verbalise concepts. In addition, the provision of a concrete model enables most students to visualise and understand abstract concepts to some extent. These activities, embedded in role play, enable students to understand, remember, sequence and think about a concept as they engage in reflective writing. This, in turn, enhances understanding and memory. Role play has hitherto been regarded as a useful teaching technique when dealing with very young students. This study demonstrates that role play can be highly effective when teaching Science at the secondary level. This investigation looks at the activities embedded in role play, and demonstrates how they can be effectively translated from theoretical constructs into classroom practice. Grounded theory (Glaser and Strauss, 1967; Glaser, 1978; 1998; 2002) was selected as the most appropriate methodology for this investigation. The problems of identifying and controlling variables in an educational setting were essentially resolved using this qualitative, interpretative approach. Students from four classes in Years 8, 10 and 11 were investigated. Data were gathered using classroom observations, informal interviews, and formal written interviews, focus group conversations and samples of student writing.

A Comparative Study of Hawaii Middle School Science Student Academic Achievement

NASA Astrophysics Data System (ADS)

Askew Cain, Peggy

The problem was middle-grade students with specific learning disabilities (SWDs) in reading comprehension perform less well than their peers on standardized assessments. The purpose of this quantitative comparative study was to examine the effect of electronic concept maps on reading comprehension of eighth grade students with SWD reading comprehension in a Hawaii middle school Grade 8 science class on the island of Oahu. The target population consisted of Grade 8 science students for school year 2015-2016. The sampling method was a purposeful sampling with a final sample size of 338 grade 8 science students. De-identified archival records of grade 8 Hawaii standardized science test scores were analyzed using a one way analysis of variance (ANOVA) in SPSS. The finding for hypothesis 1 indicated a significant difference in student achievement between SWDs and SWODs as measured by Hawaii State Assessment (HSA) in science scores (p < 0.05), and for hypothesis 2, a significant difference in instructional modality for SWDs who used concept maps and does who did not as measured by the Hawaii State Assessment in science (p < 0.05). The implications of the findings (a) SWDs performed less well in science achievement than their peers and consequently, and (b) SWODs appeared to remember greater degrees of science knowledge, and answered more questions correctly than SWDs as a result of reading comprehension. Recommendations for practice were for educational leadership and noted: (a) teachers should practice using concept maps with SWDs as a specific reading strategy to support reading comprehension in science classes, (b) involve a strong focus on vocabulary building and concept building during concept map construction because the construction of concept maps sometimes requires frontloading of vocabulary, and (c) model for teachers how concept maps are created and to explain their educational purpose as a tool for learning. Recommendations for future research were to conduct (a) a quantitative comparative study between groups for academic achievement of subtests mean scores of SWDs and SWODs in physical science, earth science, and space science, and (b) a quantitative correlation study to examine relationships and predictive values for academic achievement of SWDs and concept map integration on standardized science assessments.

The Nature of Paradigmatic Shifts and the Goals of Science Education.

ERIC Educational Resources Information Center

Wagner, Paul A.

1983-01-01

Explains cognitive basis for change in science paradigms using Watson-Crick DNA model to illustrate concepts of "normal" versus "revolutionary" science. Examines these concepts in light of teacher preception of science, and discusses implications for the practice of science education. (JM)

Innovations in human genetics education. Incorporation of genetics into a problem-based medical school curriculum.

PubMed Central

Swinford, A E; McKeag, D B

1990-01-01

There has been recent interest in the development of problem-based human genetics curricula in U.S. medical schools. The College of Human Medicine at Michigan State University has had a problem-based curriculum since 1974. The vertical integration of genetics within the problem-based curriculum, called "Track II," has recently been revised. On first inspection, the curriculum appeared to lack a significant genetics component; however, on further analysis it was found that many genetics concepts were covered in the biochemistry, microbiology, pathology, and clinical science components. Both basic science concepts and clinical applications of genetics are covered in the curriculum by providing appropriate references for basic concepts and including inherited conditions within the differential diagnosis in the cases studied. Evaluations consist of a multiple-choice content exam and a modified essay exam based on a clinical case, allowing evaluation of both basic concepts and problem-solving ability. This curriculum prepares students to use genetics in a clinical context in their future careers. PMID:2220816

Helping teachers change science instruction

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

Consuegra, G.F.

1994-12-31

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

The Positive and Negative Effects of Science Concept Tests on Student Conceptual Understanding

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Yeh, Ting-Kuang; Barufaldi, James P.

2010-01-01

This study explored the phenomenon of testing effect during science concept assessments, including the mechanism behind it and its impact upon a learner's conceptual understanding. The participants consisted of 208 high school students, in either the 11th or 12th grade. Three types of tests (traditional multiple-choice test, correct concept test, and incorrect concept test) related to the greenhouse effect and global warming were developed to explore the mechanisms underlining the test effect. Interview data analyzed by means of the flow-map method were used to examine the two-week post-test consequences of taking one of these three tests. The results indicated: (1) Traditional tests can affect participants' long-term memory, both positively and negatively; in addition, when students ponder repeatedly and think harder about highly distracting choices during a test, they may gradually develop new conceptions; (2) Students develop more correct conceptions when more true descriptions are provided on the tests; on the other hand, students develop more misconceptions while completing tests in which more false descriptions of choices are provided. Finally, the results of this study revealed a noteworthy phenomenon that tests, if employed appropriately, may be also an effective instrument for assisting students' conceptual understanding.

DSMS science operations concept

NASA Technical Reports Server (NTRS)

Connally, M. J.; Kuiper, T. B.

2001-01-01

The Deep Space Mission System (DSMS) Science Operations Concept describes the vision for enabling the use of the DSMS, particularly the Deep Space Network (DSN) for direct science observations in the areas of radio astronomy, planetary radar, radio science and VLBI.

The influence of role-specific self-concept and sex-role identity on career choices in science

NASA Astrophysics Data System (ADS)

Baker, Dale R.

Despite much effort on the part of educators the number of females who choose science careers remains low. This research focuses on two factors which may be influencing females in their choice of careers. These factors are role-specific self-concept in science and self perception in terms of stereotypical masculine and feminine characteristics. In addition logical ability and mathematics and science courses were also examined as factors in career choice. Females preferring science related careers and females preferring nontraditional careers such as police, military and trades were found to have a positive role-specific self-concept and a masculine perception of themselves. Females preferring traditional careers such as teacher or hairdresser had a poor role-specific self-concept and a more feminine perception of themselves. Males as a group were found to have a more positive role-specific self-concept than females. Logical ability was also related to a science career preference for both males and females. Males expected to take more higher level math courses than females, while females preferring science careers expected to take the most higher level science courses.

Terra Mission Operations: Launch to the Present (and Beyond)

NASA Technical Reports Server (NTRS)

Thome, Kurt; Kelly, Angelita; Moyer, Eric; Mantziaras, Dimitrios; Case, Warren

2014-01-01

The Terra satellite, flagship of NASAs long-term Earth Observing System (EOS) Program, continues to provide useful earth science observations well past its 5-year design lifetime. This paper describes the evolution of Terra operations, including challenges and successes and the steps taken to preserve science requirements and prolong spacecraft life. Working cooperatively with the Terra science and instrument teams, including NASAs international partners, the mission operations team has successfully kept the Terra operating continuously, resolving challenges and adjusting operations as needed. Terra retains all of its observing capabilities (except Short Wave Infrared) despite its age. The paper also describes concepts for future operations.

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

NASA Astrophysics Data System (ADS)

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

2016-06-01

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

Hydrological sciences and water security: An overview

NASA Astrophysics Data System (ADS)

Young, G.; Demuth, S.; Mishra, A.; Cudennec, C.

2015-04-01

This paper provides an introduction to the concepts of water security including not only the risks to human wellbeing posed by floods and droughts, but also the threats of inadequate supply of water in both quantity and quality for food production, human health, energy and industrial production, and for the natural ecosystems on which life depends. The overall setting is one of constant change in all aspects of Earth systems. Hydrological systems (processes and regimes) are changing, resulting from varying and changing precipitation and energy inputs, changes in surface covers, mining of groundwater resources, and storage and diversions by dams and infrastructures. Changes in social, political and economic conditions include population and demographic shifts, political realignments, changes in financial systems and in trade patterns. There is an urgent need to address hydrological and social changes simultaneously and in combination rather than as separate entities, and thus the need to develop the approach of `socio-hydrology'. All aspects of water security, including the responses of both UNESCO and the International Association of Hydrological Sciences (IAHS) to the concepts of socio-hydrology, are examined in detailed papers within the volume titled Hydrological Sciences and Water Security: Past, Present and Future.

An Analysis of Prospective Science Teachers' Understanding of the Nature of Science.

ERIC Educational Resources Information Center

Ogunniyi, M. B.

1982-01-01

An instrument was developed to measure conceptions of the language of science held by prospective Nigerian science teachers (N=106) relative to conceptions held by seven selected science philosophers (Carnap, Frank, Hempel, Kemeny, Nagel, Nash, and Popper). Subjects did not endorse the language of science associated with a particular philosopher.…

Identification of Emerging Science Competencies in Agriculture. Vocational Education Research.

ERIC Educational Resources Information Center

Louisiana State Univ., Baton Rouge. School of Vocational Education.

A research project identified new and emerging science concepts that should be taught in high school vocational agriculture. Agricultural scientists on an advisory panel identified the emerging science concepts. The majority were in the areas of plant science and animal science. Animal science was completely reorganized with greater emphasis on…

The Europa Clipper Mission Concept

NASA Astrophysics Data System (ADS)

Pappalardo, Robert; Goldstein, Barry; Magner, Thomas; Prockter, Louise; Senske, David; Paczkowski, Brian; Cooke, Brian; Vance, Steve; Wes Patterson, G.; Craft, Kate

2014-05-01

A NASA-appointed Science Definition Team (SDT), working closely with a technical team from the Jet Propulsion Laboratory (JPL) and the Applied Physics Laboratory (APL), recently considered options for a future strategic mission to Europa, with the stated science goal: Explore Europa to investigate its habitability. The group considered several mission options, which were fully technically developed, then costed and reviewed by technical review boards and planetary science community groups. There was strong convergence on a favored architecture consisting of a spacecraft in Jupiter orbit making many close flybys of Europa, concentrating on remote sensing to explore the moon. Innovative mission design would use gravitational perturbations of the spacecraft trajectory to permit flybys at a wide variety of latitudes and longitudes, enabling globally distributed regional coverage of the moon's surface, with nominally 45 close flybys at altitudes from 25 to 100 km. We will present the science and reconnaissance goals and objectives, a mission design overview, and the notional spacecraft for this concept, which has become known as the Europa Clipper. The Europa Clipper concept provides a cost-efficient means to explore Europa and investigate its habitability, through understanding the satellite's ice and ocean, composition, and geology. The set of investigations derived from the Europa Clipper science objectives traces to a notional payload for science, consisting of: Ice Penetrating Radar (for sounding of ice-water interfaces within and beneath the ice shell), Topographical Imager (for stereo imaging of the surface), ShortWave Infrared Spectrometer (for surface composition), Neutral Mass Spectrometer (for atmospheric composition), Magnetometer and Langmuir Probes (for inferring the satellite's induction field to characterize an ocean), and Gravity Science (to confirm an ocean).The mission would also include the capability to perform reconnaissance for a future lander, with the Reconnaissance goal: Characterize safe and scientifically compelling sites for a future lander mission to Europa. To accomplish these reconnaissance objectives and the investigations that flow from them, principally to address issues of landing site safety, two additional instruments would be included in the notional payload: a Reconnaissance Camera (for high-resolution imaging) and a Thermal Imager (to characterize the surface through its thermal properties). These instruments, in tandem with the notional payload for science, could assess the science value of potential landing sites. This notional payload serves as a proof-of-concept for the Europa Clipper during its formulation stage. The actual payload would be chosen through a NASA Announcement of Opportunity. If NASA were to proceed with the mission, it could be possible to launch early in the coming decade, on an Atlas V or the Space Launch System (SLS).

Life sciences experiments in the first Spacelab mission

NASA Technical Reports Server (NTRS)

Huffstetler, W. J.; Rummel, J. A.

1978-01-01

The development of the Shuttle Transportation System (STS) by the United States and the Spacelab pressurized modules and pallets by the European Space Agency (ESA) presents a unique multi-mission space experimentation capability to scientists and researchers of all disciplines. This capability is especially pertinent to life scientists involved in all areas of biological and behavioral research. This paper explains the solicitation, evaluation, and selection process involved in establishing life sciences experiment payloads. Explanations relative to experiment hardware development, experiment support hardware (CORE) concepts, hardware integration and test, and concepts of direct Principal Investigator involvement in the missions are presented as they are being accomplished for the first Spacelab mission. Additionally, discussions of future plans for life sciences dedicated Spacelab missions are included in an attempt to define projected capabilities for space research in the 1980s utilizing the STS.

Assessing gains in teacher knowledge and confidence in a long-duration climate literacy initiative

NASA Astrophysics Data System (ADS)

Haine, D. B.; Kendall, L.; Yelton, S.

2013-12-01

Climate Literacy: Integrating Modeling & Technology Experiences (CLIMATE) in NC Classrooms, an interdisciplinary, global climate change program for NC high school science teachers is administered by UNC Chapel Hill's Institute for the Environment (IE) with funding from NASA's Innovations in Climate Education (NICE) Program. Currently in its third year, this year-long program serves 24 teaching fellows annually and combines hands-on climate science investigations with experiential learning in fragile ecosystem environments to achieve the following program goals: increased teacher knowledge of climate change science and predicted impacts; increased teacher knowledge of modeling and technology resources, with an emphasis on those provided by NASA; and increased teacher confidence in using technology to address climate change education. A mixed-methods evaluation approach that includes external evaluation is providing quantitative and qualitative data about the extent to which program goals are being achieved. With regard to increases in teacher knowledge, teachers often self-report an increase in knowledge as a result of a program activity; this session will describe our strategies for assessing actual gains in teacher knowledge which include pre- and post-collaborative concept mapping and pre- and post-open response questionnaires. For each evaluation approach utilized, the process of analyzing these qualitative data will be discussed and results shared. For example, a collaborative concept mapping activity for assessment of learning as a result of the summer institute was utilized to assess gains in content knowledge. Working in small groups, teachers were asked to identify key vocabulary terms and show their relationship to one another via a concept map to answer these questions: What is global climate change? What is/are the: evidence? mechanisms? causes? consequences? Concept maps were constructed at the beginning (pre) and again at the end (post) of the Summer Institute. Concept map analysis revealed that post-maps included more key terms/concepts on average than pre-concept maps and that 6-9 NEW terms were present on post-maps; these NEW terms were directly related to science content addressed during the summer institute. In an effort to assess knowledge gained as a result of participating in an experiential weekend retreat, a pre- and post-open response questionnaire focused on the spruce-fir forest, an ecosystem prominently featured during programming, was administered. Post-learning assessments revealed learning gains for 100% of participants, all of whom were able to provide responses that referenced specific content covered during the retreat. To demonstrate increased teacher confidence in using technology to support climate science instruction, teachers are asked to develop and pilot a lesson that integrates at least one NASA resource. In collaboration with an external evaluator, a rubric was developed to evaluate submitted lessons in an effort to assess progress at achieving this program goal. The process of developing this rubric as well as the results from this analysis will be shared along with the challenges and insights that have been revealed from analyzing submitted lessons.

Using Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science †

PubMed Central

Aune, Jeanine Elise; Evans, Lynn Lundy; Boury, Nancy

2018-01-01

The nature of science (NOS) is a foundational framework for understanding scientific ideas and concepts. This framework includes scientific methodology, the process of revising and interpreting data, and the ways in which science is a social endeavor. Nature of science literature treats science as a way of knowing that is based on observable phenomenon. While discipline-specific coursework teaches the factual information of science, it may fall short on teaching scientific literacy, a key component of which is understanding NOS. We have designed an English course that features nonfiction narratives describing the early days of epidemiology, hygiene awareness, and the current controversy surrounding vaccination. Using a validated assessment of student understanding of NOS, the Student Understanding of Science and Scientific Inquiry (SUSSI), we have determined that this science-themed English composition course was effective in teaching NOS. Student understanding of NOS increased between the beginning and the end of the course in eight of the nine parameters of NOS measured, with the greatest gains in understanding the role of revision and of creativity in science. Our data imply that the course helped students develop a slightly less naïve understanding of the nature of science and its importance in the development and dissemination of scientific ideas and concepts. PMID:29904539

The Development of Science Concept in Turkey and Effects of Constructivism on 2004 Primary Science Curriculum

ERIC Educational Resources Information Center

Öztürk, Faruk

2016-01-01

The aim of this study is to examine the development of science concept in Turkey. It is seen that the historical process of science concept in Turkey has developed within two stages. The first setting is the later stages of the Ottoman State and the Republican Era, at which time positivism was prevalent as noted in the objectives of the national…

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

NASA Astrophysics Data System (ADS)

Sikder, Shukla; Fleer, Marilyn

2015-06-01

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

Parental influences on students' self-concept, task value beliefs, and achievement in science.

PubMed

Senler, Burcu; Sungur, Semra

2009-05-01

The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.

Science Objectives and Mission Concepts for Europa Exploration

NASA Astrophysics Data System (ADS)

Tamppari, L. K.; Senske, D. A.; Johnson, T. V.; Oberto, R.; Zimmerman, W.; JPL's Team-X Team

2000-10-01

Since the arrival of the Galileo spacecraft to the Jovian system in 1995, evidence indicating a liquid water ocean beneath the icy Europan crust has become much stronger. This evidence combined with the fact that Europa is greater than 90 wt% water [1] makes it a candidate body to harbor extant or extinct life. The outstanding Europa science questions [2] are to determine whether or not there is or has been a liquid water layer under the ice and whether or not liquid water currently exists on the surface or has in the geologically recent past, what geological processes create the ice rafts and other ice-tectonic processes that affect the surface, the composition of the deep interior , geochemical sources of energy, the nature of the neutral atmosphere and ionosphere, and the nature of the radiation environment, especially with regard to its implications for organic and biotic chemistry. In addition, in situ studies of the surface of Europa would offer the opportunity to characterize the chemistry of the ice including organics, pH, salinity, and redox potential. In order to address these scientific objectives, a Europa program, involving multiple spacecraft, is envisioned. The JPL Outer Planets program has been helping to lay the groundwork for such a program. This effort is being conducted with particular emphasis on compiling and identifying science objectives which will flow down to a Europa mission architecture. This poster will show the tracability of observational methods from the science objectives. Also in support of developing a Europa mission architecture, JPL's Team-X has conducted a variety of Europa mission studies . A comparison of the studies done to date will be presented, highlighting science objectives accomplished, technological challenges, and cost. A more detailed presentation will be given on a Europa Lander concept study. First, the science objectives and instrumentation will be shown, including instrument mass, power usage, volume, and data rate. Second, the mission design will be discussed, including candidate launch and arrival dates and landing ellipse issues. Third, the technology developments required and other issues will be presented. This poster presentation will provide an opportunity for the science community to influence future work on developing a Europa architecture, including refinements to a Europa Lander , other mission concepts, and further science objective identification and prioritization. This work was carried out at Caltech's Jet Propulsion Laboratory under a contract from NASA. [1] Morrison, D., Introduction to the Satellites of Jupiter in Satellites of Jupiter, Morrison ed., 1982. [2] Space Studies Board, A Strategy for the Exploration of Europa, National Academy Press, Washington D. C., 1999.